Appendix: Like a monkey in a zoo

Material Information

Appendix: Like a monkey in a zoo
Added title page title:
Crafting a hyperactive rhetoric through disability and glitch theory
Keedy, Griffin Denay ( author )
Place of Publication:
Denver, Colo.
University of Colorado Denver
Physical Description:
1 electronic file (pages) & : ;

Thesis/Dissertation Information

Master's ( Master of arts)
Degree Grantor:
University of Colorado Denver
Degree Divisions:
Department of English, CU Denver
Degree Disciplines:


Subjects / Keywords:
Sociology of disability ( lcsh )
Disability studies ( lcsh )
Composition (Language arts) ( lcsh )
Composition (Language arts) ( fast )
Disability studies ( fast )
Sociology of disability ( fast )
bibliography ( marcgt )
theses ( marcgt )
non-fiction ( marcgt )


Disability perspectives and disability studies are shifting how we compose, design, consume, and interact. Yet despite increased awareness, presence, and access, we are too infrequently questioning the politics, subjectivities, and limitations of writing practices. Instead, many institutions and purveyors of textual culture approach rhetoric and composition processes uncritically. This thesis, following scholarship in disability studies, seeks ways of creating and utilizing a hyperactive rhetoric or hyperactive rhetorical approach that challenges normalizing writing practices. I argue that, by following a rhetoric suggested by ADHD perspectives and traits, we might approach writing (and teaching writing) with the intention of complicating, destandardizing, misusing, and revealing, to ourselves and to audiences, the power of (dis)abilities.
In combination with these disability studies practices and philosophies, I draw from glitch theory, deconstructionism, and new technological capabilities to argue that we, as new media writers and writers with disabilities, never simply compose and consume in the universal manner tradition leads us to believe. I argue not only for a model of creating and consuming media (textual or otherwise) that resists normalizing conceptions of revision, polished (finished) writing, coherence, and linearity, but also one that embraces irregularities and glitches as essential, inherent features. Finally, I provide examples of how to perform these models and practices, which I call glitch writing and hyperactive teaching.
Includes bibliographical references.
System Details:
System requirements: Adobe Reader.
Statement of Responsibility:
Griffin Denay Keedy.

Record Information

Source Institution:
University of Colorado Denver Collections
Holding Location:
Auraria Library
Rights Management:
All applicable rights reserved by the source institution and holding location.
Resource Identifier:
985108623 ( OCLC )
LD1193.L54 2016m K44 ( lcc )


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