UMD Theses and Dissertations

Permanent URI for this collectionhttp://hdl.handle.net/1903/3

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Subject: search.filters.subject.Metaphor

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    Twin Pillars to the Axis of Evil: Presidential Security Metaphors and the Justification of American Intervention in the Persian Gulf, 1971-2001
    (2021) Fowler, Randall; Parry-Giles, Shawn J; Communication; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    On January 16, 1968, British Prime Minister Harold Wilson announced that his country would withdraw its forces from the Persian Gulf by 1971. U.S. policymakers interpreted this decision through the lens of the Cold War. They feared that the Gulf—a region whose oil was vital to American defense strategy—was at risk of becoming a “vacuum” and falling under the sway of the Soviet Union. Over the next three decades the United States would steadily assert its dominance in the Persian Gulf, as American policy toward the region evolved in tandem with the language used by presidential administrations to conceptualize and address the challenges they saw in the area. This study examines the security metaphors (and the ideas and images they conveyed)employed by U.S. presidents to sell their national security vision for the Persian Gulf to the American people. Four presidential metaphors—Twin Pillars, Strategic Consensus, the New World Order, and Dual Containment—functioned to reconstitute norms of sovereignty and American responsibility for the Gulf. Drawing on the symbolism of the Cold War, these metaphors were used by presidential administrations to progressively articulate a U.S. right of intervention in the region to combat forces perceived to be hostile to U.S. interests. The power of these metaphors derives from the way their logics and symbolism built on each other, collectively constructing interpretive frameworks through which officials, commentators, and reporters made sense of the region and its importance to the United States. This project is divided into four case studies to examine each metaphor, focusing on the presidencies of Richard Nixon, Ronald Reagan, George H.W. Bush, and Bill Clinton. In each chapter, I outline the development of the metaphor within the administration, analyze the public invocations of the metaphor in presidential discourse, trace expressions of the metaphor and its symbolism in press coverage and foreign policy commentary, and consider criticisms directed at each metaphor. In sketching the constitutive trajectory of each metaphor, I show how the collective picture the presidential administrations painted of the Gulf as a vulnerable and vital region worked to encourage military intervention. These rhetorical developments linked the Cold War to the War on Terror, ultimately setting the stage for George W. Bush’s “Axis of Evil” campaign and the U.S. invasion of Iraq.
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    J. EDGAR HOOVER AND THE RHETORICAL RISE OF THE FBI: THE PUBLIC CAMPAIGNS AGAINST VERMIN, THE FIFTH COLUMN, AND RED FASCISM.
    (2012) Underhill, Stephen Michael; Parry-Giles, Shawn J; Communication; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    This project examines J. Edgar Hoover's rhetorical leadership of the Federal Bureau of Investigation during the Franklin D. Roosevelt and Harry S Truman administrations (1933-1953). Hoover launched and sustained a concerted domestic propaganda program that helped enhance his own political power and invented the FBI as a central force in domestic and international matters. In the process, he re-envisioned conceptions of U.S. citizenship by promoting notions of idealized citizenship. Hoover entered law enforcement and U.S. politics during the early decades of the twentieth century--a time of increased use of public campaigns sponsored by the U.S. government and presidential administrations to alter public opinion on important policy matters. This period witnessed, for example, the country's experimentation with domestic propaganda during World War I. While the Soviet Union and Germany used disease, vermin, parasite, and body metaphors to organize their own domestic propaganda campaigns in the following decades, Hoover used these same metaphors to advance the need to purify America and exterminate its social pariah. Through his public campaigns against vermin (1933-1939), the Fifth Column (1939-1945), and Red Fascism (1945-1953), Hoover constructed a reality in which corruption and subversion were immutable elements of democratic life. Increasingly, Hoover's tactics of threat and intimidation began to mimic the tactics of threat practiced by America's enemies, moving the country closer to what many at the time called a police state. Hoover's coupling of propaganda and coercive tactics ultimately helped him to rapidly expand the FBI and undermine his superiors and counterparts in the executive, legislative, and judicial branches of government. Whereas Roosevelt benefited politically from building up a secret police force, Truman inherited a cunning FBI director eager to use his power to expand and exploit the rhetorical presidency during the Red Scare.
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    The Effects of Metaphor and Blending Theory-Centered Instruction on Secondary English Students' Ability to Analyze Shakespearean Sonnets
    (2009) McHugh, Thomas Edward; Slater, Wayne H.; Curriculum and Instruction; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    The purpose of this study is to examine the effects of metaphor and blending theory-centered instruction on Secondary English students' ability to comprehend and analyze Shakespearean sonnets. Students in three intact British Literature and Composition classes located in a high school in a suburban county received an Advanced Placement (AP) pretest poetry prompt. The treatment class received instruction in metaphor and blending theory applied to Shakespearean sonnets. The comparison groups received two variants of instruction in the language arts model, a standard and accepted curriculum focused on textual, thematic, and cultural contexts for the Shakespearean sonnets. After the three intact classes completed the instruction, students completed an AP poetry posttest. Results suggest that the inclusion of metaphor and theory-centered instruction may have positive effects on secondary students' abilities to understand complex figurative language, infer theme, and respond effectively to AP-style prompts. These results, however, will need to be validated by further research that allows for randomization and other sample treatments.
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    Expanding the Choral Conductor's Horizon: The Application of Selected Literary Theories to the Process of Choral Score Study
    (2009) Seighman, Gary Bernard; Maclary, Edward; Music; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    The main premise of this document is that the various movements associated with literary theory can provide unique interpretative insights for the modern choral conductor during score study. Traditionally, score study involves making performance decisions based upon formal analysis, study of performance practices, examination of historical and stylistic information, and practical ensemble considerations. By adopting a stance that also acknowledges elements offered by literary theory, the conductor can begin to uncover those elements in the music that maximize the potential for the singer to have a meaningful musical experience. Literary theory deals critically with the process of interpretation and focuses especially on the relationship between the literary text and the reader. On one end of the literary theory spectrum, formalist studies of interpretation place value only on the words and notes and their grammatical relationship with one another while ignoring historical information as a determinant source for meaning. On the other end, Reader-Response Criticism focuses on the attributes of the reader, understood as part of the culture he belongs to, and through his personal background and experiences. Many branches of theory are located in the middle and consider how the properties of a text fuse with a reader's expectations and guide him to a particular interpretation. The adaptation of these theories to music is not new, as shown by the sizeable corpus of books and articles devoted to musico-literary studies. Few if any of these studies focus exclusively on choral repertoire or address practical issues of score preparation and conducting gesture, however. This document surveys several literary theories, identifies their key concepts, and adapts them to the analysis of specific choral works. The result is a series of analyses that offer fresh perspectives for a variety of choral works. Topics include, but are not limited to the following: uncovering hidden dialogue, music as a system of signs (semiotics), tropes and hermeneutic windows, the vocality of text, and conducting gesture as metaphor. The goal of musico-literary studies as it relates to choral training should be to educate a new generation of conductors who understand the processes of how we as both performers and listeners perceive meaning from our vast repertory and to develop strategies that improve its accessibility.