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dc.contributor.advisorChairperson, Graduate Committee: Doug Downs.en
dc.contributor.authorNolte, Miles David.en
dc.date.accessioned2013-06-25T18:40:42Z
dc.date.available2013-06-25T18:40:42Z
dc.date.issued2012en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/1960
dc.description.abstractPublic engagement in matters of academic discourse is essential for both the validity of academic work and the agency and influence of general citizenry. The function of academia is the pursuit of inquiry for the general betterment of society. Facilitating meaningful communication between scholars and the public is a problem for a number of reasons, and it is not an exchange that we are currently stimulating with any degree of success. In fact, the perceived divide between academics and lay-people is expanding. Writers who utilize research narratives to frame topics of scholarly research offer a possible tool for encouraging effective public intellectualism. The work of Sarah Vowell and David Quammen represent successful examples of how research narratives can engage a broader audience in academic work.en
dc.language.isoengen
dc.publisherMontana State University - Bozeman, College of Letters & Scienceen
dc.subject.lcshCommunication Research.en
dc.subject.lcshUniversities and colleges Public relations.en
dc.subject.lcshRhetoric.en
dc.titleLearning to care : encouraging public intellectualism with research narratives
dc.typeThesis
dc.rights.holderCopyright Miles David Nolte 2012en
thesis.catalog.ckey1917686en
thesis.degree.committeemembersMembers, Graduate Committee: Linda Karell; Amy Thomasen
thesis.degree.departmentEnglish.en
thesis.degree.genreThesisen
thesis.degree.nameMAen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage108en
mus.identifier.categoryHumanities, Literature & Arts
mus.relation.departmentEnglish.en_US
mus.relation.universityMontana State University - Bozemanen_US


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