Raw Data Part 2

Organization of Discourse Analysis
Three basic dimensions; first part is looking at the empty text, which are the easiest to remember, a short intro to the words that serve as mottos and how they work.

The second is the use of technology and how context creates the meaning of the words, also the introduction of new ways of talking. Further applications of Fairclough's critique that touches on the conversationalization of public discourse. Think McDonald's: Have it your way.

Third part is relationships and notions of ownership and agency. How does the text regulate and negotiate the university's autonomy and power to provide a definitive description of reality? Where is there room to negotiate?

Last part, not included yet, covers Chapman As a case study. Will provide a copy of the internal/ hidden university discourse, including the regulations for workers. Will integrate notes from taking the school tour and describe how it illustrates all three components, relates back to the interviews, is the clearest example of promotional discourse rooted in history. PR started with interpersonal interaction, which has then been disembodied and utilized in formats where it's possible that there will never be interpersonal interaction.

Note: Maybe rewrite and write to set up paper as a school tour?

Data below, skim and tell me if I missed anything, thanks.

I chose nine schools to look at for this project; five are private, four are public. The private universities are: Boston College, Colorado College, University of Rochester, Chapman, Boston University. The public universities are: San Diego State, University of Arizona, Ball State, University of Vermont. From each school I pulled a piece of text from the website to examine. I've attached these pages as appendices to this paper. I also conducted an observation of a school tour for Chapman University and provide an analyses of this event.

Written to be read: Words that Carry Ideology
If there's a particular motif among every piece of text encountered is that the Universities produce a definitive description of reality. There's a picture I've included in the appendix. It's an advertisement for a British University in 1881. The caption underneath the picture reads,
“The prosperity of the university is now so flattering, the completion of this structure is in the near future. It will be an ornament to our town and a suitable monument to the pluck & skill of the founder of this great institution.”
“To nurture the dreams and open the minds of students, preparing them for a
creative life in the film and television arts.”
a piece of text which carries culture and ideology. Nothing more than an empty slogan. Also, this is the text verbatim. The “to,” with no real person or entity in the place of this responsibility
“The global citizen,”
“Top tier” by US News and World Report
“Building character, transforming lives,” whose building it, how they transforming
drowning out the “propaganda,” as Nicki called it.
“discover, build, dream, achieve, excellence,”
Vermont: The Greatness within Our Grasp; Clemson's use of US News & World Report, “One of the top public schools in the country.” accountability to think of when colorado College heads one of its core valies with “our promise of a distinctive experience,” which is who is responsible for these promises being filled? San Diego State University, “Beyond the norm” and “Minds that move the world.”
glossy packets, relates back to an interview where they appreciated the websites more than the packets, because the information can be accessed at any time. The information is still that of the school and being controlled
The Global Citizen: we try to define it; in a Focualdian way, it's been defended using those words, as opposed to creating and using an alternate text that would mean global citizen, rather than using this empty buzzword. That's the power the word has.

Interdiscursivity, Intertextuality and Genre
Baudrillard's theory of cyberspace, where the page can outlast the reality
first presented this someone asked me how it was deceptive and I was at a loss for words. It's not deceptive, so much as its empty of any real meaning except being able to culture allegiance.
Complex practices stemming from refining these tools made it possible to not only target the reader, but also write texts based on the way they are supposed to be read. Glossy packets are specifically designed with the knowledge that they will be flipped through rather than read carefully, so the creators format information to fit this genre (Fairclough 1993: 156) This process indicates the importance of negotiating relationships from a distance.
Images and Ivy-- students in the sunlight
Boston College: “Googled: Maria Tecce '90, torch song bearer.”
“@BC” indicative of the emerging technological discourse
also the present informality of “BC”
webcams-- first, taking on the recognizable name, second the way that they approach its justification
The Colorado college, “meet” with the second “e” backwards, sets the tone of the text
multicultural appeal in the pictures being shown
heavy use of synthetic personalization; directly stated to “you” in the case of the student testimonials
“A typical day for my current students shows how the block plan is a fully immersive experience where they can be intellectually engaged and stimulated by one focused topic for the entire day.”
“I love going to a small school. I think a small school allows for closer connectiosn with your professor, more time to interact andhav really good conversations in the classroom.”
“People are really passionate about what they do but no one is judgment about others who don't share their interests.”
information; webcams and surveillance; vigilance over a reality
blogs-- interdiscursitivity; crossing genres and technology to appeal

Relationships
Most of the time, resources were not available at less-prestigious schools, a challenge called the "recruiting problem" (Wood 1939: 413). What colleges ended up doing was send out field scouts to talk to students personally and gained momentum this way. As marketing practices evolved, this voice was canonized into a familiar and friendly voice from a distance, which Fairclough (2001: 52) refers to as “synthetic personalization.”
representation of relationships; Boston University and its map of the world
Synthetic personalization is strategic in all aspects of university maintenance. Schools create language that appeals to a collective and self-identity, promoting a social cohesion (Swales 224). The authority of the language is as much a management tool as it is a reputation management tool. Having the university as a friendly and autonomous figure establishes a strong priority between internal and external self-promotion. This process keeps morale high from inside and composes a better image to the outside (Connell 460).
Definition of diversity
university of vermont:
definitive word choice commands authority. “No college and few universities,” or “there's no better location for a major university.”
the only time students are mentioned explicity are in the segment titled, “the campus that never rests,” for the most parts the students are place in the end of the segment, or their presence is implied.
“While it's true that the world changes with time, it does not of itself get better. The University of Vermont instills a combination of idealism and pragmaticism necessary to have a positive impact on the world.”
When students are mentioned, they are constructed as passive agents within the sentence. They are characterized and categorized. Or “they are chosen,”
in this way, the university has a kind of naming power and ownership that is present
Kiplinger's “Best Value” public university

University of Arizona
“UA Swimmer dedicated to success,” right off the bat ti's the same sense of ownership
legitimacy in being “Arizona's First University.”
“Discover, Build, Serve, Achieve.” falling into the empy discourse, but provided with narratives that are supposed to serve as examples
mostly reasearch-oriented discoveries, probably meant to appeal to graduate students. They aresure to mention first off that it was a AU scientist working on the project before anything else, even though that it was already probably assumed. In the case of the “discovery section,” students were at the very end
very conversational mood; anectdotal “next time you pull on your favorite cotton sweats, polo or t-shirt, thank the university of arizona.”
very much written to be skimmed through
taking things for granted amounted to a difficulty in being critical at times.
Also, because it's not read into too carefully it does its job