One along side the other : the collected letters of William Carlos Williams and Kenneth Burke

The collected letters of William Carlos Williams and Kenneth Burke from the Beineke Library at Yale, the Pattee Library at The Pennsylvania State University, and the Kenneth Burke estate, which span the entire forty-two years .of their relationship from 1921-1962, have been collected, collated, annotated, and introduced. The introduction describes their first meeting, offers a brief look at their lives and works, and contrasts their relationship with that of the attenuated image created by the John C. Thirlwall Selected Letters of William Carlos Williams (1957). The introduction goes on to examine the nature of their relationship as reflected by The Collected Letters and information gathered from interviews with Kenneth Burke, Michael Burke, and Bill Williams, Jr., as well as other sources and concludes with a brief characterization of the nature of their collaboration

What the Spirit Knows: Charles Williams and Kenneth Burke

Explores parallels between the philosophy of Kenneth Burke and the poetry of Charles Williams

In Re: Kenneth Burke

USDC for the Eastern District of Pennsylvani

Undefining Man: A Case for Symbolic Animal Communication via Refutation of Kenneth Burke\u27s Definition of Man

There have been tendencies in various fields to use communication as a way of differentiating humans and other species. Even when individuals are confronted with empirical evidence to the contrary, many still hold onto the notion that humans are in a communicative position clearly divergent in all ways from animals. This thesis will utilize Kenneth Burke\u27s Definition of Man as a launching point to support a claim that animals utilize their conscious cognitive abilities to communicate symbolically

The forensic Burke: A for(u)mative member of the parlor

In this study, I detail the forensics education of Kenneth Burke, a leading rhetorical theorist and critic of the twentieth century. After investigating this previously unexamined area, I argue that Burke’s competitive forensics experiences pivotally informed his rhetorical schema. Theoretically guided by Burke’s pivotal term the forensic, I begin by mapping the contours of Burke’s educational biography. Next, I analyze and reconstruct Burke’s forensics education by focusing on the forensic organizations of Peabody High School, Burke’s literary society experiences at Ohio State University and Columbia University, and the literary activities of Greenwich Village. Finally, I proffer connections between forensics and two of Burke’s key terms, the parlor and ritual drama, and discuss illuminations, contributions, and directions regarding the pedagogy, theory, and biography of Kenneth Burke

Perspective by incongruity in visual advertising: Applying Kenneth Burke\u27s theory to the Adbusters anti-consumerism campaign

Kenneth Burke developed the theory of perspective by incongruity in which he claimed that oddly juxtaposed symbols influence audiences to have new perspectives by challenging their habits of thinking. This study applies Kenneth Burke\u27s rhetorical theory of perspective by incongruity to the Adbusters anti-consumerism campaign. Twenty spoof ad postcards created by the Adbusters Media Foundation were analyzed to see how they utilize the technique of incongruous juxtaposition. The analysis concluded that the cards either juxtaposed two incongruous images, two incongruous phrases or words, or a combination of incongruous words and images in order to create new insights about consumer advertising and corporate practices. The study found that the spoof ad\u27s messages could be broken down into four general topic categories: branding, over consumption, body image, and product origination

Driveway Moments: Developing Syllabi According to Kenneth Burke

Have you ever remained parked in your car in order to hear the end of a song or a news story? This is called a driveway moment (Pine, 2007). Kenneth Burke refers to this fulfilling of our desires, the desire for the conclusion, as an “appetite” that humans have for form (Burke, 1931). Songs have form, movies have form, literature has form. As teachers of the Basic Communication Course, we should recognize this appetite for form and incorporate form into our syllabi. Form in the way Kenneth Burke describes—form that has one part leading to the anticipation of another part—is applied via Burke’s pentad to the Basic Communication Course syllabus in this essay. The idea is that students ought to be gratified by the sequence of the syllabus as well as informed by the matter of the syllabus, thus inducing driveway moments for students of the Basic Communication Course