Author,Year,Title,University,Discipline (uncoded),Macrostructure,"Proposed Area of Unconventionality 
(Tardy, 2016)
",Description and other notes,(Proposed) Degree of separation or connection between atypical or unconventional component(s) and conventional or written component(s),(Proposed) Type of relationship construed between atypical or unconventional component(s) and conventional or written component(s),Notes/Reasoning,Discipline 2 (coded),Discipline Grouping (coded),Source
"Agloro, A. R.",2015,Game Recognize Game: Performative Archives and Alternate Reality Games,University of Southern California,Communication,Traditional-Simple,"Modality, Rhetorical aims and strategies","Dissertation consists of two components: a transmedia alternate reality game (called The Resisters), and a written monograph that more or less follows a traditional-simple (IMRD) macrostructural pattern. Rooted in participatory and experimental ethnographic methods to design a game. Positions 'The Resisters' as a ""prototype for how to make use of physical archives and transform documents into a publicly accessible and interactive online format"" (Abs). The written component describes the different methods that were used to orient to the project, as well as the physical and digital archival research that led to the design of the game and game play, and the implications of this work for developing and extending relationships between universities and communities. The website and complete archive for 'The Resisters' can be found at http://TheResisters.org.","Unsure. Atypical or unconventional component (ie., 'The Resisters' game) is at times positioned as separate from the written component (Separate), and at times is positioned in ways that make it seem as though it is impossible to really separate the two (Connected). For instance, although the author indicates that the written component is ""half"" of the dissertation project, and while the website and archive for the game is clearly separate, at times the author also includes aspects of the unconventional component (e.g., through photos) as a way to reflect and build on them. ","Unclear. If Influenced: The atypical or unconventional component (i.e., the game) is construed as an independent, albeit critical part of the written component (""This dissertation is a combination of a. . . game. . . , and a written monograph"" p. 42). The written component establishes the theoretical base for the unconventional component, as well as the research process that led to or informed the creation of the game. The written component references the unconventional component frequently, but is the emphasis on a uni-directional relationship? If intermingled: There is a sense of interdependence between the unconventional and written components, and it is clear that they are both a part of the same project. "," ""This written dissertation is half of my larger dissertation project, which includes the production and play of the alternate reality game. The complete archive of The Resisters can be found at http://TheResisters.org. The research produced through this larger dissertation project is a combination of practice and theory: the exploratory design and playing of a game, and the theorizing to understand what the findings from game design and play contribute to larger trends in serious games, digital media and learning, and community-based methods. This written analysis is meant bridge the gaps between what can be seen on the game website and the occurrences that left little trace during archival research, game design, and game play. This document is an explanation of the experimental methodology and what can be theoretically gleaned from the process of creating and playing an independent game."" (p. 8)",Communication,ARTS,General database search
"Archibald, J.",1997,Coyote learns to make a storybasket: The place of First Nations stories in education,University of British Columbia,Education,Traditional-Simple,"Practice, Linguistic (and Textual) form","Uses critical ethnography to ""learn about the 'core' of First Nations stories from Elders and to find a respectful place for stories and storytelling in education, and especially in curricula"" (Abs). Centres work with thirteen Elders from the Pacific West. Also works closely with ""Coyote."" This work led to the development of seven 'storywork' principles , as well as a ""process of making meaning from stories"" (Abs). Shares dreams alongside more conventional forms of academic knowledge.  Appears to follow IMRD format for the most part. Unusual way of framing the dissertation (as a story basket, given as a gift).",Connected. Atypical or unconventional component(s) positioned as critical or inextricable.,Intermingled. There is a sense of interdependence between the atypical or unconventional and written or conventional component(s) and a distinct understanding that they are a part of the same project.  ,"""In this thesis, Coyote stories will appear sometimes upon invitation, sometimes unexpectedly. How Coyote sees the world and comes to make sense of it through his inter-relationships is critical to understnading the lessons I learned about First Nations storytelling and the reearch process. When I began to delve into the topic of First Nations orality, the first contradiction that I faced focused on the fact that I had to complete a Ph.D. thesis, academic work steeped in literacy and analysis, on the topic of First Nations orality, presumably based on aural/oral delivery. . . . I did not want to perpetuate this loss. Instead, I wanted to find a way to honour First Nations orality within an academic framework, to find a way to create a meeting place for orality and academic literacy to co-exist, and to create a discourse where Frst Nations storytellers and university academics could inter-relate and learn from one another. The tensions created from this coming together. . . is a constant theme of this thesis. . ."" (p. 8).",Education,ED,Word of Mouth
"Bell, K. W.",2018,"""Growing Up in a World Like This"": Interpretations and Performances of Intersectional Parenthood in Telltale's The Walking Dead",North Carolina State University,"Communication, Rhetoric, & Digital Media",Traditional-Complex,"Modality, Practice, Rhetorical aims & strategy, Linguistic & Textual Form","Multimodal. Explores different forms of autoethnography, including 'interactive authoethnography.' Uses Twine for the interactive authoethnography. Discusses limitations of a non-traditional dissertation and using Twine (so implication is that this is unusual as a tool). Discusses most academic writing as unsuitable for ""game-making"" (p. 14), so suggests that the writing for parts of this dissertation is different, but also not so different (draws on citations to connect to a ""tradition"" as well as use of method, auto-ethnography). Link to Microethnography (Twine): http://philome.la/krrris/a-new-world ",Connected. Atypical or unconventional component(s) positioned as critical or inextricable.,Intermingled. There is a sense of interdependence between the atypical or unconventional and written or conventional component(s) and a distinct understanding that they are a part of the same project.  ,"Multimodal dissertation that explores different forms of autoethnography, including 'interactive authoethnography.' Uses Twine for the interactive authoethnography. Organization of dissertation is as follows: Introduction, Interactive authoethnography (Twine), Microethnography (analogous to a standalone chapter, more or less follows IMRD), Qualitative content analysis (analogous to a standalone chapter, more or less follows IMRD), Conclusion. Link to Interactive autoethnography on Twine: http://philome.la/krrris/a-new-world ",Rhetoric and Writing Studies,SS,General database search
"Blanch, C.",2017,Seaching for the comic book scholar: An autoethnographic study of educators' experiences with comic books,Ball State University,Comic Studies,Traditional-Simple,Practice,Explicit reference to the use of autoethnography as unconventional in Comic Studies. Follows traditional-simple (IMRD) macrostructure.,Connected. Atypical or unconventional component(s) positioned as critical or inextricable.,Intermingled. There is a sense of interdependence between the atypical or unconventional and written or conventional component(s) and a distinct understanding that they are a part of the same project.  ,"""autoethnography is not common in the study of comics"" (p. 3)",Education,Ed,General database search
"Boese, C.",1998,The Ballad of the Internet Nutball: Chaining Rhetorical Visions from the Margins of the Margins to the Mainstream in the Xenaverse,Rensselaer Polytechnic Institute,Rhetoric and Compostion,Topic-Based,"Modality, Linguistic and Textual form","Non-linear, but Table of Contents (TOC) places introduction and conclusion where readers would expect them. TOC lists: Intro 1; Intro 2; Description of Xenaverse; Rhetorical Analysis findings & discussion 1; Rhetorical analysis findings & discussion 2; Rhetorical analysis findings & discussion 3; Conclusion; Works Cited. Website URL: http://www.nutball.com/dissertation",Connected. Atypical or unconventional component(s) positioned as critical or inextricable.,Intermingled. There is a sense of interdependence between the atypical or unconventional and written or conventional component(s) and a distinct understanding that they are a part of the same project.  ,"To my knowledge, the website is the dissertation. ""Non-linear structure."" Has two introductions. An explicit path through the dissertation isn't provided, but readers are provided with some strategies for how to interact with/read the dissertation in the 'second' introduction. Provides a ""navigational pane,"" table of contents and ""an image map of major nodes."" Map consists of clickable images and links that bring readers to different sections of the dissertation. Table of contents has no numbers, but letters which are not in alphabetical order. There is an introduction and conclusion. ",Rhetoric and Writing Studies,SS,Word of Mouth
"Bor-Yaliniz, I.",2020,Using Mobility for Agility: Enhancing Wireless Networks with Aerial Access Nodes and User Involvement,Carleton University,Electrical & Computer Engineering,Hybrid complex-manuscript,Linguistic & Textual form,"Chapters report on separate but interrelated studies. Chapters incorporate published material (versus presenting material separately, i.e., in standalone chapters). Meta-discourse referring to previous and next chapter etc.  ","Connected. Atypical or unconventional component(s) positioned as critical or inextricable. For instance, in this case, it would be very difficult to separate the manuscripts from the dissertation, or published material from the chapter(s) in which it is integrated without the dissertation falling apart. ",Intermingled. There is a sense of interdependence between the atypical or unconventional and written or conventional component(s) and a distinct understanding that they are a part of the same project.  ,,Engineering,STEM,Carleton
"Bray, N.",2018,Genre trouble: Composing the personal in academic and public writing,University of Alberta,Rhetoric and Writing Studies,Manuscript-style,"Practice, Linguistic & Textual form","Manuscript-based dissertation (two published, one under review, one ‘publishable’), there isn’t a ‘literature review’ chapter. Unconventional format for department. ","Connected. Atypical or unconventional component(s) positioned as critical or inextricable. For instance, in this case, it would be very difficult to separate the manuscripts from the dissertation.","Incorporated. Atypical or unconventional component(s) and written or conventional component(s) remain separate but are seen to influence each other. In this case, the manuscripts are presented in standalone chapters (independent), but the introduction outlines the ways in which the different manuscripts relate to each other and the broader projection (connected).",,Rhetoric and Writing Studies,SS,Participant
"Buchanan, G.",2020,Reflecting on my pedagogy : an accidental story,University of British Columbia,Education,Topic-Based,Linguistic & Textual form,"Autoethnography of teaching and learning experiences. Contains different forms of writing such as poetry, prose and short stories, as well as artwork. One chapter consists of curriculum developed for a faculty workshop. ",Unsure (see notes). ,Unclear (see notes). Sometimes the the atypical or unconventional components are positioned as furthering the research or inquiry process. Sometimes the atypical or unconventional components are fleeting or difficult to see. Sometimes the atypical or unconventional components are positioned as the dissertation. ,"While there are times when the unconventional is positioned up front and crucial to the dissertation,  there are other moments where the unconventional components are fleeting or difficult to see, and other conventions associated with the dissertation (such as the use of citations or more formal prose) take on more prominence. This dance, so to speak, seems to mimic the author's own cautious attitude towards adopting an unconventional approach (see pp. 14-15, with an emphasis on ""trepidation"" on p. 15). What if moving from separate-influenced, to connected-incorporated, to connected-intermingled is an intentional strategy? For instance, if readers are moving through the dissertation in a linear manner, this could be one way to scaffold readers towards the more experimental parts of the dissertation.",Education,ED,UBC
"Capurro, G.",2020,‘Superbugs’ and the ‘dirty hospital’: The social co-production of public health risks,Carleton University,Communication,Traditional-Simple,Practice ,"Follows IMRD. Novel methodology: ""The research involved the development of a novel methodology, which I call . . .""(Abs)","Connected. Atypical or unconventional element is the method, which is inextricable from the rest of the dissertation. ","Incorporated. The atypical or unconventional element (which is the method) informs the way in which the dissertation unfolds, however one might argue that the relationship is uni-directional in that it is either unlikely or not made clear how the overall writing of the dissertation informs or influences the method. ",,Communication,ARTS,Carleton
"Carson, A.D.",2017,Owning My Masters: The Rhetorics of Rhymes & Revolutions,Clemson University,"Rhetorics, Communication, and Information Design",Unclear. Topic-based?,"Modality, Linguistic and textual form,  rhetorical aims & strategies, practice","The dissertation consists of a digital archive of rap and spoken word poetry, as well as the institutional (written) component. Institutional (written) copy of the dissertation is 38 pages and is written to look like the material that accompanies albums (the booklet). Written component of dissertation is reminiscent of the booklet you'd find with an album. It's also multimodal (graphics). Includes lyrics. ",Separate. Atypical or unconventional component (rap album) is construed as separate from the written component.,Influenced. The work undertaken to create and produce the album contributes and influences the written component. ,"The a rap album is the dissertation and the written component serves as a record. However the written component appears to parody an album booklet, with the exception of the opening essay written about Carson (by Carson) in the style of a review article one might find in the Rollling Stone (or similarly focused medium). The short essay is written in a persuasive manner and makes multiple arguments for viewing  rap albums as intellectual products in their own right. These arguments are situated within a historical and ongoing legacy of fugitive labouring against and for the university--especially the labour primarily undertaken by Black scholars. The rest of the album booklet contains lyrics and short notes that make connections between the lyrics and different literature.",Hip-Hop Studies,ARTS,Word of Mouth
"Casavant, B.",2019,In search of a wild place: Introductory notes to a dissertation by portfolio [Doctor of Social Science],Royal Roads University,School of Interdisciplinary Studies,Unclear. Portfolio-based?,Textual form,"Dissertation by portfolio (""My applied portfolio dissertation. . . is comprised of three mutually supporting yet stand-alone pieces of work. These three pieces of work are. . . . Broadly, my portfolio advances two main thematic arguments."" from page 27). Entire document is 36 pages. The written and archived component is a summary of the project, as per Royal Road (RR) Unviversity's guidelines. It acts like a covering document: ""Through this option [portfolio-based dissertation], you'll complete your research and have it approved by the supervisory committee. After this, you can develop three different products or materials while you're still in the program, rather than focusing your efforts on writing a traditional monograph."" And: ""Unless the Vice-President Academic & Provost has granted an exemption, you'll need to submit your dissertation for publication in Royal Roads University's Digital Archive, ProQuest, and Library and Archives Canada to graduate. If you complete your dissertation in a non-traditional format, you need to submit a written (minimum 2500-word) summary with it. This the only part that is archived."" from: https://www.royalroads.ca/programs/doctor-social-sciences?tab=program-delivery ","Separate. The institutional copy of the dissertation serves as a summary of the work undertaken for the dissertation (""three mutually supporting yet stand-alone pieces of work,"" p. 27).","Parallel. The institutional copy serves as a summary of the ""three mutually supporting yet stand-alone pieces of work"" (p. 27). The stand-alone pieces of work are summarized in the written component but they are not included (or at least not in their entirety).",,School of Interdisciplinary Studies,SS,General database search
"Chakraborty, P. ",2014,A Computational Framework for Interacting with Physical Molecular Models of the Polypeptide Chain,Virginia Polytechnic Institute & State University,Computer Science,Topic-Based,"Content, Practice, Modality","Designed the first physical, scalable model of polypeptides. Explores the teaching and learning applications of the model in a chapter. ",Connected. Atypical or unconventional component(s) positioned as critical or inextricable.,Incorporated. The research undertaken through the written component informs the development and design of the model. ,,Computer Science,STEM,CAGS
"Clarke, R.",2016,It’s not rocket library science: Design epistemology and American librarianship,University of Washington,Information School,Traditional-Simple,Practice," Uses design thinking to challenge the philosophical tenets—that is, the ontological, epistemological, axiological, and methodological assumptions—underpinning the profession and discipline of librarianship. Advocates for the reconceptualization of the field of librarianship as a design-based field rather than a scientific one. Uses a critical inquiry approach more associated with the humanities (analysing artifacts using “close reading”).","Connected. Atypical or unconventional element is the method, which is inextricable from the rest of the dissertation. ","Incorporated. The atypical or unconventional element (which is the method) informs the way in which the dissertation unfolds, however one might argue that the relationship is uni-directional in that it is either unlikely or not made clear how the overall writing of the dissertation informs or influences the method. ",,Information School,SS,Participant
"de Zwaan, D. R.",2020,"Nestling development in the alpine : predation risk, parental care, and environmental conditions across the annual cycle",University of British Columbia,Forestry,Hybrid complex-manuscript,Linguistic & Textual form,"Interior chapters standalone and some are published. Bears some similarity to the macrostructure of a traditional complex dissertation, which are those that report on several studies in a modified IMRD (introduction, methods, results, and the discussion ) format. To my knowledge, a complex/manuscript hybrid macrostructure has not yet been identified in the literature. Nonetheless, I’d like to volunteer this dissertation as an example of a complex/manuscript hybrid macrostructure, which I suggest is a dissertation that reports on multiple studies (in a modified IMRD format) and contains published or publishable material either as standalone chapters or as sections within chapters ",Connected. Atypical or unconventional components are positioned as inextricable from the written or conventional components. ,Unsure. If Intermingled: There is a sense of interdependence between the atypical or unconventional and written or conventional component(s) and a distinct understanding that they are a part of the same project.  ,,Forestry,STEM,UBC
"Dickman, C. ",2013,New media instructional materials: Fostering metacognition in the first-year composition classroom,Saint Louis University,English,Analogous to topic-based,"Linguistic and textual form, modality, practice, rhetorical aims and strategies","Three chapters. Developed curriculum (instructional videos). Introduction situates the project in the literature, introduces key theoretical concepts, and offers some suggestions for how the curriculum might be used or integrated into a classroom. Following the introductory chapter for the dissertation, there are introductions to the individual videos. These introductions form the bulk of the dissertation and offer detailed descriptions of the videos and link them to theory and practice (e.g., ""The narration in the video advocates..."" and ""The last sequence of the video further develops this idea by..."" p. 88, or, ""The goal of the Evaluating Sources video is to..."" and ""after this larger framework has been established, the video...,"" p. 89). Outside of a note that the videos have ""been submitted as supplemental materials"" (p. 42), no further instructions are provided for readers interested in accessing the videos (as far as I can tell).  From the abstract: ""The aim of this project is to develop a set of multimedia and multimodal instructional materials that might better promote the learning and transfer of writing strategy and knowledge from First-Year Composition (FYC) classrooms."" The concluding chapter for the dissertation summarizes the overall project and discusses some implications and possible considerations for future/follow-up studies. ",Separate. Atypical or unconventional component(s) not really visible in the written or conventional component(s) or is positioned as separate from the institutional copy of the dissertation.,"Influenced. The atypical or unconventional component (i.e., the videos) is construed as an independent, albeit critical part of the written component (videos ""submitted as supplemental materials,"" p. 42). The written component establishes the research /or theoretical base for the unconventional component and references the unconventional component frequently, however the emphasis is on an uni-directional relationship.","""This project will consist of four major components: the introduction to the project, which provides a rationale and framework for the creation and incorporation of the multimedia instructional material described herein; the multimedia material itself, consisting of 17 videos covering several core writing principles, strategies, habits, and genres; short introductions to each video that explain its specific construction; and a conclusion"" (p. 2).  Videos have ""been submitted as supplemental materials"" (p. 42). See also ""Description and other notes"" field for more information. ",English,HUM,General database search
"Dix, B.",2016,Graphic violence: Representing conflict and migration through visual narrative,University of Sussex,Anthropology,Traditional-Simple,"Modality, Practice, Linguistic & Textual form, rhetorical aims and strategies","Dissertation entails two inter-related parts: the first, detailing the creation of a graphic novel, based on the research and the second, which is the graphic novel. The graphic component is submitted as part of the work for dissertation (e.g., not an aside or an appendix), and positioned by the author as inextricable from the dissertation (e.g., in the abstract, Dix writes “The thesis and in particular the graphic novel can contribute to…”). Combines ethnographic research with artistic forms of communication. Written component follows traditional simple organization pattern (IMRD).",Connected. The unconventional components are positioned as inextricable from the conventional components (and vice versa).,"Incorporated. For the most part, the atypical components and conventional components are seen to influence each other, but also maintain a degree of separateness.","Two side by side components (written & graphic) ""The written thesis provides the contextual and ethnographic foundations for the graphic novel that also elaborates upon the self-reflexive and participatory methodologies and ethical concerns of creating the novel itself. The graphic novel enables a wider career in terms of its readership amongst research contributors as well as others, and its role in promoting educational awareness and humanitarian advocacy on the recent conflict."" (Abs) ",Anthropology,SS,CAGS
"Dixon, D.E.",2014,Endless Question: Youth Becomings and the Anti-Crisis of Kids in Global Japan,Duke University,Cultural Anthropology,Unclear,"Modality, Linguistic & Textual form","Digital dissertation. Uses Scalar to offer ""an inter-textual ethnographic account combining video, images, and text"" (Abs). Three chapters, 64 pages long. Preface, Chapter 1 consists of an introduction/overview of the project, Chapter 2 describes the sections on the site, Chapter 3 consists of the conclusion and describes context around an ethnographic video found in the last section. The written component seems to be the same or similar as the digital, but I am unable to gain access to the full version of the digital component at this time. One exception: The written component contains a preface that appears to be unique to this component.   ""In using Scalar as the form, I hope to enliven the content and, in turn, waken the techno-circuits of information to the play of reading across, down, into, and backwards"" (p. 9). . . ""There is no right way forward and never a wrong move sideways. The form, while still unwieldy under my unskilled hands, is a beginning attempt to play with the space of anthropological knowledge making. It is static in increments, but mobile in its contacts. Each page contains a fixed body of text or a video but they allow you, the reader, to move off the trajectory frequently. Indeed, there is no single trajectory and as such, no single argument building to climax"" (p. 10). Link: https://scalar.usc.edu/students/endlessquestion/index ",Separate. Atypical or unconventional component positioned as separate from the written component or institutional copy of the dissertation,Parallel. Atypical or unconventional component(s) and written or conventional component(s) are treated as parallel processes with little textual connections created between them.,"From what I can tell, the written copy serves as a record and description of what's on the website. There is some overlap-- at times, it appears there is text that is present in the institutional component that is also on the website, or images that appear on the website also appear in the institutional component. But there also seems to be text that appears on the website that isn't in the dissertation. ",Anthropology,SS,General database search
"Donovan, G.T.",2013,MyDigitalFootprint.ORG: Young People and the Proprietary Ecology of Everyday Data,City University of New York,Psychology,Traditional-Simple,"Linguistic & Textual form, modality","Digital dissertation with website. Methods in centre, where'd you expect it if you were looking at a traditional simple dissertation (IMRD). Findings are interspersed throughout entire dissertation. No conclusion to speak of in a typical sense. Not sure what macrostructure this would this be. Facilitated a participatory, collaborative research and design process with youth. Written component and institutional copy serves as a report on and record of this process. The website indicates that there is a downloadable PDf of the institutional dissertation, which gives me the impression that the written component is the dissertation. E.g.,  Header says Dissertation. The title of Donovan's dissertation follows. Then there is Donovan's name, as author. Below this is smaller text in italics that contains the conventional ""submitted to... in partial fulfillment of"" wording. The Abstract appears below this line, as text embedded on the page. Beside the abstract is an icon of a footprint that also looks like a question mark, with a caption that reads ""Download PDF."" Clicking on these words initiates a download sequence and the same version of Donovan's dissertation that I found using Proquest appears. Other: Website ""serves as a digital archive of the dissertation project and its public defense"" (homepage).Website positions the dissertation as but one publication resulting from the project (""Project Publications"" page: https://mydigitalfootprint.org/publications/). Link to dissertation website: https://mydigitalfootprint.org/dissertation/",Connected. The unconventional components are positioned as inextricable from the conventional components (and vice versa).,Intermingled. There is a sense of interdependence between the atypical or unconventional and written or conventional component(s) and a distinct understanding that they are a part of the same project.  ,The research undertaken for the dissertation happened through both the unconventional and conventional components.,Psychology,SS,General database search
"Freeman, S.",2011,A presidential curriculum: An examination of the relationship between higher education administration programs and preparation towards the university presidency,Auburn University,Education,Hybrid Complex/ Manuscript,Linguistic & Textual form,"Consists of standalone chapters that are of publishable quality, as well as an introduction and literature review. No conclusion, at least not in any typical or rhetorical way that I can see. Instead, the last chapter is the 'Data Review,' which has the express purpose of sharing raw data and coding schemes. Chapters are also organized in a modified IMRD format that would be consistent with a traditional complex macrostructure if it weren't for the inclusion of publishable material. Unconventional format for department.","Connected. Atypical or unconventional component(s) positioned as critical or inextricable. For instance, in this case, it would be very difficult to separate the manuscripts from the dissertation, or published material from the chapter(s) in which it is integrated without the dissertation falling apart. ",Intermingled. There is a sense of interdependence between the atypical or unconventional and written or conventional component(s) and a distinct understanding that they are a part of the same project.  ,,Education,ED,Participant
"Gan, G.",2019,"“Russia outside Russia”: Transnational mobility, objects of Migration, and discourses on the locus of culture amongst Educated Russian migrants in Paris, Berlin, and New York",University of British Columbia,Anthropology,Hybrid Simple/ Manuscript,"Modality, Practice, Rhetorical aims & strategy, Linguistic & Textual Form","""The researcher investigates transnational Russian identity through ethnographic, auto-ethnographic, and visual anthropology methods . . . . Different anthropological 'voices'—autobiographical, autoethnographic, empirical, and multi-media—are used throughout the dissertation. . . . Using visual anthropology research methods, the presentation and dissemination of this research also moves beyond the textual mode. Interviews with research participants, recorded and edited into short vignettes, became part of an interactive multi-media installation and online archive on the tangible and intangible places, objects, and memories of Russian transnational migration"" (Abs). In addition: Uses preface to outline how the content for some chapters was presented elsewhere (e.g., as a paper, presentation, or a talk). Three publications are included in the dissertation, including two journal articles and one paper published in the proceedings from a conference. Written component organized as follows: Introduction, Research Sites, Research Methods, Findings and Discussion (chapters 3-6).",Connected. Atypical or unconventional components are positioned as inextricable from the written or conventional components. ,"Intermingled. There is there is a strong sense of interdependence between the installation and the research that was undertaken for the written or conventional component(s), as well as a distinct understanding that they are a part of the same project. Author notes that the written and video components of the dissertation both consider how ""people search for personal fulfillment across different political contexts"" (Lay Summary).","Describes unusual elements in chapters or enacts them (e.g., different forms of writing. Multi-media installation is included in supplementary materials. Includes pictures (e.g., of installation, stills from the audio-visual material itself). Interviews with research participants became part of an interactive multi-media installation and online archive. Wrote dissertation as an experimental text, combining four authorial voices: autobiographical (self-reflexive), autoethnographic, (self-referential), empirical (academic), and multimedia (as an interactive audio-visual installation). Here the writing for the dissertation is positioned as part of the inquiry process and the product, which means they are difficult to disentangle. For example, personal vignettes are written using bold italicised text, whereas more ""auto-biographical"" (p. 4) text is written using a lighter typeface.""Academic  prose"" is represented using bold type (p. 5). The written creative or unusual components appear simultaneously separate from each other and connected at the same time. On the whole, the different components operate together to enrichen the overall effect of the dissertation. That is, taken together, they add up to persuade the reader of Gan's engagement with the inquiry process and topic at hand. ",Anthropology,SS,CAGS
"Graham, A. ",2020,"Pedagogical potential in the complexism learning process : a performer's journey through Brian Ferneyhough's ""Bone Alphabet"" (1992)",University of British Columbia,Musical Arts (DMA),Analogous to Traditional-Simple,Unclear. (This seems like it may actually be conventional for the discipline),"Lecture recital related to materials presented in chapters two through four happened prior to the submission of the written component. The goal, purpose, and main arguments were presented along with a live performance of Ferneyhough's ""Bone Alphabet."" Interviews four expert musicians but doesn't have a methods section (perhaps because the interviews are more akin to journalistic interviews). Presents relationship between the interviewees' experiences and the author's learning process. Uses this to articulate the author's argument in the chapter prior to the conclusion. I've labelled this as ""traditional-simple analogue"" because I read the chapters as leading up to the ""experiment"" which is carrying out the recital (or the apex of the dissertation) and the remaining chapters sort of re-situate the reader in the dissertation's main findings/arguments. ",Separate. Creative component (recital) is not  visible in the written component. ,"Influenced. The research carried out through the written component is seen as influencing the creative component (live recital of ""Bone Alphabet"")",,Musical Arts (DMA),HUM,UBC
"Harron, P",2016,"The Equidistribution of Lattice Shapes of Rings of Integers of Cubic, Quartic, and Quintic Number Fields: an Artist's Rendering -- Based on the original story by Manjul Bhargava and Piper Harron",Princeton University,Mathematics,Analogous to Traditional-Simple,"Linguistic & Textual form, rhertorical aims & strategies, Content","Introduction written for a lay audience. The first three chapters set out the terms for engagement with the dissertation (introduction to the topic, to the document, to the terms, to the approach) and the rest of the dissertation works through applying the approach and walking readers through the application and results. The conclusion is the final formula, although Harron humoursly adds ""The End"" along with a note that math papers don't usually have ""what you or I might call a 'conclusion'"" (p. 127). Last chapter is followed by the bibliography. Embeds humour, a social justice orientation, and different forms of writing throughout:""Her PhD thesis received recognition for its humorous style and blunt social commentary."" (https://beforetheabstract.com/piper-harron/). From Abstract: A fascinating tale of mayhem, mystery, and mathematics. Attached to each degree n number n-1 lattice called its shape. This thesis shows that the shapes of Sn-number fields (of degree n = 3; 4, or 5) become equidistributed as the absolute discriminant of the number held goes to infinity. The result for n = 3 is due to David Terr. Here, we provide a unified proof for n = 3; 4; and 5 based on the parametrizations of low rank rings due to Bhargava and Delone-Faddeev. We do not assume any of those words make any kind of sense, though we do make certain assumptions about how much time the reader has on her hands and what kind of sense of humor she has."" ",Connected. Atypical elements are inextricable from the conventional components of the dissertation. ,"Intermingled. There is a sense of interplay between the atypical and more conventional component(s). For instance, humour and prose is used to convey key aspects of the selected mathematical approach. ","Playfully notes  the ""somewhat silly, as in unserious yet mathemetically sound, nature of this thesis"" in acknowledgements section (p. iv). Bluntly, apologetically notes an unwillingness to ""pretend that all manner of ways of thinking are equally encouraged, or that there aren't very real issues of lack of diversity"" in the field (p. 1), as well as how calling this out is a critical part of the dissertation: ""It is not my place to make the system comfortable with itself. This may be challenging for happy mathematicians to read through; my only hope is that the challenge is accepted."" (p. 1). ",Math,STEM,Word of Mouth
"Hawkins, L. J.",2020,The Molecular Biology of Dehydration Tolerance: Regulation of Gene Expression and Function in Xenopus laevis,Carleton University,Biology,Hybrid Simple/ Manuscript,Linguistic & Textual form,Incorporates published elements without necessarily presenting them in separate chapters.,"Connected. Atypical or unconventional component(s) positioned as critical or inextricable. For instance, in this case, it would be very difficult to separate the manuscripts from the dissertation, or published material from the chapter(s) in which it is integrated without the dissertation falling apart. ",Intermingled. There is a sense of interdependence between the atypical or unconventional and written or conventional component(s) and a distinct understanding that they are a part of the same project.  ,,Biology,STEM,Carleton
"Hopes, D.",2014,Being Objective: Communities of Practice and the Use of Cultural Artefacts in Digital Learning Environments,University of Bermingham,History and Cultures,Traditional-Simple,Practice,Uses a combination of mixed methods and content analysis—both atypical approaches for humanities based research. ,Connected. Atypical elements are inextricable from the conventional components of the dissertation. ,Intermingled. There is a sense of exchange between the atypical or unconventional aspects of the dissertation and its more conventional components.,"Choice of unconventional methods (i.e., integrating quantitatve data in a humanities based discipline) influenced the “objective” manner in which the dissertation was written, as well as its organization, which “roughly follows the same course as the research itself” (p. 27). ",History and Cultures,HUM,CAGS
"Hosseinkhani, L.",2020,Gradual Saliency Detection in Video Sequences Using Bottom-up Attributes,Carleton University,"Engineering, Electrical and Computer",Hybrid Complex/ Manuscript,Linguistic & Textual form,"Inclusion of published materials in chapters, yet not a manuscript-based thesis according to Carleton’s policies.  Unconventional inclusion of published materials. Hybrid manuscript format, according to Anderson et al.",Connected. Atypical or unconventional components are positioned as inextricable from the written or conventional components. ,Unsure. If Intermingled: There is a sense of interdependence between the atypical or unconventional and written or conventional component(s) and a distinct understanding that they are a part of the same project.  ,,Engineering,STEM,Carleton
"Houchon, Á. C. ",2017,"Whispers from the Gutter: The Gutter, Its Boundaries, and Mis-guided Drifts",The Univeristy of Utah,Educational Psychology,Traditional-Simple,"Linguistic and Texual forms, Modality","""Deconstructed"" dissertation; a/r/tography. The author says that the dissertation is prepared in such a way that is deliberately confusing and refers to this as ""dissertation drift"" and intentional ""mis-guiding."" Regardless, the dissertation more or less follows a modified traditional simple organizational pattern (IMRD)",Connected. Atypical or unconventional components are positioned as inextricable from the written or conventional components. ,"Incorporated. For the most part, the atypical components and conventional components are seen to influence each other, but also maintain a degree of separateness.","""Gallery notes and footnotes have been foregrounded while the 'main' body of the text has been backgrounded"" (p. 4",Education,ED,General database search
"Jeansonne, C. C. ",2019,"Superheroes in the Classroom, or: An Autoethnography of Great Power, Responsibility, and Community in a Critical Media Pedagogy",The Ohio State University,"Arts Administration, Education, and Policy",Traditional-Simple,Linguistic and textual forms,"Writes a narrative of experiences cultivating during/through the research. Incorporates arts-based and creative artifacts. Combines these more experimental components with more traditional dissertation components. Overall dissertation is divided into four parts. Part 1, 2 and 4 are sub-divided into chapters. Part 3 is divided into episodes. Part 3 is the largest section: ""It is a narrative of our class experience, conceptualized as a work of creative non-fiction that uses literary techniques while preserving the ‘non-fiction contract’ with the reader (i.e., I’m not making anything up)"" (p. 7). Uses ""evocative autoethnography"" which is an ""academically rigorous form of creative non-fiction"" that ""seeks to use literary methods to evoke an experience for the reader but does so within the context of academic inquiry"" (p. 114). Provides supplementary materials for teachers in appendix. Follows a modified traditional simple (IMRD) structure",Connected. Atypical or unconventional components are positioned as inextricable from the written or conventional components. ,"Incorporated. For the most part, the atypical components and conventional components are seen to influence each other, but also maintain a degree of separateness.","Part three, which is the largest section of the dissertation, follows the arc of a class (which is a key focal point for the dissertation) and is written in an ""evocative"" autoethnographic (narrative) style. Examples of students' comics are shared. A ""heores gallery"" (profiles for each of the students) is included in the Appendix.",Education,ED,Word of Mouth
"Lafollette, K.",2019,The queer art of writing: (re)Imagining scholarship and pedagogy through transgenre composing,Bowling State University,Rhetoric and Writing Studies,Traditional-Simple,"Modality, Practice","Draws on and incorporates arts-based methods (collages), which is somewhat unusual for disciplinary context. Follows a traditional simple (IMRD) format, but presents a synthesis of results, consisting of photographs and words. Arts-based components enact key arguments of and purposes for the project. ",Connected. Atypical or unconventional components are positioned as inextricable from the written or conventional components. ,"Incorporated. For the most part, the atypical components and conventional components are seen to influence each other, but also maintain a degree of separateness.","Collages are inspired by what LaFollette is reading (e.g., the literature, the data). My impression is that the arts-based components stand on their own, except for in the coda which relegates the textual to the peripheral (and even then, the writtten component only exists as a concession to her commitee). I wonder if this slight separation is maintainted because the author wants to elevate the artwork that appears in her dissertation, almost as if in response to the skepticism she experienced: ""The initial skepticism about my thesis project and the need for a context essay led me to question whether creative work was valued on the same level as traditional scholarly work, especially work that incorporated art (see fig. 1). Was my passion for art and writing always going to be unrecognized in academia?"" (p. 2). Here, Figure 2 is gestured to, but it isn't unpacked in the wrting that follows. Instead, the collages--each claiming a full dissertation page--could be viewed and read on their own, telling a related yet parallel story. ",Rhetoric and Writing Studies,SS,Participant
"McKenzie, H.A.",2020,Indigenous women's reproductive (in)justice(s) and self-determination : envisioning futures through a collaborative research project,University of British Columbia,Interdisciplinary Studies,Traditional-Simple,"Practice, Linguistic & Textual form","Author appends a policy brief that was co-written with others, based on the dissertator’s study. This brief was submitted to representatives at the Saskatoon Health Region as well as to the Saskatchewan and Canadian Governments. ""While I found avenues to creatively disrupt academic research practices and politics, I was constrained by the colonial standards and ideologies that continue to structure academic research"" (p. 195).",Separate. Atypical or unconventional component positioned as separate from the written component or institutional copy of the dissertation,"Influenced. The atypical or unconventional component (i.e., the policy brief) is construed as an independent, albeit critical part of the written component. The conventional components establish the context, need, and research for the unconventional component (policy brief).","McKenzie (2020) describes how then-recent media coverage of the forced sterilization of Indigneous women, paired with collaborators’ experiences and discussions, motivated McKenzie to initiate the process of co-authoring and publishing a policy brief that would “address the racist, sexist, and colonial conditions that underlie coercive practices” as well as “the hospital policies that enabled them to be enacted” (pp. 149-150). The Policy brief is appended to the dissertation and mentioned four times throughout (twice in the research methods, once in the discussion, and once in the conclusion). ",Interdisciplinary Studies,SS,UBC
"Meents, M.",2018,Mapping Xylan biosynthesis in plant Golgi and Teaching biology using example answers,University of British Columbia,Botany,Traditional-Complex,"Practice, Rhetorical aims & strategy","Portions of chapters published elsewhere. Two ""general focuses"" (p. 137). The first, ""to better understand how xylan biosynthesis occurs in the Golgi during secondary cell wall (SCW) deposition"" (p. 137). The second, ""to explore how instructors can better support student problem-solving in undergraduate cell biology courses"" (p. 137). Argues for the connection between two components in the conclusion (which is also the only place that the two are brought together, outside of the abstract and the table of contents).",Separate. Atypical or unconventional component (scholarship of teaching and learning component) positioned as separate from the conventional component (exploration of xylan biosynthesis). ,"Parallel. The atypical or unconventional component (scholarship of teaching and learning component) is construed as  independent from the conventional component (exploration of xylan biosynthesis), and vice versa.","The atypical component (exploration of how instructors can better support student porblem-solving) is mostly confined to the chapter dedicated to it. In the conclusion, the two components continue to feel separate, although the author certainly attempts to remedy this in the opening paragraph of the conclusion (e.g., ""these two components may appear entirely unrelated, however there are synergistic benefits to combining...""). The major findings and future directions for part 1 (conventional component, i.e., exploration of xylan biosynthesis)  is discussed separately from part 2 (scholarship of teaching and learning component). It is unclear whether (or how) part 1 influenced part 2. Although, the atypical component may have deepened and supported the author's understandin of their writing process. On this, Meents writes: ""in my education research I focused on how to help students clearly and concisely communicate complex biological models and the evidence that supports them, the very skills that I utilize in my disciplinary research. This had the effect of concentrating my attention on the key principles of scientific argumentation and reasoning, which I believe helped me grow my skills in this area. I then used these skills to define and defend a new model for xylan biosynthesis in the plant Golgi"" (p. 137). Meents describes having difficulties with bringing these two parts together in an interview for the Canadian Association for Graduate Studies blog, so perhaps this arrangement reflects this difficulty -- hard to say without asking Meents directly. ",Biology,STEM,CAGS
"Mennigke, S.",2020,Reframing leadership in a liquid age,University of British Columbia,Education,Topic-Based,"Linguistic & Textual Form, Practice","In the foreword to the dissertation, Mennigke describes the dissertation as having a ""noticeable style"" (p. 9) and that it "" is as if the reader is watching a play where the six chapters of the dissertation are the acts"" (p. 9). Mennigke argues that this form of writing allows the writer to do something with writing (""This engagement also achieves another purpose. It allows writing to do something as part of the conceptual reflection. That is, to make conceptual distinctions and organize ideas through permitting writing to perform. If we see writing as a creative action, we may not think that it has restrictions of its own, yet it does, in the same way as any discipline that uses writing has its own rules and guidelines. Academic writing has its rubrics, as does fiction, journalism and tweeting. Pollock, arguing from a performing arts discipline, explores ways of making writing perform through 'challenging the boundaries of reflexive textualities; relieving writing of its obligations under the name of ""textuality""; shaping, shifting, testing language. Practicing language. Performing writing. Writing performatively.'"" p. 10). Reading this through a rhetorical genre lens, I have the sense that writing this way also Mennigke to depart from or challenge conventions associated with the dissertation in their context.",Connected. Atypical or unconventional components are positioned as inextricable from the written or conventional components. ,Intermingled. There is a sense of exchange between the atypical or unconventional aspects of the dissertation and its more conventional components.,"The atypical approach to writing is positioned as not that unusual for those in the discipline of performative writing (p. 10). It is meant to be noticeable -- the striking nature plays an important ""role"" in the dissertation.",Education,ED,UBC
"Merandy, J.M.",2019,Vanishing Leaves: A Study of Walt Whitman Through Location-Based Mobile Technologies,The City University of New York,English,Unsure. Portfolio-based?,"Modality, Linguistic and textual form, content, practice, rhetorical aims & strategies (?)","Digital dissertation. Dissertation components: Immersive game (Vanishing Leaves Location-Based Mobile Experience) ; White paper; Game Script; Website. White paper lays the groundwork for the development of Vanishing Leaves game (details key concepts, inspiration, other existing examples, methods, and objectives) and argues for the potential that location-based mobile experiences can have as tools for learning. White paper also includes a ""digital manifest"" which appears to list the components of the dissertation as well. ","Separate. Atypical component (game) positioned as separate from the written component (white paper). For example: ""Much of this dissertation is not found within the pages of the following white paper "" (p. xi). ",Influenced. The research undertaken through the written component (the white paper) is positioned as contributing to the atypical component (the game). Emphasis here is on a unidirectional relationship,"Construes a relationship between the white paper (institutional or written component) and the game in such a way that one informs the other (e.g., ""This theoretical framework informs two important aspects of Vanishing Leaves,"" p. 14). Dissertation is meant to be ""experienced"" (referring to the game). The institutional copy is the white paper, which is only one component. Other components include the game, the game script, and the website. From the white paper: ""Much of this dissertation is not found within the pages of the following white paper or on the project’s website. It cannot be read, viewed, or approached as you would a traditional scholarly work. Instead, this dissertation is meant to be experienced!"" (p. xi). Link to website: https://vanishingleaves.com/",English,HUM,Next-Generation Dissertations Website
"Messina, C. M.",2021,"The Critical Fan Toolkit: Fanfiction Genres, Ideologies, and Pedagogies",Northeastern University,English,Traditional-Simple,"Rhetorical aims and strategies, modality, linguistic and textual forms",Website and institutional copy (written component). Written component/Institutional copy compiles writing found on the website but is not meant to replicate the website or to be read in a linear manner (as one would assume might be the norm for more conventional print-based dissertations). Envisions an audience beyond those with paid access to a Proquest database. Wanted to create a product that fans both find useful and accessible. Provides teaching materials; Includes published materials. Link to website:  http://www.criticalfantoolkit.org/ ,"Separate. Atypical component positioned as separate from the written component / institutional copy. For example: ""The Critical Fan Toolkit is an entirely digital dissertation on a website. The institutional copy is specifically to preserve the textual writing done for the website."" (p. 13).","Parallel. The  unconventional component (website) is construed as the actual dissertation. The written component / institutional copy is meant to serve as a record and does not replicate the website (other than the writing, which was done for the website). ","The written component is meant to serve as an archive for the dissertation materials, but the fact that the dissertation is a digital one is placed up front in the first sentence of the abstract, and the first paragraph of the introduction reiterates this: ""The Critical Fan Toolkit is an entirely digital dissertation on a website. This copy is specifically to preserve the textual writing done for the website. However, this writing is all done within the context of an interactive website and therefore is not meant to be read linearly. Visit the website URL below to experience the full effect of this dissertation."" (p. 13). The reader is encouraged to refer to the website throughout the dissertation. Both the website and the dissertation include typical components you'd expect to find in a dissertation (for the most part), such as the methods, findings and discussion. The conventional elements are nested within the dissertation while also set alongside at the same time.  This is achieved by imagining multiple entry points to the dissertation based on the readers the author imagines (fans, scholars, teachers). Clicking on the scholars button, for instance, brings you to the dissertation materials page, where you find the traditional materials you’d associate with a dissertation. I want to say connected-parallel which sounds like a paradox but could be achieved through a website where pages sit beside eachother without the sorts of intra-texual weavings often seen in books with ideas that run across chapters. At the same time it's clear we're looking at one project. ",English,HUM,Word of Mouth
"Munro, S.",2016,Birth after caesarean: An investigation of decision-making for mode of delivery,University of British Columbia,Public Health,Traditional-Simple,"Practice, Modality or Rhetorical aims and strategies ",Co-authored a policy brief that formed a chapter of the dissertation.,Connected. Atypical or unconventional components are positioned as inextricable from the written or conventional components. ,"Incorporated. For the most part, the atypical components and conventional components are seen to influence each other, but also maintain a degree of separateness.","Positions the policy brief as an integral component of the overarching aim of the dissertation, which is to facilitate knowledge exchange: ""In keeping with my overarching goal of facilitating knowledge exchange in this research process, my knowledge product goal was to develop tools that would generate dialogue with stakeholders and support particular behaviours. Based on recommendations from my research partners on what modalities work best for care provider stakeholders around British Columbia, I chose to develop a research presentation that provides an overview of the study, my findings, and actionable recommendations.. . . Finally, for health service decision makers, I discussed different knowledge product options with Optimal Birth Fraser Health and with my committee. Their recommendations and the consensus from the literature was that the most impactful approach would be for me to create a policy brief that summarized the research and put the findings in context for health service decision makers. Most importantly, we agreed that I should actively disseminate the policy brief through face-to-face meetings. "" (p. 185). ",Interdisciplinary Studies,SS,CAGS
"Niccolini, A.",2016,"Uneasy subjects: Affect, censorship, schooling",Columbia,Education,Topic-Based," Modality, Rhetorical aims and strategies, Linguistic & textual form","Dissertation labours to take up call for affective scholarship to experiment with method/ologies and modes of (re)presentation. Incorporates different ways of ""working data"" such as visual analysis, autographics, sketching, and ""glitch methodologies"" (abstract). Chapter III uses the “autographic” art of student-teacher Janneke; Chapter IV experiments with glitch art and “the glitch” as method; Chapter V works with digital data including blogs, social media, and waves of intensity captured by Google Trends;  Chapter VI attempts to evoke the spectrality of Avery Gordon’s (2008) haunting by using composite imagining and the blurring provided by fiction",Connected. Atypical or unconventional components are positioned as inextricable from the written or conventional components. ,"Incorporated. For the most part, the atypical components and conventional components are seen to influence each other, but also maintain a degree of separateness.",Creative or unusual components are inspired by theory/frame which in turn is enlivened by the use of the creative or unusual components.Incorporates different modalities and modes of (re)presenting data. Incorporates different forms of writing to enact rhetorical appeals to affect. ,Education,ED,General database search
"Rajabali, A",2017,(Re)turning to the poetic I/eye: Towards a literacy of light,University of British Columbia,Education,Topic-Based,Linguistic and Textual Form,"Spoken word, poems, music video. Contains published poetry and chapters. Audio files are included as supplementary files. Poetry as inquiry. Intentional use of white space as performative. Has a chapter on the process of writing, engaging with the writing (as readers).",Connected. Atypical or unconventional components are positioned as inextricable from the written or conventional components. ,Intermingled. There is a sense of exchange between the atypical or unconventional aspects of the dissertation and its more conventional components.,"Poetry woven throughout the dissertation using sometimes in italics, sometimes not. Use of whitespace is performative. Creative component seen as integral to the dissertation as product but also as process. ",Education,ED,General database search
"Richards, R.",2012,"“You look very well for a transplant”: Autoethnographic narrative and identity in chronic kidney disease, kidney failure and the life post-transplant",Stellenbosch Unviersity,Psychology,Traditional-Simple,"Practice, Linguistic & Textual form",Use of autoethnography as method/ology was an unusual choice in Richard's disciplinary context. Follows traditional simple (IMRD) macrostructure on purpose.,Connected. Atypical or unconventional components are positioned as inextricable from the written or conventional components. ,"Incorporated. For the most part, the atypical components and conventional components are seen to influence each other, but also maintain a degree of separateness.",Unconventional and conventional elements are interdependent and influence each other. Follows IMRD macrostructure on purpose.,Psychology,SS,Participant
"Ricketts, K. ",2011,"The suitcase, the map, and the compass: An expedition into embodied poetic narrative and its application toward fostering optimal learning spaces",Simon Fraser University,Education,Topic-Based,"Modality, Linguistic and Textual form","Addresses the readers and provides an orientation in the preface. Draws on different forms of writing, poetry, and photos to enact the main argument and contribution the dissertation seeks to make. ",Connected. Atypical or unconventional components are positioned as inextricable from the written or conventional components. ,Intermingled. There is a sense of exchange between the atypical or unconventional aspects of the dissertation and its more conventional components.,"The manner in which the dissertation is presented/written enacts or reinforces the contribution Ricketts is making, which is a ""teaching and performing tool"" Ricketts refers to as ""Embodied Poetic Narrative"" (p. 1). Ricketts describes this approach as ""a triangulation of the body, the story, and the object through creative and shared play as a way to surface new understandings of self and other"" (P. 1). Also: ""By moving away from text-centred processes through an immediacy and viscerality, we build dynamic spaces fostering the possibility to access the immediacy of our first, most creative impulses. I posit that a body in movement unlocks and unfolds secrets, lost thoughts and treasured images and an increased heart rate and rapid breath provoke an availability to the imagination and further, to creative exploration of self and to broadened and deeper understandings of other"" (p. 2).",Education,ED,General database search
"Rys, R.",2019,Reading the Margins: The Politics and Processes of Feminist Comics-Based Research and Pedagogy,"University of California, Santa Barbara",Feminist Studies,Topic-Based,Modality,"Includes originial piece of feminist comics-based scholarship. Uses multiple texts and methods, but uses the metaphor of bricolage to bring them together. Outside of the opening chapter, the ""remainder of the dissertation is divided into five chapters that raise a series of independent but thematically-linked questions about the field of academic comics studies and the processses and politics of comics-based research and pedagogy, particularly as they intersect with issues of feminism"" (p. 23). Pairing comics and feminism might seem counter-intuitive to some. Rys would agree, but adds that its this tension that makes the pairing of the two so generative. Includes references at the end of each chapter.  ",Separate. Atypical or unconventional component positioned as separate from the written component or institutional copy of the dissertation,"Influenced. The atypical or unconventional component (i.e., the policy brief) is construed as an independent, albeit critical part of the written component. The conventional components establish the context, need, and research for the unconventional component (policy brief).","Research undertaken for the conventional component positioned as contributing to the creative or unusual component, which is the comic-based scholarship. Offers a space for the reader to draw their own interpretations (e.g., see p.1 ).  Wanted to incorporate the multimodal comics transcripts but, in a footnote on page 49, Rys says that they had to be moved to an appendix ""due to the sheer bulk"" which ""points to the enormous labr of creating comprehensive comics transcripts,"" an issue Rys contends with in a later chapter. ",Feminist Studies,SS,General database search
"Schell, J. ",2013,We Rock Long Distance: M.anifest and the Circulations of Diasporic Hip-Hop,University of Minnesota,Comparative Studies in Discourse and Society,Topic-Based,"Modality, Linguistic & Textual form","Multimodal dissertation and feature length documentary film. Three hip-hop artists are introduced, but M.anifest is the focal artist. Explores the notion of distance and different typs of distance using video, photos, audio, and writing. Two websites: 1) Dissertation: https://sites.google.com/a/umn.edu/wrld/ 2) Documentary: https://www.werocklongdistance.com/is ",Separate. Atypical component positioned as separate from the written component / institutional copy. Distance enacted on purpose. ,"Parallel. The institutional copy is positioned as the ""conventional dissertation PDF"" (p. 8), which is different from the dissertation website and documentary (i.e., the unconventional or atypical components). I see this distance being enacted intentionally, feeding into the overall arguments Schell seeks to make. ","My impression is that the interaction between the unconventional and conventional format of the dissertation serve to reinforce the feeling that the author is trying to convey, which is that Microsoft Word is not a one-size-fits-every-situation technology. For example, the author includes an empty box where the audio or video content would be if this were viewed on an interactive medium that wasn't Word or PDF based (p. 8). There is a distance being enacted, on purpose.  ",Cultural Studies,HUM,Word of Mouth
"Shostak, K.",2020,Secret arsenal of a cereal killer -cryptic activation of secondary metabolite biosynthesis in Fusarium graminearum,Carleton University,Biology,Hybrid Simple/ Manuscript,Linguistic & Textual form,Incorporates published elements without necessarily presenting them in separate chapters. Follows modifed traditional simple format (IMRD).,Connected. Atypical or unconventional components are positioned as inextricable from the written or conventional components. ,Unsure. If Intermingled: There is a sense of interdependence between the atypical or unconventional and written or conventional component(s) and a distinct understanding that they are a part of the same project.  ,,Biology,STEM,Carleton
"Sousanis, N.",2014/2015,Unflattening: A visual-verbal inquiry into learning in many dimensions,Teacher's College Columbia,Interdisciplinary Studies in Education,Topic-Based,"Practice, Modality, Rhetorical aims and strategies, Linguistic & textual form","""images are not subservient to the text; rather, ideas are embodied through the inextricable partnering of words and pictures, in which neither has the upper hand."" -- typical of a comic book or graphic novel but a-typical of a dissertation","Separate. The entire dissertation is presented in comics form, save for one page (the 'written component' see notes), which is presented in a way that is meant to be disruptive.","Influenced. The  dissertation is presented in comics form, save for the 'written component' (see notes). The effect is that the written component (which would typically be considered conventional) becomes atypical or unconventional in the context of this dissertation. The written component is made possible through the rest of the dissertation (which is in comics form). In other words, the comics establish the context, purpose, argument etc., needed to make sense of the written page.","It is difficult to discern components here because the creative or unusual component isn't just positioned as a crucial element of the institutional copy of the dissertation-- it is the dissertation. However, there is one page (p. 47 in the dissertation, p. 54 in the Harvard Press edition) that is meant to mimic the way a dissertation is traditionally supposed to look (typed, double spaced, font style, etc.). This page includes a ""figure"" (hand-drawn, like the rest of the dissertation) which has a caption (""Fig 1: Object bent in water""). This page is purposely presented as separate from the rest of the dissertation but, at the same time, readers are able to move from the previous page (which is comics-based) to the parody page (which is print/text-based) without losing their place in the story or overall argument Sousanis is making with the dissertation. ",Education,ED,Participant
"Stewart, P.",2015,Indigenous Architecture through Indigenous Knowledge : Dim sagalts’apkw nisim̓ [Together we will build a village],University of British Columbia,"Educational Studies, Curriculum Studies and Architecture",Analogous to topic-based,"Modality, Rhetorical aims and strategies, Linguistic & textual form","Eschews punctuation, meant to mimic spoken Nisga'a language and oral knowledge. Also ""the first known research in Canada that privileges the use of Indigenous Knowledge in the design process by Indigenous architects"" (abstract). In addition to playing with punctuation and incorporating Nisga'a, Stewart incorporates other documents one might not expect to see, such as a copy of Stewart's response to the UBC Research Ethic's Board rejection.",Separate. Atypical components positioned as separate from the conventional components. Distance enacted on purpose. ,"Influenced. The atypical component is construed as an independent (sovereign) part of the overall written component and influences how the conventional components are presented (e.g., as intrusions, requirements, hinderances, metaphors for/enactments of settler-colonialism). ","*Inverting question* Breaks it down for the reader (firmly but gently) in the preface. Includes a table with ""navigational aids"" intended to signal certain meanings. For example, the backward slash - \ - is used to ""emphasize incompatibility (p. xii). Conventional elements appear almost as intrusions. This is consistent with Stewart's goal of asserting Indigenous knowledge as both valuable in its own right and frequently (always?) incompatible with colonial education systems. Stewart writes: ""I made concessions during the writing of this dissertation, recognizing the concessions the university is making and the risk the university is taking in supporting this dissertation. As you will have noticed, or if you have not, please note that the Title Page, Abstract and References are all written in standard or conventional academic English. In order to address those persons without the time to invest in reading this dissertation, I have decided to insert a Précis [summary] in standard or conventional academic English at the beginning of each adawaak [story / chapter] that will outline/summarize the main points contained in the adawaak [story / chapter] (L.Walker, personal communication, February 5, 2015). This Preface also started out in standard and conventional academic English but it will soon begin to transform. For the writing style to not follow standard or conventional academic English, the formatting and punctuation or lack thereof, has grown out of my need to privilege Indigenous knowledge in resistance to the colonizing provincial education system that continue to traumatize indigenous peoples in this province."" (p. xi). And: ""All research, writing and formatting was done by me as the author. All dissertation elements required by the Faculty of Graduate and Postdoctoral Studies at the University of British Columbia have been included in this dissertation"" (p. ix). ",Interdisciplinary Studies,ARCH,Word of Mouth
"Ton, Mary Elizabeth Borgo",209,"Shining Lights: Magic Lanterns and the Missionary Movement, 1839—1868",Indiana University,English,Unclear,"Linguistic and textual forms, modality, practice, content. ","Digital dissertation using Scalar. Case studies focused on 'magic lantern shows.' Website includes mix of long-form prose, models of magic lanterns, recordings of shows, and animated images of slides. Aims to reconstruct the experience of magic lantern shows based on archival material. Final chapter of the digital dissertation is a reflection on the methods that were drawn on and to show how shifting to a digital form of the dissertation allowed the author to make new and different connections. Describes possibilities for scholarly communication. Institutional copy of the dissertation is only a 'partially remediated' version of the website. The title or landing page of the website provides one possible path readers can take if they are unused to the format of the digital dissertation.  This is a button labelled ""How to Navigate this Dissertation"" which, when clicked, brings the reader to a page that offers a ""quick tour of the website's key features."" This dissertation reframes conversations about the screen’s technological history through its method as well as its content."" Link to website: http://scalar.maryborgoton.com/shininglights/media-archaeology?path=what-is-shining-lights",Separate. Unconventional component positioned as separate from the institutional copy of the dissertation.,"Parallel. Written component mainly functions as the institutional copy (i.e., a record) of the website and is not the dissertation. ",Dissertation was submitted to the committee and defended as a website. Institutional component functions as a partial remediation of the prose from the website. The author encourages the reader to explore the dissertation’s content in this digital-born form. It was submitted in accordance with the University Graduate School’s Guidelines. ,English,HUM,General database search
"Tran, A,",2019,Multimodal Dissertations: Opportunities for Multimodality in Higher Education,University of Western Ontario,Education,Traditional-Simple,"Practice, Modality, Rhetorical aims and strategies (??), Linguistic & textual form","Dissertation is presented in landscape mode, incorporates infographs, illustrations, hyperlinks, and other visuals to enact argument and topic. ""Inspired by inforgraphics, iconography, typography, data visualization, colour psychology, user experience"" (p. xi). Unique approach to composing process; unique approach to presentation of textual form, inclusion of different modalities. Addresses readers directly and frequently (e.g., ""Dear Readers"")",Connected. Atypical or unconventional components are positioned as inextricable from the written or conventional components. ,Intermingled. There is a sense of exchange between the atypical or unconventional aspects of the dissertation and its more conventional components.,Conventional and unconventional elements are positioned side-by-side and in tandem (they work together to create the overall dissertation).,Education,ED,Word of Mouth
"Valentine, A.J.",2017,Good Looking in the Dark: A Narrative Across Three Mediums,Western Michighan University,English,Unclear,"Linguistic and textual forms, Modality, Practice, Rhetorical aims and strategies (??)","Uses different mediums (short story, stage play, graphic narrative) to present a single story that explores the relationship between authors and readers:  Does this as a way to enact topic, driven by the question of 'what happens if the author and the reader were to meet in the dark space of the mind?' Appears to consists of two components -- the written and the creative. Nick Sousanis was committee member",Connected. Atypical or unconventional components are positioned as inextricable from the written or conventional components. ,"Incorporated. For the most part, the atypical components and conventional components are seen to influence each other, but also maintain a degree of separateness.","Appears to consist of two components (Critical Essay, Creative Work) that are separate, but influence each other.",English,HUM,General database search
"Visconti, A.",2015,"""How can you love a work, if you don't know it?"": Critical code and design toward participatory digital editions",University of Maryland,English,Unclear. Portfolio-based?,"Modality, Linguistic and textual form, content, practice, rhetorical aims & strategies (?)","Borne-Digital. Consists of several components. Whitepaper, Digital Literary Edition, Research blog posts, Manifest, and Public repository of design and code. Website: dr.amandavisconti.com Manifest: https://github.com/amandavisconti/infinite-ulysses-dissertation/blob/master/About%20the%20Dissertation/MANIFEST.md#research-writing","Separate (see notes). The institutional copy consists of only a few pages. It directs readers to the actual dissertation/ dissertation website, which consists of several components (Digital literary edition, Manifest, Git Hub repository, white paper, research blog, and the website that houses these components).   ","Influenced. For the most part, emphasis is on a uni-directional relationship (the development of the digital edition led to the creation of the materials / components). Important exception to this, however, would be the research blog posts which were written alongside the development of the digital edition, thereby capturing the process as it happened. ","Development of digital literary edition is centered in the white paper and research blog (two of the components). Website for the digital edition also gestures at some of the methods and objectives for the project, whereas the white paper dedicates more time to these topics. The Github repository (code) and the manifest (also on Github) are also positioned as critical components of the dissertation. But the development (and outcomes) of the digitial literary edition is the centrepiece and focal point for the majority of all pieces. ",Digital Humanities,HUM,Participant
"Wagstaff, S. ",2018,"The ""Objectivists"": A Website Dedicated to the ""Objectivist"" Poets",University of Wisconsin-Madison,English,Topic-Based,"Modality, Rhetorical aims & Strategies","Institutional copy is print analogue of a public facing website that includes interative and multimedia material. Website also includes archived material that was digitized as part of the dissertation project. The written component/institutional copy seems to function separately from the website (I can't locate a link to the website in the document), and asides from occasional mentions of ""this site,"" it's fairly easy to think you're reading a print-based dissertation. Link to site:  http://theobjectivists.org/","Separate. Digital component (website) is not really visible in the written component/ institutional copy, and seems to be positioned as separate.","Parallel. The website makes no obvious mention of the dissertation project as a whole, or the written/institutional copy.  The components are treated as parallel processes with little textual connections created between them.","The written component appears to function mainly as the institutional record (PDF version) of the website that was developed for the project. The institutional copy is not a remediated version of the website. That is, the text that appears in the institutional copy is the same as the text on the website, e.g., ""While each of the authors featured on this site. . . explored in greater depth on separate pages for each individual writer. . . this page will detail"" (p. 168). As of writing, I have not been able to locate explicit mention of the dissertation project or institutional copy on the website (but it is possible that it is buried in there somewhere).",English,HUM,General database search
"Watt, Jennifer",2016,"Practising life writing: teaching through vulnerability, discomfort, mindfulness, and compassion",University of Manitoba,Education,Topic-Based,"Modality, Rhetorical aims and strategies, Linguistic & textual form","Incorporates different forms of 'life writing' (""theoretical and analytical introductions, letter writing, journal pieces, comics, photos, poetry, creative non-fiction, collages, scenes from a play, and an alphabet book,"" from Abstract). These multimodal peices are ""worked examples"" of ""contemplative practices and pedagogical praxis"" (Abs).",Connected. Atypical or unconventional components are positioned as inextricable from the written or conventional components. ,Intermingled. There is a sense of exchange between the atypical or unconventional aspects of the dissertation and its more conventional components.,,Education,ED,General database search
"Williams, A.",2019,My Gothic dissertation: A podcast ,University of Iowa,English,Topic-Based,"Modality, Rhetorical aims and strategies, Linguistic & textual form","Written and creative or unconventional component. Analyses and dramatizes scenes from novels. Draws parallels between gothic literature and graduate education. First ever podcast dissertation (https://www.mygothicdissertation.com/about). As per the author, ""My Gothic Dissertation was produced for the ear and is designed to be heard rather than read” (p . vii, institutional copy). ",Separate. Unconventional component positioned as separate from the institutional copy of the dissertation.,"Parallel. Written component mainly functions as the institutional copy (i.e., a record) and is not the dissertation. The dissertation, according to the author, is meant for the ears (e.g., to be heard) rather than the eyes (e.g., versus being read). ","Dissertation opens with ""A Note On The Text"" that reads: My Gothic Dissertation was produced for the ear and is designed to be heard rather than read. Samples are available on the author’s website (https://www.annawilliamsweb.com/my-gothic-dissertation.html), as well as through ProQuest and the University of Iowa’s Institutional Repository (https://ir.uiowa.edu/etd/). (p. viii).  And:  ""Following in the footsteps of A.D. Carson and Nick Sousanis, I have produced My Gothic Dissertation in a nontraditional format—the podcast. Mixing voice, music, and sound, I dramatize scenes from the novels and incorporate analysis through my narration. The real-life 'Grad School Gothic' stories are drawn from personal interviews. Much of the science of learning is drawn from personal interviews with researchers as well, though some material comes from recorded presentations that have been posted to public, online venues such as YouTube. The creative/journalistic style of reporting is heavily influenced by . . .the dual aims of engaging a broad audience and expanding our modes of scholarly communication beyond the page."" (Abs)",English,HUM,Word of Mouth
"Yousefi, P.",2020,Integrated management plan of water distribution systems : forecasting approach,University of British Columbia,Civil Engineering,Hybrid Simple/ Manuscript,Linguistic & Textual form,Incorporates published elements without necessarily presenting them in separate chapters. Follows modifed traditional simple format (IMRD).,Connected. Atypical or unconventional components are positioned as inextricable from the written or conventional components. ,Unsure. If Intermingled: There is a sense of interdependence between the atypical or unconventional and written or conventional component(s) and a distinct understanding that they are a part of the same project.  ,,Engineering,STEM,UBC