ethanporcaro/eric-fulltext-meta huggingface dataset:
Capturing Individual Uptake: Toward a Disruptive Research Methodology
Author: Bastian, Heather
Date: 2015-00-00
Type: Journal Articles
Subjects: Qualitative Research,Observation,Surveys,Writing Instruction,Research Methodology,Introductory Courses,Units of Study,College Students,Literary Genres,Literary Criticism,Student Attitudes,Teaching Methods,English Instruction

This article presents and illustrates a qualitative research methodology for studies of uptake. It does so by articulating a theoretical framework for qualitative investigations of uptake and detailing a research study designed to invoke and capture students' uptakes in a first-year writing classroom. The research design sought to make uptake visible by disrupting habitual uptakes and encouraging students to design their own uptakes. The study employed the qualitative research methods of observation, survey, interview, and text analysis to uncover uptake processes and influential factors that inform them. Ultimately, this article argues that a disruptive methodology can provide much needed insight into how individuals take up texts and make use of their discursive resources. A bibliography is included.
The Development of Disciplinary Expertise: An EAP and RGS-Informed Approach to the Teaching and Learning of Genre at George Mason University
Author: Habib, Anna S.
Date: 2015-00-00
Type: Journal Articles
Subjects: English for Academic Purposes,Graduate Students,Multilingualism,Second Language Learning,Second Language Instruction,Applied Linguistics,Enrollment Trends,Writing (Composition),Teaching Methods,Program Descriptions,Profiles,Models,Anxiety,Language Styles,Writing Instruction,Assignments

In the U.S., international enrollment trends have increased the pedagogical imperative to address multilingual graduate student writers' linguistic needs/growth in the process of their developing disciplinary expertise. In the context of this internationalization effort, what can two disciplines--Applied Linguistics and Composition--constructively offer in terms of a pedagogical approach to address such growing institutional demands? With regard to the various ways in which these disciplines approach the teaching and learning of disciplinary expertise, what might a research-informed English for Academic Purposes (EAP)/Rhetorical Genre Studies (RGS) curriculum arc look like and how might multilingual graduate writers respond to such an integrated pedagogical trajectory? Further, to what extent might such a curriculum be able to balance evolving student needs and institutional expectations for students' linguistic development? This program profile examines the potential of Tardy's 2009 model for building genre knowledge among a specific student population: first-year multilingual international graduate students enrolled in a &quot;bridge&quot; program at George Mason University. In addition to describing the practical work of enacting Tardy's model at the program and course levels, the authors detail the results of a related study aimed at exploring students' development of genre knowledge over the course of the bridge year. Results point to the complexity of designing and implementing an EAP/RGS-informed course structure which values the intersectional nature of disciplinary knowledge development and suggest the need for such an approach to explicitly foreground the visibility of language teaching, learning, and assessment in order to ease student anxiety around both language and genre development.
Multimodality, Translingualism, and Rhetorical Genre Studies
Author: Gonzales, Laura
Date: 2015-00-00
Type: Journal Articles
Subjects: Focus Groups,English (Second Language),Native Speakers,English,College Students,Correlation,Writing (Composition),Rhetoric,Writing Instruction,Expertise,Learning Modalities,Teaching Methods,Language Usage,Computer Software,Coding,Student Attitudes,Video Technology,Nonverbal Communication

This article situates one possible future for rhetorical genre studies (RGS) in the translingual, multimodal composing practices of linguistically diverse composition students. Using focus group data collected with L1 (English as a first language) and L2 (English as a second language) students at two large public state universities, the researcher examines connections between students' linguistic repertoires and their respective approaches to multimodal composition. Students at both universities took composition courses that incorporate rhetorical genre studies approaches to teaching writing in conventional print and multimodal forms. Findings suggest L2 students exhibit advanced expertise and rhetorical sensitivity when layering meaning through multimodal composition. This expertise comes in part from L2 students' experiences combining and crossing various modes when they cannot exclusively rely on words to communicate in English. Through this evidence, the researcher argues the translingual practices of L2 students can bridge connections and help develop pedagogical applications of multimodality and RGS, primarily by helping writing instructors teach genres as fluid and socially situated. In addition, the researcher presents a methodology for analyzing the embodied practices of composition students, which can further expand how genres are theorized and taught in composition courses.
Inventing Metagenres: How Four College Seniors Connect Writing across Domains
Author: Lindenman, Heather
Date: 2015-00-00
Type: Journal Articles
Subjects: College Students,Focus Groups,Interviews,Writing (Composition),Classification,Prior Learning,Transfer of Training,Writing Skills,Writing Strategies,Correlation,Relevance (Education),Qualitative Research

In this article, I challenge the scholarly consensus that suggests students only rarely forge meaningful connections between the genres they compose in different domains of writing (Reiff and Bawashi; Yancey, Robertson, and Taczak). I argue that the genre and domain categories composition researchers have imposed through data collection and analysis account for at least some of what has been identified as students' inability to articulate how they transfer prior knowledge. When four focus groups and ten college juniors and seniors were interviewed and prompted to compare and contrast their own writing from various contexts, they forged idiosyncratic, action-oriented metageneric connections that are not limited by domains. My data, illustrated here by close discussions of four of these students, suggests that this student-driven metagenre-invention process may have three benefits for students, teachers, and researchers: it enables students to access prior genre knowledge that they may not have otherwise considered relevant; it enables students to re-envision their goals as writers; and it offers researchers and teachers insight into ways we might foster transfer by attending to students' idiosyncratic metageneric connections.
Settling In to Genre: The Social Action of Emotion in Shaping Genres
Author: Kurtyka, Faith
Date: 2015-00-00
Type: Journal Articles
Subjects: Literary Genres,Rhetoric,Psychological Patterns,Writing (Composition),Writing Attitudes,Figurative Language,Video Technology,Film Production,Sororities,Ethnography,Interviews

Rhetorical Genre Studies has noted the importance of emotion to the study of genre, focusing on how writers' attitudes and dispositions influence their perception of a genre. To continue to validate emotions as part of the experience of creating and shaping genres, this study traces the emotional valences of one writer, &quot;Jocelyn,&quot; in shaping the genre of a sorority recruitment video, a genre of media used in sororities nationwide to showcase the sorority in a desirable way. Analyzing an interview with Jocelyn and coding the images in Jocelyn's video and her model text for their rhetorical function suggests that Jocelyn replicated the rhetorical aims of her model text but selected certain images that were emotionally resonant for her and her group. Jocelyn is inspired to shape the genre to the extent that she finds the existing genre emotionally inadequate and emotionally inauthentic to represent her group. Jocelyn's video &quot;remakes&quot; herself and her friends as &quot;sorority girls,&quot; but also &quot;remakes&quot; the sorority in a way that's both palatable and emotionally authentic for her. I suggest the metaphor of &quot;settling in&quot; to genre to represent the embodied feedback loop writers use when they take up a new genre and unpack this metaphor for explaining the role of emotion in genre pedagogy.
Applying Rhetorical Genre Studies to a Stand-Alone Online Professional Writing Course
Author: Adams, Heather Brook
Date: 2015-00-00
Type: Journal Articles
Subjects: Rhetoric,Writing Instruction,Literary Genres,Web Based Instruction,Online Courses,Electronic Learning,College Students,Heuristics,Teaching Methods,Curriculum Design,Transfer of Training,Ethnography

This program profile explains and illustrates a pedagogical application of Rhetorical Genre Studies (RGS) to a one-semester, upper-division online Professional Writing course. We explain our use of a heuristic, which we liken to &quot;night-vision goggles,&quot; that enables students to systematically analyze field data that they gather from a participating worksite. We adapt an RGS methodology developed by Anthony Paré and Graham Smart to create our course heuristic and add a more explicit framework for investigating concepts of genre set, genre system, and activity system. We argue that our course design addresses transfer concerns by helping students develop meta-awareness, or specifically critical genre awareness, that they can then apply to future workplace writing situations.
Metagenre on the WPA-L: Transitional Threads as Nexus for Micro/Macro-Level Discourse on the Dissertation
Author: Pantelides, Kate
Date: 2015-00-00
Type: Journal Articles
Subjects: Literary Genres,Rhetoric,Social Action,Discourse Analysis,Doctoral Dissertations,Computer Mediated Communication,Writing (Composition),Electronic Mail,Asynchronous Communication,Speech Acts

In Carolyn Miller's &quot;Rhetorical Community: The Cultural Basis of Genre,&quot; she revisits her assertion that genres are cultural artifacts and questions the nature of the relationship between micro-level, individual speech acts, and macro-level genres and systems. To demonstrate this relationship, I analyze &quot;meta-genre&quot; accounts of the dissertation posted on the Writing Program Administrator (WPA) listserv, a forum for Computer Mediated Communication (CMC). Within this discourse, I identify &quot;transitional threads&quot;--moments when the discussion shifts, which show the relationship between micro- and macro-level interaction on the listserv as well as constructions of the dissertation within Writing Studies. CMC highlights how micro-level speech acts aggregate and are impacted by macro-level culture, and it showcases the heterogeneity inherent in the rhetorical community of the listserv.
Linguistic Attention in Rhetorical Genre Studies and First Year Writing
Author: Aull, Laura
Date: 2015-00-00
Type: Journal Articles
Subjects: Rhetoric,Literary Genres,College Freshmen,Freshman Composition,English for Academic Purposes,Linguistics,Persuasive Discourse,Essays,Prompting,Academic Discourse,Foreign Countries

Since Carolyn Miller's Genre as Social Action, North American Rhetorical Genre Studies (RGS) has facilitated analysis of how typified rhetorical actions constitute the contexts and communities in which writers write. In first-year writing (FYW) specifically, RGS approaches have focused on macro-level textual constructs, like the audience and evidence expectations of different genres, and have bolstered valuable attention to genre awareness and transfer. In its attention to context and macro-level features, however, RGS has focused less on recurring linguistic patterns in written genres, which has contributed to two gaps in genre-based approaches to FYW: few large-scale analyses of first-year written genres, and little attention to language patterns in genre-based FYW pedagogy and research. This article aims to interrogate these gaps and offer a way beyond them, in three parts. First, it historicizes the institutional separation of U.S. rhetoric-composition and linguistics. Second, it outlines recent pedagogical genre research in RGS and English for Academic Purposes (EAP), which together offer valuable insights for approaches to FYW. Finally, it delineates selected observations from a context-informed corpus linguistic analysis of 19,463 FYW argumentative essays that draws on both RGS and EAP genre traditions. The analysis highlights rhetorical cues of the essay prompts (often absent in EAP corpus linguistic research) alongside shared linguistic patterns (often absent in RGS studies). The analysis likewise outlines overall patterns that distinguish FYW from published academic writing. The article closes with implications for pedagogy, research, and assessment.
Hearing Silence: Toward a Mixed-Method Approach for Studying Genres' Exclusionary Potential
Author: Randazzo, Chalice
Date: 2015-00-00
Type: Journal Articles
Subjects: Mixed Methods Research,Literary Genres,Rhetoric,Research Problems,Social Action,Writing Research,Writing Instruction,Context Effect,Listening,Resumes (Personal),Writing (Composition),Access to Information,Power Structure,Ideology,College Students,Job Applicants,Extracurricular Activities,Intercultural Communication,Interviews,Focus Groups

Traditional Rhetorical Genre Study (RGS) methods are not well adapted to study exclusion because excluded information and people are typically absent from the genre, and some excluded information is simply unrelated to the genre because of genre conventions or social context. Within genre-based silences, how can scholars differentiate between an item of silenced information that suggests exclusionary practices and another item that is unrelated to the genre? This article serves as an example of how augmenting RGS with rhetorical listening and silence can benefit our pedagogy, research, and practice. Incorporating exclusion gives a more complete understanding of a genre's social action and responds to cross-cultural issues with genre practices. To illustrate the benefits of this combination, the article draws from the researcher's ongoing inquiry into the construct of the &quot;well-rounded individual&quot; that has become routinized in the U.S. résumé and cover letter.
Unblocking Occluded Genres in Graduate Writing: Thesis and Dissertation Support Services at North Carolina State University
Author: Autry, Meagan Kittle
Date: 2015-00-00
Type: Journal Articles
Subjects: Graduate Students,Graduate Study,Writing (Composition),Doctoral Dissertations,Masters Theses,Academic Support Services,Writing Skills,Academic Discourse,Graduation Rate,Time to Degree,Intervention,Workshops,Seminars

In 2013, the Graduate School at North Carolina State University launched Thesis and Dissertation Support Services, a rhetorical, genre-based approach to assisting students with their graduate writing. Through a description of the program's founding, goals, and first year of services, we summarize this genre-based approach that is informed by the work of Carolyn Miller, John Swales, Charles Bazerman, and Michael Carter. The goal of the program is to offer services to students writing theses and dissertations that will improve the quality of the work, increase degree completion rates, reduce time to degree, and, above all, develop life-long scholarly writers who are prepared to undertake the writing necessary to be successful in their careers. The theoretical concept of genre system provided a conceptual basis for achieving these connected goals, and each of the workshops, seminars, or other events that we host focuses on a single genre, a genre system, or subgenres related to graduate education. This profile describes our approach to the services through a description of our institutional context, core offerings, and a summary of reflections and lessons learned after a year of offering these services, concluding with recommendations for other writing program professionals who may want to establish similar support for graduate students and a summary of changes to our program after one year.
Echoes of a Reading: Genre as Social Action as Formative Influence on Genres and Ideology
Author: Schryer, Catherine F.
Date: 2015-00-00
Type: Journal Articles
Subjects: Literary Genres,Social Action,Ideology,Recordkeeping,Data,Writing for Publication,Influences,Ethnography

The author became aware of the extraordinary influence of the Problem Oriented Veterinary Medical Record (POVMR) system while working on a dissertation of an ethnographic study of literacy at a veterinary college. However, finding literature on advanced literacies in the profession that touched on how a text type could have such an influence was difficult. The author had no conceptual language to describe what was observed in the use of the POVMR until &quot;Genre as Social Action&quot; was suggested as a theoretical framework to explain the data the author was trying to have published. This article describes the influence that Carolyn Miller's &quot;Genre as Social Action&quot; had in the author's pursuit of having &quot;Genres and Ideology&quot; published. For &quot;Genre as Social Action,&quot; see EJ299348. For &quot;Records as Genre,&quot; see EJ462228.
Crossing the Boulevard: The Action of Genre as Social Action
Author: Devitt, Amy J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Social Action,Educational Practices,Literary Genres,Reader Response,Rhetoric,Communication Research,Writing (Composition)

This article describes the author's first encounter with Carolyn Miller's &quot;Genre as Social Action,&quot; and how the article opened the genre scholarship in rhetoric and communication, and led the author to integrate previous knowledge of linguistics and composition studies with communication studies and rhetoric more generally. Miller's article provided a theoretical conception of genre itself, rather than ever-shifting traits of particular genres, which explained why genre would matter so significantly. The insights of Miller's article enabled the author to pursue genre as an object of study itself, leading, eventually, to an interpretation of Miller's work, and of others', in &quot;Generalizing about Genre.&quot; For &quot;Genre as Social Action,&quot; see EJ299348. For &quot;Generalizing about Genre: New Conceptions of an Old Concept,&quot; see EJ474184.
Genre as Social Action: A Gaze into Phenomenology
Author: Russell, David R.
Date: 2015-00-00
Type: Journal Articles
Subjects: Literary Genres,Social Action,Phenomenology,Social Theories,Writing Processes,Social Development,Cognitive Development,Marxian Analysis,Developmental Psychology,Sociology,Learning Processes

This article explores David Russell's long-time fascination with Genre as Social Action and Charles Bazerman's idea of genre systems (1994), based on Miller's 1984 article. He explains that the great insight Miller had, in that article, was to bring Schutz's concept of typification, and with it the western European tradition of phenomenological sociology, to North American rhetoric and (professional) communication and composition. Schutz took from the German anti-positivist sociologist Max Weber the concept of Ideal Types, which was for Weber a methodological tool to help sociologists identify the patterns of activity that people in some society recognize. But Schutz developed it into a phenomenological concept, typification, which he argued all people engage in all the time (not just sociologists doing research). That's a big idea according to Russell. It connects the psychological with the sociological, and it connects both with human communication as activity, writing as doing in the world. However, he wanted a theoretical framework to connect genre with human development--education and schooling. He turned to activity theory (AT), which uses Lev Vygotsky's Marxist psychology to analyze tool-mediated social activity. In this brief article, he describes how he was able to think about how genres and peoples' socio-cognitive development are connected in terms of writing. He goes on to outline some key concepts from both Vygotsky and Schutz to demonstrate how they share many deep assumptions relevant to schooling.
Aural Dictation Affects High Achievement in Sight Singing, Performance and Composition Skills
Author: Rogers, Melissa
Date: 2013-00-00
Type: Journal Articles
Subjects: Music Education,Music Reading,Singing,Musical Composition,Secondary School Students,Standardized Tests,Scores,Correlation,Comparative Analysis,Aural Learning,Academic Achievement,Statistical Analysis,Foreign Countries

The nature of skill acquisition has long been of interest to music educators. This study considers the research context for relationships between aural dictation, sight singing, performance and composition skills. Then, relationships between these skill areas are quantitatively investigated using data from the Australian New South Wales Music 2 2010 and 2011 HSC examination tasks, which take place in the final year of secondary schooling. The results from the HSC data were analysed in three ways: raw results for each isolated skill, correlation analysis for each skill combination and comparative analysis of only top-achieving students. The study found that the highest correlations were between aural dictation and sight singing. Further analysis of top achieving students found that high achievement in multi-part aural dictation was the best predictor of high achievement in the other skill areas.
First Inversion: A Rationale for Implementing the &quot;Flipped Approach&quot; in Tertiary Music Courses
Author: Grant, Catherine
Date: 2013-00-00
Type: Journal Articles
Subjects: Music Education,College Students,Teaching Methods,Blended Learning,Educational Technology,Video Technology,Homework,Constructivism (Learning),Technology Uses in Education,Lecture Method,Foreign Countries

For several reasons, current models of tertiary education seem unviable. A shifting educational landscape with rising student numbers, an increasingly diverse student cohort, and high levels of student disengagement have led to concerns about the continued relevance of &quot;traditional&quot; teaching and learning methods. At the same time, the possibilities opened up by digital technologies are both driving and necessitating radical shifts in pedagogical models. This situation underscores the need to investigate models that may address some of these shifts in higher education. In the Australian tertiary music sector, where some institutions are struggling to retain quality tuition, this task is urgent. Taking as its point of departure a collaborative constructivist theoretical framework (Garrison &amp; Akyol, 2009), this paper examines one pedagogical approach, the &quot;flipped classroom&quot;, for its potential to improve teaching and learning outcomes in tertiary music courses. Benefits, challenges and disadvantages of this model are discussed, as well as suggestions for implementation and further research. The author hopes to encourage consideration of flipped learning as a credible, evidence-based, and educationally sound new direction for tertiary music education.