ethanporcaro/eric-fulltext-meta huggingface dataset:
The Difficulties of Thinking through Freewriting
Author: Rule, Hannah
Date: 2013-00-00
Type: Journal Articles
Subjects: Writing Instruction,Reflection,Creative Thinking,Writing Teachers,Writing (Composition),Higher Education,College English,Freshman Composition

Once controversial or cutting-edge, freewriting has recently become "part of every writing teacher's repertoire" (Bizzell and Herzberg in Elbow 393). On par with outlining or webbing, freewriting seems to be a go-to practice in a writing teacher's tool kit. This downshift into uncritical acceptance presents an apt moment to reconsider how we implement freewriting practices in the college writing classroom. Toward this reexamination, this essay problematizes the pervasive assumption about freewriting that it is above all else "easy, effortless, quick, and free from judgment, hesitation, and doubt". The essay suggests that this assumed ease remains one of the thorniest and obscured problems in the practice of classroom-based freewriting and hypothesizes that the mode required to freewrite is not necessarily natural or automatic for student writers, but rather requires training, conversation, and reorientation. In order for freewriting to be an effective means of stimulating critical and creative thinking, teachers of writing need to consider not only how we can add in analytical and reflective thinking "about" freewriting texts, but also how we can get students to do productive, questioning, and exploratory thinking "within" freewriting itself. Above all, facilitators of freewriting can benefit from assuming the difficulties of thinking through freewriting. (Contains 2 figures and 6 notes.)
Material Affordances: The Potential of Scrapbooks in the Composition Classroom
Author: Alexander, Kara Poe
Date: 2013-00-00
Type: Journal Articles
Subjects: Rhetoric,Multiple Literacies,Writing (Composition),Instruction,Decision Making,Writing Instruction,Writing Teachers,Higher Education

A multiliteracies pedagogy has renewed our interest in materiality, or how the physical text interacts with the author's choices and the context to contribute to the message, yet little attention has been paid to materiality in analog texts, such as the scrapbook, even though this medium contains affordances (capabilities and limitations) that encourage active engagement with the materiality of composition. This essay demonstrates the pedagogical value of the scrapbook for how it encourages student composers to select, appropriate, and redesign external cover materials to communicate the message inside the book and how it emphasizes the haptic sense (touch). In short, the scrapbook assignment is pedagogically important because it teaches students the concept of affordances and demonstrates to them how materiality impacts design, composition, and rhetorical choices; it also provides a low-tech, low-stakes entry into multimodal composing and reflexivity on the rhetorical decision-making process. (Contains 7 figures and 7 notes.)
The Ethics of Clarity and/or Obscuration
Author: Kreuter, Nate
Date: 2013-00-00
Type: Journal Articles
Subjects: Ethics,Audiences,Reflection,Rhetorical Theory,Ideology,Rhetoric,Intellectual Disciplines,Writing Instruction,Writing (Composition)

The essay examines the ethical tensions surrounding the common cultural and disciplinary demand that writers write "clearly." The essay seeks to advance the discipline's engagement with Linda Kintz's and Sharon Crowley's separate critiques of the "ideology of clarity," arguing that clarity potentially manipulates audiences primarily through either strategic or unintentional omissions of critical information. Deploying Kenneth Burke's notion of ingenuous and cunning identification, it advances an argument that, through persistent acts of omission, clarity can become a cunning rhetorical form, a form often set into motion by unintentionally manifested cultural pressures. The essay ends by proposing five definitions of clarity currently circulating within the discipline, before a final reflection upon the inherent tension (both stylistic and disciplinary) between clarity and obscuration. (Contains 1 table and 2 notes.)
Mapping Student Literacies: Reimagining College Writing Instruction within the Literacy Landscape
Author: Gallegos, Erin Penner
Date: 2013-00-00
Type: Journal Articles
Subjects: Writing Instruction,Teaching Methods,Writing Across the Curriculum,Writing (Composition),Higher Education,Literacy,Academic Achievement,Rhetoric,Writing Skills

Through an examination of four current trends in composition instruction, this article presents a new lens for envisioning composition instruction that integrates the best aspects of the writing across the curriculum, genre-based curriculum approach, ecocomposition, and writing across communities theories of writing instruction. The &quot;literacy landscape&quot; proposed herein explicitly values the integration of student learning &quot;incomes&quot; within the composition classroom and derives from the author's experience teaching within a large composition program that employed aspects of the genre-based curriculum, and both WAC approaches. The literacy landscape is envisioned to act both as a lens for imagining a more comprehensive approach to administering composition programs, as well as to teaching composition. (Contains 7 notes.)
Intractable Writing Program Problems, &quot;Kairos&quot;, and Writing about Writing: A Profile of the University of Central Florida's First-Year Composition Program
Author: Wardle, Elizabeth
Date: 2013-00-00
Type: Journal Articles
Subjects: Freshman Composition,Rhetoric,Writing Instruction,Writing Teachers,Writing Attitudes,Part Time Faculty,Teacher Qualifications,Outcomes of Education,Differences,Opinions,Intellectual Disciplines,Knowledge Level,Professional Recognition,Status,Classroom Environment,Class Activities

At three different institutions, public and private, in varying roles, I have found the very particular problem of how to inform micro-level classroom practices with macro-level disciplinary knowledge to be centrally important to our field's development and our students' learning--and singularly difficult to overcome. In this program profile, I outline how we have worked (and are still working) to overcome this problem at the University of Central Florida and describe some of our successes in reducing reliance on contingent labor and gaining support and resources for the elements of a vertical writing education (writing center, WAC program, minor, and certificate) beyond first-year composition. (Contains 7 notes.)
Writing the Transition to College: A Summer College Writing Experience at Elon University
Author: Moore, Jessie L.
Date: 2013-00-00
Type: Journal Articles
Subjects: Higher Education,Freshman Composition,Writing Processes,Writing Instruction,Transitional Programs,Summer Programs,Undergraduate Study,Disproportionate Representation,Peer Relationship,Mentors,Writing Assignments,Teaching Assistants,Demonstration Programs,College Preparation

The College Writing/Elon Academy summer partnership at Elon University offers a program model for supporting underrepresented students' transition to college. While the modified section of a required first-year writing course has some limitations, the summer course supports students' development of more complex writing processes and provides access to college capital prior to their university matriculation. In this profile we describe our course design, assessment of outcomes, and primary assessment results, and we offer reflections on and recommendations for designing transitional writing courses for underrepresented students based on our experiences. (Contains 4 notes.)
Local History, Local Complexities: The First-Year Writing Curriculum at the University of Louisiana at Lafayette
Author: Ratliff, Clancy
Date: 2013-00-00
Type: Journal Articles
Subjects: Writing Instruction,Curriculum Design,Freshman Composition,Local History,Performance Based Assessment,Program Evaluation,Formative Evaluation,Program Administration,Organizational Development,Curriculum Development,Persuasive Discourse,Accreditation (Institutions)

This profile describes a new WPA's choice to work incrementally to assess an inherited, fledgling First-Year Writing curriculum at the University of Louisiana at Lafayette and change it over a three-year period with continual stakeholder involvement. The methods used for assessment were two rounds of instructor surveys and three rounds of direct assessment of student writing samples, motivated in part by the university's reaccreditation review. The resulting curriculum's main areas of focus are academic writing techniques, argument structure, and research-based writing. (Contains 6 notes.)
Sustaining Composition: Studying Content-Based, Ecological, and Economical Sustainability of Open-Source Textbooks through "Writing Spaces: Readings on Writing"
Author: Munson, Margaret
Date: 2013-00-00
Type: Journal Articles
Subjects: Writing Instruction,Writing (Composition),Sustainable Development,Textbooks,Access to Information,Electronic Publishing,Intellectual Property,Sharing Behavior,Higher Education

Writing programs in institutions of higher education work to prepare students for real-world writing within any field of study. The composition of "Writing Spaces: Readings on Writing" offers an open-source text for students, teachers, and policy-makers at all levels. Exposure to an open space for learning encourages access to information, reinforcing the opportunity for transfer of knowledge beyond first year writing. This review closely examines the economical, ecological, and content-based sustainability inherent in the first two volumes of Charles Lowe and Pavel Zemliansky's "Writing Spaces: Readings on Writing" and the potential future of open-source textbooks for first year writing classrooms.
The Gender Puzzle: Toddlers' Use of Articles to Access Noun Information
Author: Arias-Trejo, Natalia
Date: 2013-00-00
Type: Journal Articles
Subjects: Semantics,Cues,Morphology (Languages),Sentences,Toddlers,Nouns,Grammar,Form Classes (Languages),Spanish,Syntax,Task Analysis,Pictorial Stimuli,Phonology

Grammatical gender embedded in determiners, nouns and adjectives allows indirect and more rapid processing of the referents implied in sentences. However in a language such as Spanish, this useful information cannot be reliably retrieved from a single source of information. Instead, noun gender may be extracted either from phono-morphological, semantic or syntactic cues, such as determiner-noun frames. This experimental work sought to explore toddlers' ability to use feminine and masculine determiners to infer a referent whose name was marked for grammatical gender, ending in "o" or "a", as well as a referent whose name was unmarked. Using the intermodal preferential looking paradigm, 24-, 30- and 36-month-old children were presented with pairs of images, target and distracter, of familiar objects while, at the same time, they heard a feminine or masculine definite (Experiment 1) or indefinite (Experiment 2) article that could only refer to one of the images displayed. Half of the trials presented objects whose target names ended in a final-vowel indicative of grammatical gender and the other half had another ending. The results demonstrated toddlers' ability to use the determiners to infer a target. Differences between toddlers' use of definite and indefinite determiners were found. The ability to use indefinite articles preceded the ability to use definite articles. In general, the results showed that anticipation of the noun from the determiner is mostly a function of phono-morphological cues embedded in marked nouns. Nevertheless, 36-month-old children were also able to associate the articles to targets whose names were unmarked for grammatical gender. (Contains 1 table and 2 figures.)
Effect of Neonatal Clomipramine Treatment on Consummatory Successive Negative Contrast
Author: Ruetti, Eliana
Date: 2013-00-00
Type: Journal Articles
Subjects: Animals,Depression (Psychology),Mental Disorders,Drug Therapy,Animal Behavior,Emotional Response,Fear,Anxiety,Neonates,Adults

Neonatal administration of clomipramine (CLI) produces physiological, neuroendocrinal and behavioral abnormalities in rats when they reach adulthood, which are similar to those observed in animal models of depression. In consummatory successive negative contrast (cSNC), rats that have had experience drinking 32% sucrose solution drink significantly less 4% sucrose solution than rats that have drunk only 4% solution. It triggers an aversive-emotional reaction similar to fear or anxiety. We studied whether neonatal treatment with CLI alters the cSNC's response in adult rats. The findings of the present work suggest that the neonatal treatment with an antidepressive could generate an increase tolerance to frustration in adult animals. CLI rats showed a faster recovery from the cSNC than control animals, which may be explained by an alteration of the Hypothalamic-Pituitary-Adrenal axis (HPA), a serotonergic system deficit, a low expectative formation during pre-shift phase, or a combination of all these factors. (Contains 1 figure.)
Exposure to Novelty Weakens Conditioned Fear in Long-Evans Rats
Author: Anderson, Matthew J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Fear,Novelty (Stimulus Dimension),Conditioning,Coping,Animals,Animal Behavior,Familiarity,Comparative Analysis

The present study sought to determine whether post-training exposure to a novel or familiar object, encountered in either the location of the original fear conditioning (black compartment of a passive avoidance {PA} chamber) or in a neutral setting (open field where initial object training had occurred) would prove capable of reducing fear at subsequent test in a passive avoidance task. In Experiment 1, Long-Evans rats that encountered a novel object in either the black PA compartment or the open field, as well as those encountering a familiar object located in the black PA compartment all displayed weaker fear at test than did those subjects that encountered a familiar object in the open field. These effects were explained in terms of a counter-conditioning of fear resulting from the appetitive aspects of novelty exposure. Experiment 2 compared the fear-reducing capabilities of novel object exposure to a more simple extinction procedure. While both the extinction and novelty groups generally showed reduced fear compared to control animals, some evidence suggested that novel object exposure resulted in significantly less fear at test than did extinction alone. (Contains 2 tables and 5 figures.)
Rasch Analysis for Binary Data with Nonignorable Nonresponses
Author: Bertoli-Barsotti, Lucio
Date: 2013-00-00
Type: Journal Articles
Subjects: Item Response Theory,Maximum Likelihood Statistics,Responses,Goodness of Fit,Correlation

This paper introduces a two-dimensional Item Response Theory (IRT) model to deal with nonignorable nonresponses in tests with dichotomous items. One dimension provides information about the omitting behavior, while the other dimension is related to the person's "ability". The idea of embedding an IRT model for missingness into the measurement model is not new but, differently from the existing literature, the model presented in this paper belongs to the Rasch family of models. As a member of the exponential family, the model offers several advantages, such as existence of non trivial sufficient statistics and possibility of specific objective parameter estimation; feasibility of conditional inference; goodness of fit analysis via conditional likelihood ratio tests. Maximum likelihood estimation is discussed, and the applicability of the proposed model is illustrated by using a real data set. (Contains 7 tables and 2 figures.)
On Using a Pilot Sample Variance for Sample Size Determination in the Detection of Differences between Two Means: Power Consideration
Author: Shieh, Gwowen
Date: 2013-00-00
Type: Journal Articles
Subjects: Sample Size,Statistical Analysis,Probability,Computation

The a priori determination of a proper sample size necessary to achieve some specified power is an important problem encountered frequently in practical studies. To establish the needed sample size for a two-sample "t" test, researchers may conduct the power analysis by specifying scientifically important values as the underlying population means while using a variance estimate obtained from related research or pilot study. In order to take account of the variability of sample variance, this article considers two approaches to sample size determinations. One provides the sample size required to guarantee with a given assurance probability that the actual power exceeds the planned power. The other gives the necessary sample size such that the expected power attains the designated power level. The suggested paradigm of adjusted sample variance combines the existing procedures into one unified framework. Numerical results are presented to illustrate the usefulness and advantages of the proposed approaches that accommodate the stochastic nature of the sample variance. More importantly, supplementary computer programs are developed to aid the usefulness and implementation of the suggested techniques. The exposition helps to clarify discrepancy in the previous demonstration and to extend the development of sample size methodology. (Contains 3 tables.)
Paying for College: Strategies to Afford Higher Education Today
Author: Vilorio, Dennis
Date: 2013-00-00
Type: Journal Articles
Subjects: Paying for College,Undergraduate Students,Student Financial Aid,Money Management,Planning,College Credits,Advanced Placement Programs,College Choice,Grants,Student Loan Programs,Work Study Programs,Student Employment,Loan Repayment

A college degree is often the key to jumpstarting a career. And data from the U.S. Bureau of Labor Statistics (BLS) consistently show that workers who have a college degree earn more than workers who don't. Not surprisingly, a college education is increasingly popular. For example, according to the U.S. Department of Education National Center for Education Statistics (NCES), postsecondary enrollment at all levels grew between fall 1980 and fall 2010--from about 12 million to 21 million students. Those students were less than half of the college-age population in 1980 but about 70 percent in 2010, according to the U.S. Census Bureau. The cost of attending college rose during that time as well. NCES data also show that between academic years 1980-81 and 2010-11, the cost of college, adjusted for inflation, more than doubled at both public and private institutions. But sources of money to help students pay for college haven't kept pace. And some types of financial assistance, such as state-funded aid, have shrunk. "The result is that, today, student debt is largely unavoidable," says Mark Kantrowitz, publisher of financial aid websites Fastweb and FinAid. This article is a guide to affording higher education. The first section describes ways to plan for college expenses before enrolling. The second section explains how to finance higher education. The third section offers tips for money management before, during, and after college. Resources for more information are listed at the end of the article. Strategies described in this article focus primarily on attendance at 4-year colleges and universities. However, the information is broadly applicable to different levels of higher education.
My Career: Composer
Author: Morganelli, Patrick
Date: 2013-00-00
Type: Journal Articles
Subjects: Television,Music,Nonprint Media,Industry,Career Choice,Musical Composition,Films,Music Education,Occupational Information,Employment Qualifications,Employment Opportunities,Careers,Wages

In this article, the author talks about his career as a composer and offers some advice for aspiring composers. The author works as a composer in the movie industry, creating music that supports a film's story. Other composers work on television shows, and some do both television and film. The composer uses music to tell the audience what kind of movie it is and to help convey what the actors are expressing. The music can vary, depending on the emotion in each scene. The author studies each project and decides where music will be most effective. When he does live recordings of music for a project, he writes sheet music for each instrument, rents a studio, records the pieces, then edits and mixes the tracks. After the music is recorded, he sends it to the production company along with a list of the precise locations where the music needs to be put into the picture. He says there is no minimum education and no particular career path to become a composer. Spend a lot of time studying the art of composition. One needs to have a firm grasp of the technical stuff. The author makes a concerted effort to keep up with the technological changes in the industry. He reads a lot of magazines and music websites online. He also spends a lot of time exchanging ideas with his colleagues and peers and hearing what they're doing.
Resources Work: Careers in Mining, Oil, and Gas
Author: Torpey, Elka
Date: 2013-00-00
Type: Journal Articles
Subjects: Mining,Fuels,Occupations,Occupational Information,Employment,Income,Earth Science,Scientists,Engineering,Technical Occupations,Laborers

This article describes occupations in the mining, oil, and gas extraction industry. The first section covers the industry's employment and outlook. The second section highlights some common occupations. The third section discusses pros and cons of the work. The fourth section describes how to start a career in mining or oil and gas. And the fifth section provides sources for more information.
Using OES Occupation Profiles in a Job Search
Author: Cunningham, Chris
Date: 2013-00-00
Type: Journal Articles
Subjects: Job Search Methods,Profiles,Occupational Information,Employment Statistics,Data,Information Utilization,Geographic Location,Industry,Tables (Data)

Using occupation profiles, jobseekers can see which industries employ the most workers in a particular field, which geographical areas have high concentrations of those jobs, and how wages differ by industry and geographical area. This article gives an overview of the data in the Occupational Employment Statistics (OES) occupation profiles. It describes different jobseeking situations and shows how employment and wage data could be useful in each case. The first section describes how to use the three types of data in each profile: national, industry, and geographic. The second section explains how to get additional data by creating customized tables. The final section provides more information, including how to use industry profiles of occupations. (Contains 1 chart and 3 illustrations.)