ethanporcaro/eric-fulltext-meta huggingface dataset:
Costs and Benefits in the Economy of Honors
Author: Badenhausen, Richard
Date: 2012-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Cost Effectiveness,Input Output Analysis,Economic Factors,Economic Impact,Educational Practices,Commercialization,College Programs,Enrollment Management,Admission Criteria

To be in honors is to be engaged in many different economic arrangements and exchanges. Honors educators work in concert with their admissions offices while recruiting high-achieving students whose decisions often hinge on how much money the institution can offer in the form of discounts to tuition and financial aid. Honors programs that tie scholarships more directly to honors admission deal with an even more vexed question: do they love us for our innovative learning or for our money? Honors educators that do not have faculty lines in honors must typically &quot;buy&quot; the services of colleagues in other departments or hire adjuncts to staff classes. In fact, they spend much of their time as honors administrators tracking numbers tied to financial considerations: protecting their budgets, cultivating donations, massaging the entering honors class to hit prearranged recruiting targets, keeping up FTEs, and watching endowment returns if they are lucky enough to benefit from such support. In calling their customers &quot;students&quot; academics is like other industries that use language to disguise the fact that the professional relationships within those fields are centered in economic transactions in which individuals pay for a service. This article focuses on why educators engage in this practice and suggests the potential benefits of highlighting some of the economic advantages of honors to institutions, engaging faculty more overtly in the economics of their universities, and foregrounding discussions about monetary matters in educators' meetings and publications.
The Influence of the Intermediary System of Cognition on Vocabulary Acquisition for Chinese English-Majors
Author: Luo, Yanyan
Date: 2009-03-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Vocabulary Development,Cognitive Processes,Influences,Cognitive Structures,College Students

In the article, the author tries to find out the main factors that affect the subject's vocabulary acquisition by an investigation. It is concluded that vocabulary acquisition models and strategies are something external, what really works upon vocabulary acquisition is the intermediary system of cognition including the knowledge structure and abilities structure of the subject. The richer the intermediary system is, the greater the subject's cognition will be, which will contribute greatly to the subject's vocabulary acquisition. Meanwhile, the components of the knowledge structure and abilities structure are explored, furthermore, it studies how the components as the intermediate means work upon vocabulary acquisition in an interactive manner.
Generative Syntactic Transfer in L2 and L3 Acquisition via the Channel of Translation
Author: Shooshtari, Zohreh Gooniband
Date: 2009-03-00
Type: Journal Articles
Subjects: Translation,Second Language Learning,Multilingualism,Syntax,Transfer of Training,Language Proficiency,Monolingualism,Bilingualism,Language Tests,Native Language,English (Second Language),Language Universals,Grammar,Semitic Languages,Indo European Languages,Oral Language,Written Language,Linguistic Theory,Foreign Countries

The purpose of this study was two-fold: it primarily intended to incorporate some insights into the newly-explored field of L3A: secondly, it aimed to highlight the significance of translation as a valid language activity in exploring the native language influence on non-native language acquisition process. To this end, it investigated the acquisition of two syntactic properties of head and operator movements in English by L2 and L3 learners within UG framework. The participants consisted of 144 Persian monolingual and Arabic-Persian bilingual learners of English who were assigned to three proficiency bands after taking the general proficiency test (ECPE). The results showed no significant difference between the performance of monolinguals and bilinguals at each level of proficiency. Nonetheless, significant differences were found across the levels of proficiency.
Lying in Writing or the Vicissitudes of Testimony
Author: Hood, Carra Leah
Date: 2005-00-00
Type: Journal Articles
Subjects: Deception,Writing (Composition),Ethics,Writing Instruction,Writing Assignments,Trauma,Language Usage,Self Disclosure (Individuals),Therapy,Misconceptions,Essays

In this article, the author compares the arguments of Susan Swartzlander, Diana Pace, and Virginia Lee Stamler (1993) who note the contradiction between the &quot;shockingly unprofessional&quot; practice of asking students to write about their personal traumas in writing courses and the common occurrence of such assignments with Jeffrey Berman (2001) who argues that student writing about trauma leads to educational, aesthetic, and therapeutic achievements. In an effort to restate the ethical issues embedded in essay assignments that ask students to explore traumas in their life, this essay conceptualizes the place of writing, and language use more generally, in recovery as much more complicated, much less controlled, much more diffuse, and much less significantly associated with particular writing assignments in school than Berman and even Swartzlander, Pace, and Stamler assume.
Signifying Difference: The Nontraditional Student and the Honors Program
Author: Reichert, Nancy
Date: 2013-00-00
Type: Journal Articles
Subjects: Honors Curriculum,College Students,College Faculty,Nontraditional Students,Administrators

In their essay &quot;Nontraditional Honors,&quot; Janice Rye Kinghorn and Whitney Womack Smith state that students who are &quot;twenty-five-years of age and older are usually considered nontraditional.&quot; However, they first acknowledge that &quot;traditional&quot; and &quot;nontraditional&quot; are &quot;constructed and slippery terms.&quot; One of the most important ways that faculty and staff can serve students through an honors education is to deconstruct terms such as &quot;traditional&quot; and &quot;nontraditional&quot; in order to show the significant gaps between the signifiers and the signified and to expose the negative connotations of a construct that is defined as not being the other construct. Honors faculty, students, directors, and staff members who enter the dialogue concerning these constructs need to ensure that the terms are not reduced to stereotypes and are not reinforced by those participating in an honors education.
The Power and Utility of Reflective Learning Portfolios in Honors
Author: Corley, Christopher R.
Date: 2012-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Higher Education,Portfolios (Background Materials),Reflection,Electronic Publishing,Technology Uses in Education,Educational Technology,Educational Innovation,Educational Benefits,Multimedia Materials,Undergraduate Students,State Universities,Curriculum Design,Outcomes of Education

The explosive growth of learning portfolios in higher education as a compelling tool for enhanced student learning, assessment, and career preparation is a sign of the increasing significance of reflective practice and mindful, systematic documentation in promoting deep, meaningful, transformative learning experiences. The advent of sophisticated electronic technologies has augmented the power of portfolios and created a virtual industry dedicated to platforms and strategies associated with electronic portfolios and the diverse purposes they can serve in curricular, programmatic, and institutional assessment efforts. The intellectual and practical relevance of such innovations in the honors context is clear. Honors programs and colleges often struggle to identify and supply evidence of the value added to honors students' education, a challenge that is not easily or adequately met by standard measures such as tests, surveys, or essays. The portfolio, on the other hand, provides a vehicle for bringing together judiciously selected samples of students' work and achievements inside and outside the classroom for authentic assessment over time. Add the practical benefits of the electronic portfolio in creating a multi-faceted, multi-media resource that gives a rich picture of a student's academic and personal development over the course of a class, a program, a major, or a complete undergraduate career, and it is clear why many individual instructors, directors, departments, and institutions are adopting portfolios to improve and assess student learning and program or institutional effectiveness. This article describes the honors program's electronic portfolio project at Minnesota State University, Mankato as an example of a thoughtful, well-planned effort to engage students in meaningful portfolio work. The Minnesota State Mankato portfolio has begun to transform student learning, enrich students' preparation for post-baccalaureate education or careers, and strengthen the program's assessment plan through multi-sourced evidence of its impact on students and on the institution.
The Impact of Note-Taking Strategies on Listening Comprehension of EFL Learners
Author: Hayati, A. Majid
Date: 2009-03-00
Type: Journal Articles
Subjects: Foreign Countries,Notetaking,Learning Strategies,Listening Comprehension,English (Second Language),Undergraduate Students,Majors (Students),Translation,Language Proficiency,Language Tests,Listening Comprehension Tests,Comparative Analysis,Simulation,Academic Achievement,Achievement Tests

The main concern of the present study is to probe the relationship between note-taking strategy and students' listening comprehension (LC) ability. To conduct the study, a language proficiency test was administered to the undergraduate students majoring in English Translation at Shahid Chamran University of Ahvaz and sixty students were selected to enter into the next phase of the experiment. They were then randomly divided into three groups: uninstructed note-takers, Cornell note-takers, and non note-takers. Next, the three groups were asked to listen to the listening section of a simulated TOEFL proficiency test. The results, in general, supported a clear link between note-taking strategy and LC ability. An important finding of this study was that students who took notes according to their own method showed lower level of language achievement than those who took notes on the basis of the Cornell method.
Standards of English: Literature as Language Standard
Author: Rose, Jeanne Marie
Date: 2005-00-00
Type: Journal Articles
Subjects: Writing Instruction,Writing Teachers,Literature,English,Standards,Writing (Composition),Black Dialects,Race,Freshman Composition,Writing Assignments,Language Minorities

In this essay, the author suggests that recent developments in English studies and popular culture create an opportune moment for writing teachers to welcome such literature in composition curricula. The author describes how studying stories by John Edgar Wideman enabled first-year composition students to engage political and interpersonal issues surrounding language choice, specifically in the case of Black English. Despite teachers' intentions of promoting diversity and empowering non-white or non-privileged students, the author's experience illustrates the extent to which the subject of race remains a source of discomfort for students and instructors. With reference to this discomfort, the author concludes her argument that exploring literature in writing courses could encourage members of the classroom community, teachers and students alike, to collaboratively confront concerns about language, race, and literacy.
An Honors Koan: Selling Water by the River
Author: Portnoy, Jeffrey A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Honors Curriculum,College Students,College Admission,Student Recruitment,Admission Criteria

Since Jerry Herron begins his forum essay, &quot;Notes toward an Excellent Marxist-Elitist Honors Admissions Policy,&quot; with his anecdotal True Genealogical Confessions, Jeffery Portnoy, writes here that he feels feel obligated to begin in a similar mode. One side of Portnoy's family was in the real estate business in St. Louis, and the other operated on the production side of industry--garment manufacturing, in the &quot;schmatta&quot; business so to speak. Like Herron, Portnoy has benefitted from a familial confluence of disparate skill sets in his position as Director of the Georgia Perimeter College Honors Program, which during the recruiting and registration season he would liken to that of the Buddhist monk selling water from a haphazardly constructed &quot;lemonadesque&quot; stand situated on the bank of a river. The recruiting business in honors at GPC is dramatically different from that at Wayne State University, and Portnoy feels that these differences are compelling him to contribute to this forum precisely because they underscore the oft-repeated honors truism that Herron fervently intones and greatly respects: honors programs are part and parcel of their home institution's landscape. Portnoy defends the position that, while honors programs and colleges obviously share many features, the differences can be profound; moreover, the differences between institutions matter as well, and the significance of those institutional differences should not be dismissed in the face of what Stanley Fish labels &quot;the culture of measurement [that] is in the ascendancy&quot; and the fervent zealots of cookie-cutter measurements and certifications.
The Relationship between Motivation and Achievement--A Survey of the Study Motivation of English Majors in Qingdao Agricultural University
Author: Li, Peipei
Date: 2009-03-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Student Motivation,Academic Achievement,Correlation,Student Interests,Student Surveys,College Students,Questionnaires,Comparative Analysis

The survey conducted in Qingdao Agricultural University reveals the relationship between motivation and achievement as follows: instrumental motivation influences both high achievers and low achiever; while high achievers have greater integrative motivation than lower ones; Interest plays an extremely important role in study and high achievers have a strong sense of achievement.
Repositioning Recitation Input in College English Teaching
Author: Xu, Qing
Date: 2009-03-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,College Second Language Programs,College Students,Teaching Methods,Rote Learning,Communicative Competence (Languages),Oral Language,Writing Improvement,Linguistic Input

This paper tries to discuss how recitation input helps overcome the negative influences on the basis of second language acquisition theory and confirms the important role that recitation input plays in improving college students' oral and written English.
On Symbolic Significance of Characters in &quot;Lord of the Flies&quot;
Author: Li, Xiaofang
Date: 2009-03-00
Type: Journal Articles
Subjects: Novels,Literary Devices,Literary Styles

The characters in &quot;Lord of the Flies&quot; possess recognizable symbolic significance, which make them as the sort of people around us. Ralph stands for civilization and democracy; Piggy represents intellect and rationalism; Jack signifies savagery and dictatorship; Simon is the incarnation of goodness and saintliness. All of these efficiently portray the microcosm of that society.
Let &quot;Wen&quot; Shine Forth: The Chinese Poetic Tradition and the English Composition Course
Author: Lu, Shujiang
Date: 2005-00-00
Type: Journal Articles
Subjects: Poetry,Writing (Composition),Language Usage,English,Chinese,Writing Instruction,Cultural Differences

In this article, the author describes &quot;Wen&quot;--the woven patterns of interior and exterior worlds, patterns of mind and language. By linking literature/literary composing process with the configuration of natural phenomena, Liu reinforces a core value in the Chinese literary tradition that literature is a harmonizing process that brings together various natural and human patterns. &quot;Wen's&quot; essential meaning is that of patterns. It denotes patterns of cosmic order and those of human mind and language. &quot;Wen&quot; is the externalization of an inner mind, an inner mind/heart that, &quot;born together with heaven and earth&quot; and absorbing all &quot;finest essence&quot; of the universe, ultimately forms an enriched pattern of its own. The author, using the lens of &quot;Wen,&quot; describes literature/literacy and the learner as on a &quot;double journey.&quot;
Honoring Class: Working-Class Sensitivities in Honors Composition
Author: Thelin, William H.
Date: 2005-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Writing (Composition),Working Class,Writing Assignments,Acceleration (Education),Power Structure,Novels,Case Studies,World Views,Critical Theory,Social Class

The issue of social class rarely injects itself into assignments in honors English composition courses. The students take few chances with structure, analysis, voice, or audience invocation. Clearly bright students, they seemed baffled when asked for complication in their thinking or to take a chance with an unconventional structure. It was time for honors students to acknowledge their class identity in order for them to develop the critical insights desired in good writers. The author uses this article to describe an honors curriculum designed for an accelerated summer term. The students in this course read Michael Zweig's (2000) &quot;Working Class Majority,&quot; a text that argues that social class can best be understood as a relationship of power and control between capitalists and laborers. They examined case studies that indicate that an honors curriculum that challenges students' worldviews through social class analysis can push honors students toward complex understandings.
Writing Techniques in the English Love and Lyric Poems
Author: Liu, Xiaoying
Date: 2009-03-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Poetry,Writing (Composition),Writing Instruction,Intimacy,Figurative Language,Literary Styles,Teaching Methods

In the poetry creation, poets use many different writing techniques. This paper expounds the image expressions in British love poems and lyrics from four aspects: description, symbolism, figure of speech and personification. Man has been singing for love since written language was invented. Love has been the eternal subject theme of poems and become perpetual singing. Many poets also worship nature and sing for nature. In order to express their feelings and emotions, poets at all times and in all countries pay much attention to using image expressions and creation in their poems. There are no poems without images. Words are carriers of images. Although poets are in different times, they have the similar writing techniques, we can still find the same or similar image expressions from different poems of different poets. This paper will analyze image expressions in British love poems and lyrical poems from four aspects--description, symbolism, figure of speech and personification.
A Cognitive Linguistic Approach to Classroom English Vocabulary Instruction for EFL Learners in Mainland China
Author: Chen, Yanqing
Date: 2009-03-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Vocabulary Development,Cognitive Processes,Linguistics,Linguistic Theory,Classification,Figurative Language

Vocabulary learning and teaching has been one of the main issues in ESL/EFL learning and teaching research. EFL teachers in China, in particular, are grappling with the effective vocabulary teaching methods. This paper is doing part of this job in a different way. It discusses three principles based on Cognitive Linguistics (CL), namely the study of categorization, prototype, and metaphor, and implications of these principles in formal vocabulary instruction in a Chinese context of English learning in South-western mainland China.
Borrowed Words in English and Chinese Vocabulary
Author: Shen, Yingying
Date: 2009-03-00
Type: Journal Articles
Subjects: Vocabulary,Linguistic Borrowing,Chinese,English,Language Acquisition,English (Second Language),English Language Learners,Word Study Skills,Lexicology,Foreign Countries

Borrowed words are the products of language development and cultural contact. This paper probes into the brief study of borrowed words in both English and Chinese vocabulary. At the very beginning it generally introduces issues being covered, and the following two parts center on the study of borrowed words on the basis of dictionary research. Later, this paper figures out the significance of borrowed words study for EFL (English as Foreign Language) learners, particularly those Chinese ones, and gives some advice for borrowed words learning.
Protecting and Expanding the Honors Budget in Hard Times
Author: Railsback, Brian
Date: 2012-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Budgeting,Change Strategies,Institutional Survival,Integrated Activities,Student Leadership,Private Financial Support,Educational Development,Program Administration,College Programs,Finance Reform,Educational Finance

In difficult budget times, especially at state colleges and universities, honors programs might seem too easy for budget-cutters to reduce, cut, or lose in the shuffle of administrative reorganization. Recent years have been financially perilous and hardly an easy time for honors programs or colleges to increase budgets. Using Western Carolina University (WCU) as a case study, this article offers essential strategies to help sustain, preserve, or even expand honors on campuses where tight funding is the &quot;new normal.&quot; In 1996, the honors program at Western Carolina University (WCU) was nearly dead. For a decade, the program existed in the basement of a building littered with surplus furniture and a few cast-off computers. Even in good budget years, paltry requests for additional funds for the program were often denied. Today the program is a thriving honors college, housed in a new $51 million residential living complex for honors students and supported by a dean and three full-time staff members. The total budget grew by nearly 600%. External revenue generated in that period topped $250,000. Even in the harsh budget years since 2009, there has been no talk of reducing the size of the college or cutting it; on the contrary, some operating budget cuts will be restored in 2012-13. This article describes the four strategies that largely account for the funding and capital increases that grew a nearly dead program into one of the most thriving enterprises on campus.