ethanporcaro/eric-fulltext-meta huggingface dataset:
E-Book Issues in Composition: A Partial Assessment and Perspective for Teachers
Author: Faris, Michael J.
Date: 2011-00-00
Type: Journal Articles
Subjects: Teachers,Books,Electronic Publishing,Technology Integration,Technology Uses in Education,Writing (Composition),College English,Higher Education,Handheld Devices,Literacy,Undergraduate Students,Undergraduate Study,Information Technology,Educational Technology,Technology,Influence of Technology

E-book devices (and devices that support e-books) are increasingly being integrated into the working lives of students and teachers. We discuss our pedagogical and institutional experiences with the Sony Reader in composition courses at both the graduate and undergraduate level, reporting on dynamics and challenges associated with three key literacy tasks: accessing texts, operating texts, and marking texts. We conclude with a heuristic that can help teachers and administrators adopt and design an e-book initiative. (Contains 1 note.)
Analogize This! The Politics of Scale and the Problem of Substance in Complexity-Based Composition
Author: Roderick, Noah R.
Date: 2012-00-00
Type: Journal Articles
Subjects: Writing Instruction,Social Sciences,Criticism,Natural Sciences,Writing (Composition),Rhetoric,College English,Higher Education

In light of recent enthusiasm in composition studies (and in the social sciences more broadly) for complexity theory and ecology, this article revisits the debate over how much composition studies can or should align itself with the natural sciences. For many in the discipline, the science debate--which was ignited in the 1970s, both by the development of process theory and also by the popularity of Thomas Kuhn's "The Structure of Scientific Revolutions"--was put to rest with the anti-positivist sentiment of the 1980s. The author concludes, however, that complexity-based descriptions of the writing act do align the discipline with the sciences. But the author contends that while composition scholars need not reject an alignment with complexity science, they must also be able to critique the neoliberal politics which are often wrapped up in the discourse of complexity. To that end, the author proposes that scholars and teachers of composition take up a project of critical analysis of analogical invention, which addresses the social conditions that underlie the creation and argument of knowledge in a world of complex systems. (Contains 5 notes.)
The "Research Paper" Prompt: A Dialogic Opportunity for Transfer
Author: Dirk, Kerry
Date: 2012-00-00
Type: Journal Articles
Subjects: Curriculum Design,Writing (Composition),Writing Processes,Course Descriptions,Research Papers (Students),Playwriting,Freshman Composition,College English,English Instruction,College Students,Higher Education,English Curriculum,Rhetoric

The treatment of a research paper as an isolated utterance within a composition classroom is problematic in that such papers may fail to encourage transfer of writing knowledge. In this essay, I argue that a research paper's failure to work as a utterance situated within a conversation--as critiqued through a framework constructed by Mikhail Bakhtin's notion of the utterance--often disadvantages students in their future writing endeavors. I conclude by suggesting one way to encourage students to situate their research writing as a part of--rather than separate from--an activity system. By making the research paper an integral part of a entire course sequence, students will be better equipped to understand the role that research and writing plays within a specific activity system. (Contains 2 notes.)
Feminist Composition Pedagogy and the Hypermediated Fractures in the Contact Zone
Author: Blackburn, Jessica
Date: 2012-00-00
Type: Journal Articles
Subjects: Methods Research,Teaching Methods,Freshman Composition,Feminism,Hypermedia,College English,Writing Instruction,English Instruction,Writing (Composition),Higher Education

This article addresses two central research questions: (1) Are there possible detrimental implications to teaching multimodal composition in first-year composition? (2) If so, what is pedagogy's role in mediating these outcomes? Guided by these questions and focused on the responses of eighty seven first-year composition students, a mixed-methods research approach is engaged through surveys, pre/post-semester questionnaire data, transcribed interviews, and writing-about-writing essays. Uncovering the 39.6% of students who--through this research--are discovered to feel constrained rather than liberated by technology and who believe that technology amplifies their place in the literacy hierarchy, this article articulates the identity politics inside the multimodal composition classroom and introduces the term "hypermediated fractures" into the pedagogical conversations surrounding feminist pedagogy and the teaching of digital literacies in first-year composition.
The Open Gates of the Fourth Estate: Civic Literacy Meets Citizen Journalism
Author: Leake, Eric
Date: 2012-00-00
Type: Journal Articles
Subjects: Social Action,Writing (Composition),Journalism,Community Involvement,Literacy,Citizenship,Democracy,Internet,Writing Instruction,English Instruction

Technological and economic change within the business and social function of journalism are moving civic literacy practices ever closer to those of citizen journalism. In this article, I survey the changes underway as journalism becomes less a profession and more a practice, a way of reading and writing about society. I draw from journalism studies and civic literacy pedagogies to argue that the writing classroom has a valuable role to play in shaping civic literacy practices in concert with those of citizen journalism. Many of the practices of citizen journalism--including research, analysis, community engagement, the consideration of evidence and perspectives, a move toward new means of publication and social action--are exactly those capturing the attention of composition scholars.
Challenging Rhetorics of Adaptation through Creative Maladjustment
Author: Feigenbaum, Paul
Date: 2012-00-00
Type: Journal Articles
Subjects: Writing Teachers,Rhetoric,Writing Instruction,Writing (Composition),Higher Education,College English,English Instruction,Literacy,Citizenship

The literature on public writing and community literacy has generally focused on "how" to get students to go public in effective and ethical ways. This article instead addresses a prior concern, the problem of "why" to go public. I argue that students (and Americans generally) are immersed within a cultural ecology of civic disengagement that manifests itself through powerful rhetorics of adaptation. These rhetorics encourage people's adaptation to unjust societal conditions rather than activism to change these conditions. Hence, before helping students determine "what kind" of difference they should make, civically engaged writing teachers must help students see that they "can make a difference". I call on engaged teachers to facilitate opportunities for students to confront, analyze, and challenge rhetorics of adaptation, and in turn, to maladjust creatively to the anti-civic surround by invoking counterhegemonic rhetorics of activism. (Contains 4 notes.)
Placing Students in Writing Classes: One University's Experience with a Modified Version of Directed Self Placement
Author: Balay, Anne
Date: 2012-00-00
Type: Journal Articles
Subjects: Academic Achievement,Standardized Tests,Statistical Analysis,Higher Education,College English,English Instruction,Undergraduate Students,Writing Instruction,Writing (Composition),Correlation,Scores,Freshman Composition,Information Technology,Enrollment

This article discusses our university's attempt to analyze whether our system of First Year Writing placement serves the needs of our diverse student body. The theory behind Directed Self Placement (DSP) is appealing, so our program adopted a modified version of it, and after several years, decided to evaluate it quantitatively. The authors, a First Year Writing professor and a psychologist trained in statistical analysis, teamed up to gather and analyze data. We sorted our sample by course grade, standardized test scores, gender, race, and prior course grades, running regressions and searching for correlations between these data and our DSP matrix. Our research shows that DSP in the modified form of our placement matrix does not predict student success as measured by First Year Writing grades as well as simple standardized test scores do. Though placing students using test scores alone has limitations, we conclude that DSP, at least in the simplified form in which we use it, does not correct for these limitations, and therefore is not preferable. (Contains 3 notes, 2 tables and 1 figure.)
Welcome to Babylon: Junior Writing Program Administrators and Writing across Communities at the University of New Mexico
Author: Kells, Michelle Hall
Date: 2012-00-00
Type: Journal Articles
Subjects: Writing Instruction,Administrators,Praxis,Foreign Countries,Writing (Composition),Rhetoric,Higher Education,Instruction,Citizenship Responsibility,Process Approach (Writing),College English,English Instruction

Writing program administrators need to be as concerned about sustaining the cultural ecologies of our communities as we are about the material economies of our institutions--we need to attend to the diverse linguistic and rhetorical ecologies within which twenty-first century student writers are exercising agency. In order to respond productively, ethically, and appropriately to the increasingly diverse language and literacy practices of 21st century college writers, this profile will focus on a program that reconfigures the intellectual operating spaces of Composition Studies by training junior writing program administrators in how to promote rhetorical action alongside the study of composition pedagogy and praxis and by advocating on behalf of ethno-linguistically diverse communities within and beyond the university. (Contains 5 notes.)
The Peer-Interactive Writing Center at the University of New Mexico
Author: Sanford, Daniel
Date: 2012-00-00
Type: Journal Articles
Subjects: Tutoring,Laboratories,Writing (Composition),Writing Instruction,Higher Education,Peer Relationship,Tutors,Case Studies,Writing Evaluation,Feedback (Response),Writing Processes

The one-on-one format of tutoring, which is the norm for &quot;writing&quot; centers, can foster the much-maligned view of a &quot;writing center&quot; as a fix-it shop and undermine the role of the tutor as a co-learner and facilitator of peer-to-peer interactions. The peer-interactive &quot;writing center approach&quot;, presented here, moves away from the one-on-one model and towards a format that encourages genuine peer collaboration, recreates the &quot;writing center&quot; as a place to actually engage in writing, and encourages students in their intuitions about &quot;writing&quot;. As a case study of such a peer-interactive approach, this profile provides an overview and evaluation of the &quot;Writing&quot; Drop-In Lab at the University of New Mexico, which provides a model for bringing the practice of &quot;writing&quot; tutoring into line with a view of &quot;writing&quot; as a collaborative, process-oriented phenomenon. (Contains 4 notes, 1 figure and 6 tables.)
V Is for Voices: Engaging Student Interest, Sustaining Student Thinking and Writing in Today's Writing Classrooms with Fountainhead Press's V Series
Author: Mossman, Amy Patrick
Date: 2012-00-00
Type: Journal Articles
Subjects: Writing Instruction,Student Interests,Expertise,Sustainability,Higher Education,Writing Skills,Writing (Composition),Literacy,Reading Writing Relationship,College English,Academic Discourse

Higher education has become increasingly concerned in recent years with its role in sustainability studies, both in the sustainability of the physical environments of its institutions and in the education of students as citizens and experts in a world facing complex environmental, economic, and social challenges. This review essay discusses the importance of sustainability-minded pedagogies in the writing classroom through an examination of Fountainhead Press's new V (Voices) composition reader series [http://www.fountainheadpress.com/vseries/]. The essay discusses ways to integrate the V series themed readers and their assignments into a sustainability-minded writing classroom, and it concludes by suggesting important links between sustainability pedagogy and writing transfer.
Mapping the Questions: The State of Writing-Related Transfer Research
Author: Moore, Jessie
Date: 2012-00-00
Type: Journal Articles
Subjects: Learning Strategies,Maps,Cartography,Scholarship,Writing Instruction,Writing Assignments,Academic Discourse,Writing (Composition),Higher Education,College English,English Instruction,Rhetoric

The following article maps the questions, methods, contexts, and theories presented in published scholarship on writing-related transfer. While not exhaustive, this review attempts to capture representative samples with a focus on recent publications. The article then highlights a multi-institutional research initiative that aims to flesh out the field's "map" and suggests additional areas for exploration. (Contains 2 notes and 1 figure.)
Selecting Genres for Transfer: The Role of Uptake in Students' Antecedent Genre Knowledge
Author: Rounsaville, Angela
Date: 2012-00-00
Type: Journal Articles
Subjects: Writing Instruction,Problem Solving,Rhetoric,Writing (Composition),Memory,Literacy,College English,English Instruction,Higher Education

Within composition studies, transfer and rhetorical genre studies have found an especially productive partnership for exploring together whether and in what ways students transfer writing-related knowledge from one context to another. This article continues this synthesis by turning to Anne Freadman's notion of uptake to suggest a more robust understanding of transfer "for writing". As I will show, uptake foregrounds the role that heterogeneity, selection, and problem-solving play in how literate learners encounter and make sense of new writing tasks at the convergence of prior genre knowledge and current, local genred events. This micro discursive space of uptake is an important site for thinking about transfer in that it is partially through this process that prior genres meet, are transformed, rejected, or imported whole cloth into new rhetorical situations. Ultimately, this article argues that, through uptake, high road transfer is reconceived as a dynamic, problem-solving endeavor where writers can be encouraged to proactively sort through and make selections in and amongst prior genre knowledge. (Contains 1 note.)
Notes toward a Theory of Prior Knowledge and Its Role in College Composers' Transfer of Knowledge and Practice
Author: Robertson, Liane
Date: 2012-00-00
Type: Journal Articles
Subjects: Writing Instruction,Prior Learning,Writing (Composition),Higher Education,Freshman Composition,College English,English Instruction,College Students

In this article we consider the ways in which college writers make use of prior knowledge as they take up new writing tasks. Drawing on two studies of transfer, both connected to a Teaching for Transfer composition curriculum for first-year students, we articulate a theory of prior knowledge and document how the use of prior knowledge can detract from or contribute to efficacy in student writing. (Contains 8 notes.)
Beyond Knowledge and Skills: Writing Transfer and the Role of Student Dispositions
Author: Driscoll, Dana Lynn
Date: 2012-00-00
Type: Journal Articles
Subjects: Self Efficacy,Writing (Composition),Writing Instruction,Values,Motivation,Locus of Control,Writing Skills,Rhetoric,Literacy,Academic Discourse

Previous transfer researchers within writing studies have made tremendous gains in understanding how social contexts and curricula influence writing behaviors. In this article, we argue that individual dispositions, such as motivation, value, and self-efficacy, need to occupy a more central focus in writing transfer research. After describing shifts from focusing on the educational context to the individual in composition research broadly, we examine previous writing transfer research, tracing a growing need in better understanding student dispositions. In the second half of the article, we identify five qualities of student dispositions and describe four specific dispositions--value, self-efficacy, attribution, and self-regulation--that influence writing transfer. The article concludes by emphasizing the role of the individual and by articulating new avenues of research for better understanding student dispositions in writing transfer. (Contains 1 note.)
The Value of Troublesome Knowledge: Transfer and Threshold Concepts in Writing and History
Author: Adler-Kassner, Linda
Date: 2012-00-00
Type: Journal Articles
Subjects: General Education,Writing (Composition),Writing Instruction,Epistemology,History Instruction,Higher Education,Historians

Using &quot;threshold concepts&quot; (Meyer and Land) as a lens, this article examines several issues related to learning within and across two general education courses--one in writing and one in history--in which students were concurrently enrolled. Analysis of data from students and instructors (of the history course) suggests threshold concepts that are shared among history and writing courses; however, the data also indicate that the extent to which these shared concepts are enacted through instruction is somewhat inconsistent. The article ultimately suggests that threshold concepts might prove a productive frame through which to consider questions related to writing and transfer, and also to general education more broadly. (Contains 1 note.)
"College Writing and beyond": Five Years Later
Author: Beaufort, Anne
Date: 2012-00-00
Type: Journal Articles
Subjects: Writing Instruction,Curriculum Design,Transfer of Training,Writing Assignments,Instructional Design,Instructional Development,Performance Factors,Change Strategies,Educational Change,College English,Guidelines,Writing Skills,Behavioral Objectives,Educational Principles,Literary Genres,Educational Practices

In this essay, I examine the problems I now see with the sample curriculum I proposed in "College Writing and Beyond: A New Framework for Writing Instruction" in 2007. There are numerous factors that must be considered in designing a writing course: choice of subject matter, choice of genres to assign, sequencing of writing assignments, number of assignments, and using both content and pedagogy to enhance the possibility for positive transfer of learning for student writers. The problems in these areas of curriculum design, both in my work and in writing studies at large, as well as recommendations to eliminate those problems are explored here. (Contains 8 notes.)
Integrating Communication into Engineering Curricula: An Interdisciplinary Approach to Facilitating Transfer at New Mexico Institute of Mining and Technology
Author: Ford, Julie Dyke
Date: 2012-00-00
Type: Journal Articles
Subjects: Profiles,Interdisciplinary Approach,Engineering Education,Speech Communication,Educational Change,Best Practices,Technical Writing,Mining,Program Development,Educational Objectives,Written Language,Transfer of Training,Educational Theories,College Faculty,Communication Skills

This program profile describes a new approach towards integrating communication within Mechanical Engineering curricula. The author, who holds a joint appointment between Technical Communication and Mechanical Engineering at New Mexico Institute of Mining and Technology, has been collaborating with Mechanical Engineering colleagues to establish a department-wide program with the goal of facilitating transfer of rhetorical instruction to engineering deliverables involving written and oral communication. To carry out this goal, the program incorporates a set of best practices informed by prior research in the areas of knowledge transfer, writing studies, and educational theory. These best practices and the theories informing them are described in this profile. In addition, the author offers preliminary lessons learned and presents implications for writing faculty interested in facilitating transfer through interdisciplinary initiatives. (Contains 1 table.)
Imagining a Writing and Rhetoric Program Based on Principles of Knowledge &quot;Transfer&quot;: Dartmouth's Institute for Writing and Rhetoric
Author: Boone, Stephanie
Date: 2012-00-00
Type: Journal Articles
Subjects: Literacy,Rhetoric,Program Development,Writing Instruction,Writing (Composition),College English,English Instruction,Higher Education,Freshman Composition,College Students,College Freshmen,Student Writing Models

While &quot;transfer&quot; has become, in recent years, a subject of great research interest to our field, we still have much to learn about how we can best use this research knowledge to inform local efforts in program development. In this profile, we describe the foundations of the Dartmouth Institute for Writing and Rhetoric and explain how transfer research might inform our future directions in writing and speech. We conclude by explaining what we have learned already from our literature review, our study of first-year student writing, our curricular pilots, and our efforts at ongoing exchange. (Contains 8 notes.)
Howard Zinn: Historian/Teacher as Citizen
Author: Jaramillo, Nathalia E.
Date: 2009-00-00
Type: Journal Articles
Subjects: Historians,Biographies,College Faculty,Scholarship,United States History,Citizenship,Citizen Participation,Citizen Role,Citizenship Responsibility,Activism,Dissent,Political Attitudes,Civil Disobedience,Historical Interpretation,Historiography,History Instruction,Educational History,Politics of Education,Black Colleges,Social Studies,Educational Philosophy,Ethnocentrism

Few scholars have achieved the level of recognition and respect among the wider public as Howard Zinn. This should not come as a surprise, given the "unconventional" ways that Zinn embodied and enacted his scholarship. He often took his teaching and writing into those seemingly restricted spaces of popular protest, converting words into protagonist deeds. The title of this essay is a modification of one of Zinn's own, "Historian as Citizen," which was published in the Sunday book review section of the "New York Times," September 25, 1966. In it, Zinn reflected on his two lives, "as historian, as activist," that began when he assumed a professorship in 1956 at Spelman, the historically Black women's college located in the South. While there are many lessons to be had from Zinn's work and legacy, it was his focus on making history transformative that should inspire educators and cultural workers. In this article, the author talks about Howard Zinn's legacy as citizen and/or activist.