ethanporcaro/eric-fulltext-meta huggingface dataset:
On Whether to Convert from a Rhetorical to a Psychoanalytic Pedagogy
Author: Kraemer, Don J.
Date: 2010-00-00
Type: Journal Articles
Subjects: Conflict,Psychiatry,Writing Instruction,Rhetoric,Teaching Methods,Ethics,Audiences,Identification (Psychology),Teacher Student Relationship

Like psychoanalysis, psychoanalytic pedagogy is a particular way of paying attention, a way of paying attention that deflects attention away from other pedagogies' means and goals. Looking for what psychoanalysis deems the "root cause" of writing problems--intrapsychic conflict--foregrounds that kind of conflict, relegating to the background other kinds of conflict, such as the rhetorical. Even more than relegating, looking psychoanalytically can transform rhetorical conflict from that which initiates and helps develop discourse into that which impairs it. The case this article will make is not that it is impossible to reconcile rhetoric and psychoanalysis, only that because they can (as forms of writing instruction) contradict each other, such reconciliation is not easy. (Contains 6 notes.)
Beyond Charity: Partial Narratives as a Metaphor for Basic Writing
Author: Flores, Nelson
Date: 2010-00-00
Type: Journal Articles
Subjects: Basic Writing,Figurative Language,Writing Instruction,Writing (Composition),Personal Narratives,Theories,Autobiographies,Academic Discourse,Teaching Methods,College English

In "A New World: Redefining the Legacy of Min-Zhan Lu"(JBW 27.2, Fall 2008), Brian Ray revisits the controversy that emerged in the early 1990s in response to critiques of the iconic Mina Shaughnessy made by Min-Zhan Lu. He offers a reading of the debate that focuses on common ground between the two sides through a metaphor of linguistic charity based on the work of Donald Davidson. While common ground can no doubt be found between these two opposing sides, by focusing exclusively on the similarities between Lu and her critics, Ray runs the risk of diluting Lu's argument and inadvertently reproducing the relations of power that Lu's project is attempting to undermine. This article, therefore, offers a different route to reading the debate between Lu and her critics--a reading that focuses on the real and irreconcilable differences between the two sides. Building on the work of Elizabeth Ellsworth, this article offers a metaphor of partial narratives, in an attempt to expose the power relations embedded in all knowledge production. This metaphor of partial narratives provides not only a way of understanding the substantive difference between Lu and her critics but also raises questions that can help inform an approach to negotiating the different discourses present in composition classrooms, especially those focused on students positioned as basic writers.
Working Together: Student-Faculty Interaction and the Boise State Stretch Program
Author: Peele, Thomas
Date: 2010-00-00
Type: Journal Articles
Subjects: Basic Writing,Interaction,Writing Ability,School Holding Power,Teacher Student Relationship,College Faculty,Grade Point Average,Academic Achievement,College Credits,Freshman Composition,College Students,College Freshmen,Writing (Composition),Writing Instruction,College English,Evaluation,State Boards of Education,Portfolio Assessment,Enrollment

In this article, I describe how policy changes instituted by our State Board of Education prompted the composition faculty at Boise State University to develop a Stretch program. Our goal was to support basic writing students by linking two writing courses (one of which is non-credit-bearing) , thus allowing students to remain with the same classmates and professor for a full year instead of just one semester. I discuss the history and challenges of our Stretch program and detail our assessment of it, which reveals a positive impact on student retention, G.P.A, and writing ability. While there are too many variables to claim that the Stretch program alone is responsible for the positive outcomes, research shows that increased student-faculty interaction, a significant feature of the Stretch program, does reinforce student learning. We are using evidence of this research and our assessment to develop the program and advance the argument that students should receive full credit for both semesters of the Stretch sequence. (Contains 2 notes.)
Beyond the Budget: Sustainability and Writing Studios
Author: Warnick, Chris
Date: 2010-00-00
Type: Journal Articles
Subjects: Freshman Composition,Adjunct Faculty,Writing Instruction,Writing (Composition),Writing Workshops,School Policy,Teacher Role,College Faculty,English Departments,Student Needs,Personal Narratives,Graduate Students,Enrichment Activities

This essay discusses our failed attempts at the College of Charleston to sustain a Writing Studio course. Specifically, we explain how the failure of our Studio course revealed underlying problems in the department concerning the formation of writing program policy, the role of adjunct faculty, the oversight of our first-year writing curriculum, and the program's coordination with other stakeholders on campus. We contend that our experience can inform programs elsewhere because it shows, on a larger level, how Studio courses reveal potentially damaging tensions within a department or program. We conclude the article by identifying areas of our broader writing program in need of repair and explaining our vision for a new and improved Studio program that incorporates elements of supplemental instruction. (Contains 2 notes.)
When Access Is Not Enough: Retaining Basic Writers at an Open-Admission University
Author: Webb-Sunderhaus, Sara
Date: 2010-00-00
Type: Journal Articles
Subjects: Basic Writing,Academic Persistence,School Holding Power,Success,Writing Instruction,Writing Skills,Open Enrollment,College Students,Social Justice,At Risk Students,Access to Education,Dropout Rate,Student Needs,Student Development

The author describes the challenges of a four-year, open-admission institution where equality of access has not equaled equality of success for basic writers. While there is a good deal of scholarship on student departure by compositions and experts in student retention and persistence, some models of student departure and success offered by these scholars are inadequate; a more comprehensive approach that embraces the intellectual and social elements of student success is needed. This article argues that the field of basic writing must turn its critical gaze to issues surrounding the success, as well as access, of basic writers at four-year universities. (Contains 4 notes.)
ESL Curriculum Revision: Shifting Paradigms for Success
Author: Ewert, Doreen E.
Date: 2011-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Foreign Students,English (Second Language),Second Language Learning,Reading Writing Relationship,Basic Writing,Curriculum Development,Alignment (Education),Instructional Design,Language Proficiency,Language Tests,Accountability,College Administration,Organizational Change,Unified Studies Curriculum,English for Academic Purposes,Writing Across the Curriculum,Literacy

The early success of the revised ESL literacy development curriculum for international undergraduates at a large Midwestern university suggests that a curriculum which integrates reading and writing activity around meaning-making tasks with texts and focuses on fluency before accuracy is preferable to a skill-based curriculum. Support for this approach is found both in first and second language literacy development research, yet it has not been widely adopted in ESL developmental writing programs. Although only in the second year of implementation, test scores, grades, and student and teacher interviews indicate the revised curriculum is well-serving the developmental academic literacy needs of these matriculated ESL international students. Students are demonstrating reading and writing with greater ease and speed. They understand and produce texts with greater rhetorical awareness and have developed strategies for talking about and working with a variety of academic text-types. The development of these literacy practices has been well-received by teachers and students, and has prepared the latter to participate successfully in the required first year composition course. (Contains 2 tables.)
How Antonio Graduated on out of Here: Improving the Success of Adult Students with an Individualized Writing Course
Author: Cleary, Michelle Navarre
Date: 2011-00-00
Type: Journal Articles
Subjects: Prior Learning,Adult Students,Writing Workshops,Writing Instruction,Teaching Methods,Writing (Composition),Cognitive Style,At Risk Students,Individualized Instruction,Metacognition,Nontraditional Students,Academic Persistence,Program Development,Writing Improvement,Self Evaluation (Individuals),Revision (Written Composition),Portfolios (Background Materials),Planning,First Generation College Students

Adult students are more anxious about writing for school, less familiar with academic conventions, and more likely to drop out than younger students. For students learning to move between personal, work, and academic discourse communities, the ongoing and explicit writing instruction argued for in the research of Sternglass, Herrington and Curtis, Carroll, and Beaufort is particularly vital. Writing Workshop at DePaul University's School for New Learning is one model for providing this instruction. The course works for students with a broad range of learning styles, prior knowledge, needs, and goals because it is individualized and because it is focused on developing writers rather than on teaching specific kinds of writing. It is open to any student struggling with writing, from incoming basic writers to seniors stuck on final projects. Writing Workshop has improved access for and the retention and success of our adult students. This article shows the need for a class like Writing Workshop, explains how it works, discusses challenges, and describes the experience of the at-risk, nontraditional, adult students in one Writing Workshop class. (Contains 8 notes.)
Braiding and Rhetorical Power Players: Transforming Academic Writing through Rhetorical Dialectic
Author: Gunter, Kimberly K.
Date: 2011-00-00
Type: Journal Articles
Subjects: Writing (Composition),Academic Discourse,Rhetoric,Minority Group Students,College Students,Homosexuality,Military Personnel,Case Studies

In this article, I revisit the Elbow/Bartholomae debate, review recent scholarship on academic writing, and discuss the ways that the mandates of traditional academic writing can further disenfranchise already marginalized students. I suggest that, due to the double consciousness with which these students often live, they come into classrooms rhetorically adept. By asking student writers to employ braiding (the braiding of subjectivities, genres, or rhetorics in single texts), we enable students to theorize experience, to contest stereotypes of "student writing," to contribute to academia via their own intellectual experimentation, and to consciously position themselves among various discourses as effective rhetorical power players. I offer the experience of one student writer (a lesbian and an Army cadet) as a case study. (Contains 6 notes.)
Reflection Revisited: The Class Collage
Author: Sommers, Jeff
Date: 2011-00-00
Type: Journal Articles
Subjects: Writing Assignments,Basic Writing,Writing Instruction,Cognitive Development,Reflection,Writing (Composition),Teaching Methods,Student Attitudes,Beliefs,Epistemology,College Students,Heuristics,Transfer of Training

Through the regular use of what Donald Schon has termed reflection-in-action and reflection-on-action, students can learn to improve their "reflection-in-presentation," in Kathleen Blake Yancey's term. Students are often asked to do this type of reflection-in-presentation as a capstone to first-year or basic writing courses. However, a number of critics have articulated reservations about reflective writing assignments that ask students to assess their progress in writing and, in essence, their cognitive development as they complete a composition or BW course. Laurel Bower ("JBW" 22.2, 2003), in particular, notes that such end-of-term written work is frequently superficial. This essay focuses on an alternative approach to reflective writing, one that asks students to examine their own beliefs about writing as well as those of their classmates rather than examining their cognitive development. This shift to reflecting on the epistemological grounding of their experiences as writers, coupled with a semester-long practice in reflection, seems to produce rich, fully developed reflection-in-presentation that offers some anecdotal evidence of knowledge transfer by the students as well as providing an informal outcomes assessment of course objectives for the professor. (Contains 3 notes.)
Defining and Experiencing Authorship(s) in the Composition Classroom: Findings from a Qualitative Study of Undergraduate Writing Students at the City University of New York
Author: Rodgers, Johannah
Date: 2011-00-00
Type: Journal Articles
Subjects: Writing Instruction,Writing (Composition),Authors,Undergraduate Students,Student Attitudes,Models,Student Experience,Rhetoric,Interviews,Audiences,Self Concept

Theories of authorship and models of the author have been influential in shaping various approaches to composition theory and pedagogy. While discussions of the role of the author and authorship in composition studies have been going on for some time, tensions between the theoretical (author as social construct) and practical (author as agent) dimensions of authorship remain unresolved. Presenting the findings of a qualitative study of undergraduate writers at The City University of New York, this article explores student perspectives on models of authorship, the relationships between these models and student experiences of authorship in different writing situations, and proposes the importance of distinguishing between the multiple models and definitions of authorship and the rhetorical contexts associated with each. (Contains 8 notes.)
Women "Opting out" of Academia: At What Cost?
Author: Schneider, Beth Z.
Date: 2011-00-00
Type: Journal Articles
Subjects: Higher Education,Career Development,College Faculty,Research Opportunities,Gender Differences,Family Life,Females,Cost Effectiveness,Family Work Relationship,Faculty Recruitment,Standards,Promotion (Occupational),Job Skills

Previous research has examined the phenomenon of women "opting out" of the corporate environment. Much of this research has examined both "pull" factors--those of home and family life, and "push" factors--those within the organization which create a competitive environment where women feel they cannot achieve the same measure of success as their male counterparts. Similar forces, which create push in the corporate environment, are also present in academia preventing female academicians from achieving an equal presence in the higher levels of academia as their male counterparts. While the makeup of postsecondary education among students has reached a more balanced ratio in bachelors, masters and doctorial degrees, the gender make up of tenured professors and administrators in the academy still lags behind. The existence of this phenomenon presents similar loses and opportunity costs for universities as experienced by industrial organizations. This leads to the following questions; 1) How wide is the faculty and leadership gender gap in academia, 2) How have these gaps manifested in academia, and 3) What are the direct or indirect costs associated with this employment gap? The answer to these questions may lead to extensive additional research opportunities to discover strategies and guidance in the resolving these problems. (Contains 43 footnotes and 2 figures.)
Women's Leadership in Science, Technology, Engineering and Mathematics: Barriers to Participation
Author: McCullough, Laura
Date: 2011-00-00
Type: Journal Articles
Subjects: Role Models,Females,Engineering Education,Mathematics Education,Science Education,Leadership,Department Heads,Women Administrators,STEM Education,Deans,Gender Bias,Barriers,Social Bias,Gender Discrimination

Despite gains overall, women are still under-represented in leadership positions in science, technology, engineering, and mathematics (STEM) fields. Data in the US suggest around one-quarter of deans and department heads are women; in science this drops to nearly 1 in 20. Part of this problem of under-representation stems from the population pool: only 33% of science and engineering doctorate holders employed in academia are women. Other issues include well-known problems of women's participation in STEM fields: lack of role models, unconscious biases, discrimination, and unwelcoming climates. This paper examines the primary barriers to women's participation in (1) STEM areas and (2) arenas. Examination of the two suggests that women in STEM fields are particularly susceptible to the barriers and biases facing women who wish to move into leadership positions. The similarity in the barriers in these two areas could lead to an effective double jeopardy for women entering STEM leadership. A distinct lack of research in the area of women's leadership in STEM fields suggests that this is a major problem that is not currently understood and not being addressed. (Contains 1 figure.)
Sustainable Equity: Avoiding the Pendulum Effect in the Life Sciences
Author: Parker, Tatiana C. Tatum
Date: 2011-00-00
Type: Journal Articles
Subjects: Majors (Students),Teaching Styles,Women Scientists,Elementary Secondary Education,Educational Trends,Laboratory Equipment,Biological Sciences,Sciences,Females,Science Education,Gender Issues,Males,Natural Sciences,Hands on Science,STEM Education,Science Curriculum,Biology,Academic Achievement,Science Instruction

In order to understand and resolve the disproportionate number of women in the sciences it is necessary to look at historical educational trends. Through the ages there is evidence of a "pendulum effect" where there have been major shifts focusing science education either on male or females. To be able to realistically establish sustainable equity in the natural and life sciences it is necessary to reexamine not only the curriculum verbiage used in the text but also teaching styles that are used to present the material. One approach is introducing more hands-on learning to supplement the "banking" approach traditionally used in introductory science classes. Hands-on learning engages visual, kinesthetic as well as auditory pathways and allows students to move from abstract thinking to dealing with the concrete. While there have been numerous studies done, they have historically focused on the effect of hands-on learning in K-12 schools. There is still much research that needs to be done on all types of science curriculum, especially at the post secondary level. We conducted several studies at Saint Xavier University with students in the Introductory Biology and Women in Science Courses. We examined the effects of various pedagogies on class performance in a non-majors science course. We examined the effects of no labs, a few labs or weekly labs on student performance. Significant improvements were seen within sexes (10%), and with female students (13%), while male students showed modest improvement (2%). While this is not the only way to achieve sustainable equity in natural sciences, this appears to be an effective pedagogical tool in stabilizing the "pendulum effect". (Contains 1 table, 22 footnotes, and 2 graphs.).
Women and Leadership: Transforming Visions and Current Contexts
Author: Chin, Jean Lau
Date: 2011-00-00
Type: Journal Articles
Subjects: Higher Education,Females,Sex Role,Leadership Styles,Leadership Effectiveness,Leadership,Males,Sex Fairness,Gender Differences,Women Administrators,Disproportionate Representation,Feminism,Socialization,Organizational Culture,Social Bias,Ethnicity

Women have increasingly moved toward greater gender equality at home and in the workplace. Yet, women are still underrepresented in leadership roles and still considered an anomaly compared to men when in high positions of leadership especially within institutions of higher education. In examining differences between how men and women lead, it is often less what they do than in the different experience they face when they lead. Stereotypic gender role expectations can constrain their leadership behaviors. Perceived incongruity between women and leadership roles pose obstacles to leadership and result in double binds, more negative performance appraisals, and different standards compared to those applied to men. It is increasingly clear that a gender neutral view of leadership is insufficient, and that we need to consider the influence of cultural worldviews and socialization on shaping leadership style. There is much to suggest that feminist leadership styles are intentionally different--more collaborative and transformational compared to men. This becomes more complex when we include dimensions of racial and ethnic diversity. We need to transform our views of leadership to promote more robust theories and diverse models of effective leadership. While current leadership theories favor transformational and collaborative leadership styles, organizational cultures often mirror social constructions of gender and ethnicity norms in society. Within the context of higher education institutions, there is often a tension between hierarchical and collaborative forms of leadership reflected in contradictory sets of practices. While women leaders may have an advantage in such contexts, they also face obstacles in needing to change organizational cultures that mirror social biases against women as leaders.
Integrating the Rights of the Child with the Responsibility of the Parent
Author: Scholz, Carolyn L.
Date: 2011-00-00
Type: Journal Articles
Subjects: Parent Child Relationship,Childrens Rights,Child Role,Parents,Family Environment,Systems Approach,Family (Sociological Unit),Time Perspective,Child Responsibility,Parent Responsibility

This paper will explore the balance between children's rights and parental responsibility from a family systems perspective. Children do not grow up in a vacuum; they are part of a biological, psychological and social system. The interaction of the child and parent within this system must include the development of responsibilities by the parent and the child to further the rights of both. Children do have rights, the right to be nurtured and protected, the right to learn boundaries of behavior and to expand their knowledge. In reviewing the text from The Convention on the Rights of the Child, the responsibilities, rights and duties of parents are addressed in several places. The failure of the United States Senate to ratify this treaty seems to question how much intervention by outside authority is needed to protect children. It is true that many children need the protection of outside parties, but where do we find a balance between the rights and responsibilities of parents, children and society?