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Crossed, Meredith Doench 2015 University of Dayton

Crossed, Meredith Doench

English Faculty Publications

Agent Luce Hansen returns home to Willow’s Ridge to catch a serial killer who has been murdering young women. It’s the case she’s been waiting for, the case that compels her to return to the small town she turned her back on nineteen years ago, the case she plans to ride from the Ohio BCI all the way to the FBI.

The case worth risking her shaky relationship with her lover, Rowan. But the horrors of the case recall the unsolved murder of Luce’s first girlfriend, and Luce is forced to confront the local ex-gay ministry ...


Mathematics And Humor: John Allen Paulos And The Numeracy Crusade, Paul H. Grawe 2015 Winona State University, Winona, MN

Mathematics And Humor: John Allen Paulos And The Numeracy Crusade, Paul H. Grawe

Numeracy

John Allen Paulos at minimum gave the Numeracy movement a name through his book Innumeracy: Mathematical Illiteracy and Its Consequences. What may not be so obvious was Paulos’ strong interest in the relationship between mathematics and mathematicians on the one hand and humor and stand-up-comedian joke structures on the other. Innumeracy itself could be seen as a typically mathematical Gotcha joke on American culture generally. In this perspective, a Minnesotan acculturated to Minnesota-Nice Humor of Self-Immolation Proclivities (SImP) looks at the more raw-boned, take-no-prisoners humor style Paulos outlined in Mathematics and Humor and implemented in Innumeracy.

Despite the difference in ...


Writing The World: Preservice Teachers’ Perceptions Of 21st Century Writing Instruction, Kristine E. Pytash, Elizabeth Testa, Jennifer Nigh 2015 Kent State University - Kent Campus

Writing The World: Preservice Teachers’ Perceptions Of 21st Century Writing Instruction, Kristine E. Pytash, Elizabeth Testa, Jennifer Nigh

Teaching/Writing: The Journal of Writing Teacher Education

The purpose of this mixed-methods study was to explore preservice teachers’ perceptions of integrating technology into writing instruction before and after a methods course and the experiences in a methods course that, according to the preservice teachers, influenced these perceptions. Participants were enrolled in two sections of a Teaching Language and Composition course. Data collected included an adapted Likert-scale pre and posttest survey, and focus group interviews. Preservice teachers self-reported salient course experiences, and also discussed the affordances and tensions they felt in thinking about how to use technology to teach writing. This study has implications for teacher education and ...


"I Second That Emotion": Minding How Plagiarism Feels, Ann E. Biswas 2015 The University of Dayton

"I Second That Emotion": Minding How Plagiarism Feels, Ann E. Biswas

Teaching/Writing: The Journal of Writing Teacher Education

It stands to reason that when writing teachers believe their students have plagiarized, they will experience strong emotions that impact their relationships with students, their pedagogy, and their sense of professional identity. Far from being a threat to reason, understanding and acknowledging writing teachers’ emotional responses to plagiarism can lead to a deeper wisdom of its true impact. By examining the literature on emotion from psychology, sociology, education, and writing studies as well as findings from a pilot study of writing teachers’ emotional responses to plagiarism, this article argues that the work involved in managing the emotions of plagiarism reflects ...


We Learned What?: Pre-Service Teachers As Developmental Writers In The Writing Methods Class, Christina Saidy 2015 Arizona State University at the Tempe Campus

We Learned What?: Pre-Service Teachers As Developmental Writers In The Writing Methods Class, Christina Saidy

Teaching/Writing: The Journal of Writing Teacher Education

This article employs a pedagogical reflection of a pre-service teacher and her out-of-context grammar lesson. The author uses this pedagogical reflection to argue for enhancing the writing methods class by inviting pre-service teachers to see themselves as developing writers and see the teaching and learning of writing as an ecological practice.


Teaching Reflective Writing: Thoughts On Developing A Reflective Writing Framework To Support Teacher Candidates, Donna L. Pasternak, Karen K. Rigoni 2015 University of Wisconsin - Milwaukee

Teaching Reflective Writing: Thoughts On Developing A Reflective Writing Framework To Support Teacher Candidates, Donna L. Pasternak, Karen K. Rigoni

Teaching/Writing: The Journal of Writing Teacher Education

To achieve licensure in the United States, many teacher candidates must demonstrate competency as reflective practitioners. This requires many of them to describe their experiences through reflective writing, a mode of writing that is far from the academic writing that is taught throughout their baccalaureate education. Much reflective writing is being assigned to teacher candidates without it being taught. In an effort to intervene in that pattern, the authors examined multiple sources and developed a framework to teach to their teacher candidates to support them to communicate their practices as effective, reflective practitioners. This paper documents the evolution of creating ...


Entering The Conversations, Practices And Opportunities Of Multimodality Texts, Theresa Dark, W. Douglas Baker 2015 Eastern Michigan University

Entering The Conversations, Practices And Opportunities Of Multimodality Texts, Theresa Dark, W. Douglas Baker

Teaching/Writing: The Journal of Writing Teacher Education

No abstract provided.


Structure Speaks: User-Centered Design And Professional Development, Nikki Holland, Christian Z. Goering 2015 University of Arkansas

Structure Speaks: User-Centered Design And Professional Development, Nikki Holland, Christian Z. Goering

Teaching/Writing: The Journal of Writing Teacher Education

This reflective essay situates a yearlong professional development endeavor led by a site of the National Writing Project within the language of technical communication. Developing rural writing teachers through four distinct design features—needs assessment, frequent contact, website redesign, collaborative planning through Google Docs—this work sought to put participants and providers on equal levels, sharing control of programming when possible. Professional development providers and teacher educators ultimately must model practices they desire to impacting students in the classroom.


Collaborative Power: Graduate Students Creating And Implementing Faculty Development Workshops On Multilingual Writing Pedagogy, Dorothy Worden, Brooke R. Schreiber, Lindsey Kurtz, Michelle Kaczmarek, Eunjeong Lee 2015 The Pennsylvania State University

Collaborative Power: Graduate Students Creating And Implementing Faculty Development Workshops On Multilingual Writing Pedagogy, Dorothy Worden, Brooke R. Schreiber, Lindsey Kurtz, Michelle Kaczmarek, Eunjeong Lee

Teaching/Writing: The Journal of Writing Teacher Education

The increasing numbers multilingual students in US universities, whether international students or multilingual citizens and permanent residents, have made it clear that students’ language needs can no longer be relegated to the ‘experts’ in specialized courses or tutoring centers. All faculty will teach multilingual students, yet few faculty have received specialized training to prepare them to work effectively with the multilingual writers in their classrooms. While there is a need for professional development efforts designed to help faculty more effectively teach multilingual writing, institutional divisions between first language (L1) and second language (L2) writing instruction pose challenges for the organization ...


Learning To Teach Writing In The Age Of Standardization And Accountability; Toward An Equity Writing Pedagogy, Shannon M. Pella 2015 University of California, Davis

Learning To Teach Writing In The Age Of Standardization And Accountability; Toward An Equity Writing Pedagogy, Shannon M. Pella

Teaching/Writing: The Journal of Writing Teacher Education

Qualitative data from over three years of a lesson study project were analyzed through a situated learning theory lens in order to describe the connections between teacher learning and the variety of situations, or contexts that shaped the learning. The lesson study professional development model included planning, observation, and student data analysis protocols. The lesson study was situated in various middle school classroom settings, which provided multiple learning contexts. Additionally, teacher learning was shaped by the larger socio-political context often comprised of accountability rhetoric, standardization, and testing pressure. This study described how two teachers negotiated balance, or theoretical equilibrium, across ...


Dear Tutor, Lisa Bisso 2015 SUNY Plattsburgh

Dear Tutor, Lisa Bisso

Tutors: A Site for Multiliteracies About Tutoring

Lisa Bisso's poems are a dialogue between a freshman and an experienced tutor. The tutor reaches out to the freshman to describe why tutoring is important.


A Look Back And Continued Commitment To "Community Building In Online Writing Centers", Beth Godbee 2015 Marquette University

A Look Back And Continued Commitment To "Community Building In Online Writing Centers", Beth Godbee

English Faculty Research and Publications

No abstract provided.


The Hitchhikers Guide To The Galaxy: A Metaphorical Look At Life, The Universe, And Everything, Thomas David Thompson 2015 California Polytechnic State University - San Luis Obispo

The Hitchhikers Guide To The Galaxy: A Metaphorical Look At Life, The Universe, And Everything, Thomas David Thompson

Communication Studies

A look at the integral use of metaphor as a heuristic in the process of human learning.


"Indians Are Not Mascots": Using Critical Race Theory To Examine The Documentary In Whose Honor, Karina Greek 2015 California Polytechnic State University - San Luis Obispo

"Indians Are Not Mascots": Using Critical Race Theory To Examine The Documentary In Whose Honor, Karina Greek

Communication Studies

No abstract provided.


Mad To Be Sincere: Authenticity, Irony, And Kerouac’S Response To Modern Reality, Jonathan Michael Devin 2015 Liberty University

Mad To Be Sincere: Authenticity, Irony, And Kerouac’S Response To Modern Reality, Jonathan Michael Devin

Masters Theses

This project explores the qualities of sincerity, authenticity, and irony in Jack Kerouac's novel On the Road. The thesis asserts that that On the Road is neither ironic nor authentic, but, rather, that it both possesses aspects of traditional sincerity and anticipates the New Sincerity movement in contemporary literature. Through observing the characteristics of traditional sincerity and New Sincerity in the novel, the thesis amends the novel's critical position by showing a level of complexity, foresight, and nuance in the text. Ultimately, the thesis shows Kerouac's response to modern reality, presenting the limitations of authenticity and irony ...


Stretching Beyond The Semester: Undergraduate Research, Ethnography Of The University, And Proposals For Local Change, Beth Godbee, Jessica Bazan, Megan Glise, Ariel Gonzalez, Katelyn Quigley, Brittany White 2015 Marquette University

Stretching Beyond The Semester: Undergraduate Research, Ethnography Of The University, And Proposals For Local Change, Beth Godbee, Jessica Bazan, Megan Glise, Ariel Gonzalez, Katelyn Quigley, Brittany White

English Faculty Research and Publications

No abstract provided.


Tutors, Carolyn J. Smith 2015 SUNY Plattsburgh

Tutors, Carolyn J. Smith

Tutors: A Site for Multiliteracies About Tutoring

Carolyn Smith's short story is from the perspective of an anxious student who has her first tutoring session.


Why Jin's (金庸) Martial Arts Novels Are Adored Only By The Chinese, Henry Yiheng Zhao 2015 Sichuan University

Why Jin's (金庸) Martial Arts Novels Are Adored Only By The Chinese, Henry Yiheng Zhao

CLCWeb: Comparative Literature and Culture

In his article "Why Jin's Martial Arts Novels Are Adored Only by the Chinese" Henry Yiheng Zhao posits that while the martial arts novel has a long history in China and that its modern school boasts of a number of authors of extraordinary popularity. Yong Jin (金庸) is the best known among them and his novels are read by Chinese wherever they are. Yet, English translations of his works have failed to impress. Zhao attempts to find out what is uniquely Chinese in Jin's novels and that makes his literary achievements ignored in the rest of the world ...


Utopian And Dystopian Literature: A Review Article Of New Work By Fokkema; Prakash; Gordin, Tilley, Prakash; And Meisig, Barnita Bagchi 2015 Utrecht University

Utopian And Dystopian Literature: A Review Article Of New Work By Fokkema; Prakash; Gordin, Tilley, Prakash; And Meisig, Barnita Bagchi

CLCWeb: Comparative Literature and Culture

No abstract provided.


Agency, Desire, And Power In Schnitzler's Dream Novel And Kubrick's Adaptation Eyes Wide Shut, Ari Ofengenden 2015 Brandeis University

Agency, Desire, And Power In Schnitzler's Dream Novel And Kubrick's Adaptation Eyes Wide Shut, Ari Ofengenden

CLCWeb: Comparative Literature and Culture

In his article "Agency, Desire, and Power in Schnitzler's Dream Novel and Kubrick's Adaptation Eyes Wide Shut" Ari Ofengenden explores Arthur Schnitzler's novella and Stanley Kubrick's adaptation to offer insights into the ways in which desire disrupts and clashes with social structures (i.e., family, relationships, and society in general). Ofengenden shows how the dynamic in which disruptive desire is ideologically narrativized back into acquiescence with the status quo. Ofengenden interprets the narrative of the film as unique intuitions into action and agency where sources of agency are opaque to the subject and arise by an ...


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