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Proximity And Journalistic Practice In Environmental Discourse: Experiencing “Job Blackmail” In The News, Barbara Johnstone, Justin Mando 2015 Carnegie Mellon University

Proximity And Journalistic Practice In Environmental Discourse: Experiencing “Job Blackmail” In The News, Barbara Johnstone, Justin Mando

Barbara Johnstone

No abstract provided.


Saudade, Wesley D. Pena 2014 Liberty University

Saudade, Wesley D. Pena

The Kabod

Pena begins her composition with a definintion of her title Saudade, which describes her experience of being a missionary child in Brasil: "From the Portuguese; saw•'dah•djee; an untranslatable word defined as “A vague, constant desire for something that does not and probably cannot exist, a nostalgic longing for someone or something loved and then lost” (Sanders).


Mommy Groups As Sites For Deliberation In Everyday Speech, Windy Yvonne Lawrence Ph.D., Benjamin R. Bates 2014 Public Deliberation

Mommy Groups As Sites For Deliberation In Everyday Speech, Windy Yvonne Lawrence Ph.D., Benjamin R. Bates

Journal of Public Deliberation

This study advances our knowledge of the role of metaphor in deliberation in everyday speech (with an emphasis on the role of competition, cooperation, and connection metaphors), which up to now has not been studied as an important discursive strategy in deliberation. Furthermore, the study contributes to our understanding of the discursive practices that happen during deliberation, as opposed to measuring, for example, deliberation’s effects. After all, scholars, more and more, are writing about deliberative communication as a means to understand how communities can improve the quality of their communication and decision-making to work through problems. Language strategies, such ...


Argument Map: Deductive Argument Visualization Stimulates Reflection On Implicit Background Assumptions, Michael Hoffmann 2014 SelectedWorks

Argument Map: Deductive Argument Visualization Stimulates Reflection On Implicit Background Assumptions, Michael Hoffmann

Michael H.G. Hoffmann

This argument map justifies the claim that using only deductive argument schemes in computer-supported argument visualization stimulates reflection on some of one's implicit background assumptions.


Looking For Shelter, Joseph C. Fowler 2014 Liberty University

Looking For Shelter, Joseph C. Fowler

The Kabod

Narrative essay on a camping expedition to the top of Blood Mountain that was one to remember.


An Integrated Approach To Learning Communities: Designing For Place-Based, Communication-Intensive Learning, Jody R. Rosen, M. Justin Davis 2014 Washington Center at The Evergreen State College

An Integrated Approach To Learning Communities: Designing For Place-Based, Communication-Intensive Learning, Jody R. Rosen, M. Justin Davis

Learning Communities Research and Practice

This article describes the design of a learning community that paired an English Composition and a Public Speaking course at the New York City College of Technology (City Tech) and explains the embedded teaching strategies: flexible scheduling, integrated assignments, and a place-based (Brooklyn) focus. These tactics, developed with the aim of engaging first-semester students in their general-education communication courses, served to orient students to City Tech and its neighboring environment. Flexible scheduling helped avoid making concessions due to time constraints and allowed for greater fairness and efficiency, while also expanding opportunities for classroom and out-of-classroom activities. Designing overlapping assignments helped ...


Ethos, Pathos, And Logos: The Benefits Of Aristotelian Rhetoric In The Courtroom, Krista C. McCormack 2014 Washington University in St. Louis

Ethos, Pathos, And Logos: The Benefits Of Aristotelian Rhetoric In The Courtroom, Krista C. Mccormack

Washington University Jurisprudence Review

No abstract provided.


"You Can't Be Creative Anymore": Students Reflect On The Lingering Effects Of The Five-Paragraph Essay, Jennifer P. Gray 2014 Western Michigan University

"You Can't Be Creative Anymore": Students Reflect On The Lingering Effects Of The Five-Paragraph Essay, Jennifer P. Gray

Teaching/Writing: The Journal of Writing Teacher Education

The five-paragraph essay continues to make headlines in composition and pedagogy journals and on teacher listservs. This long-cherished genre has been touted for teaching the basics to writers in college, and teachers often claim that it is the best foundation for solid essay writing. In contrast, there are numerous five-paragraph essay critics who claim that the essay is a “school-created thing” that has no real-world value and persists due to an enshrinement in textbooks as preparation for objective standardized testing. Regardless of the debate, one thing remains: there is little research on the essay from the students’ perspective. This essay ...


Three Heuristics For Writing And Revising Qualitative Research Articles In English Education, Ann M. Lawrence 2014 Western Michigan University

Three Heuristics For Writing And Revising Qualitative Research Articles In English Education, Ann M. Lawrence

Teaching/Writing: The Journal of Writing Teacher Education

In this essay, I present three heuristics for writing and revising qualitative research articles in English education: “PAGE” (Purpose, Audience, Genre, Engagement), “Problem Posing, Problem Addressing, Problem Posing,” and “The Three INs” (INtroduction, INsertion, INterpretation). In so doing, I describe the rhetorical functions and conventional structure of all of the major sections of qualitative research articles, and show how the problem for study brings the rhetorical “jobs” of each section into purposive relationship with those of the other sections. Together, the three curricular resources that I offer in this essay prompt writers to connect general rhetorical concerns with specific writing ...


A “Great Balancing Act:” Becoming Dexterous And Deft With New Literacies Pedagogy, Jill McClay, Shelley Stagg Peterson, Christine Portier 2014 Western Michigan University

A “Great Balancing Act:” Becoming Dexterous And Deft With New Literacies Pedagogy, Jill Mcclay, Shelley Stagg Peterson, Christine Portier

Teaching/Writing: The Journal of Writing Teacher Education

In response to recent mandates in literacy curricula, literacy teachers must integrate Web 2.0 and new literacies perspectives into their writing instruction. Such transitions in their pedagogy, however, are often accomplished without adequate support or opportunities for professional development. How do teachers approach the difficult task of changing their perspectives to take new literacies practices into account? This article traces the learning and pedagogical practices of five teachers who worked with the authors in a dual-sited action research study (one in a large urban district, one in a small rural district) for more than two years. We present two ...


Learning To Develop A Culturally Relevant Approach To 21st Century Writing Instruction, Detra Price-Dennis, Molly Trinh Wiebe, Michelle Fowler-Amato 2014 Western Michigan University

Learning To Develop A Culturally Relevant Approach To 21st Century Writing Instruction, Detra Price-Dennis, Molly Trinh Wiebe, Michelle Fowler-Amato

Teaching/Writing: The Journal of Writing Teacher Education

In a position statement, Beliefs about the Teaching of Writing (2004), NCTE outlines eleven broad principles to serve as a guide for teaching language arts. Among the key ideas in this document is the call for language arts teacher educators to consider how literacy courses can create opportunities for pre-service teachers to account for the multifaceted and multimodal world of literacy with students in K-12 settings. The purpose of this qualitative case study is to learn from the experience of one pre-service teacher during his language arts methods course. Drawing on a subset of data from two, our research team ...


Asking And Understanding Questions: An Inquiry-Based Framework For Writing Teacher Development, Jessica Rivera-Mueller 2014 Western Michigan University

Asking And Understanding Questions: An Inquiry-Based Framework For Writing Teacher Development, Jessica Rivera-Mueller

Teaching/Writing: The Journal of Writing Teacher Education

Teachers develop when they critically examine the questions they ask about their work because questions make pedagogical beliefs visible and available for critical reflection and revision. In a standards-based educational climate—a time when writing becomes a set of measurable skills rather than a complex social practice—teachers may feel that a critical examination of their questions is (at best) a luxury or (at worst) a distraction to work they need to accomplish. Therefore, writing teacher educators may find it increasingly challenging to help teachers engage in reflexive inquiry. This essay describes a Deweyian-informed framework that shows how addressing inquiries ...


Co-Planning And Co-Teaching In A Summer Writing Institute: A Formative Experiment, Kelly Chandler-Olcott, Janine Nieroda, Bryan Ripley Crandall 2014 Western Michigan University

Co-Planning And Co-Teaching In A Summer Writing Institute: A Formative Experiment, Kelly Chandler-Olcott, Janine Nieroda, Bryan Ripley Crandall

Teaching/Writing: The Journal of Writing Teacher Education

This paper reports findings from a two-year formative experiment (Reinking & Bradley, 2008) investigating a summer writing institute for students entering ninth grade at an urban high school. The three-week program was staffed by both university researchers and teachers. In contrast to traditional summer school, it was intended as enrichment, not remediation, for a heterogeneous group of students, and a learning experience, not just a teaching opportunity, for practitioners. The pedagogical goals of the intervention were two-fold: 1) increase students’ writing engagement and skill, and 2) improve teachers’ capacity to teach writing to diverse student populations. Findings focused on co-teaching and ...


Navigating Collaborative Teaching Waters: Professors Go Back And Pre-Service Teachers Move Forward To Embody The Promise Of Story, Jill Adams, Kathleen Deakin, Gloria Eastman, Jay Arellano, Andrea Nieto, Eliza Spencer, Brianne Barber 2014 Western Michigan University

Navigating Collaborative Teaching Waters: Professors Go Back And Pre-Service Teachers Move Forward To Embody The Promise Of Story, Jill Adams, Kathleen Deakin, Gloria Eastman, Jay Arellano, Andrea Nieto, Eliza Spencer, Brianne Barber

Teaching/Writing: The Journal of Writing Teacher Education

A group of English education professors and secondary English education collaboratively planned a 3-week class for future high school freshmen in an academic summer camp held on our campus. Reflections of lessons learned from a variety of perspectives are shared.


Introduction: Building Bridges In Writing Teacher Education, Jonathan Bush, Erinn Bentley 2014 Western Michigan University

Introduction: Building Bridges In Writing Teacher Education, Jonathan Bush, Erinn Bentley

Teaching/Writing: The Journal of Writing Teacher Education

This introduction discusses the editors' decision to support publications in both APA and MLA formats and also provides contextual introductions for all articles.


A Research And Class Model For Future Library Instruction In Higher Education, Kirsten M. Kinsley, Leslie B. Hill, Daniel Maier-Katkin 2014 Florida State University

A Research And Class Model For Future Library Instruction In Higher Education, Kirsten M. Kinsley, Leslie B. Hill, Daniel Maier-Katkin

Library Faculty Publications

Purpose

– The purpose of this article was to describe a university library instruction and research model that represents a collaborative effort between faculty, libraries, and the campus reading writing center. It uses rigorous research methods to measure whether the classroom intervention impacts student perceptions and success outcomes.

Design/methodology/approach

– Longitudinal, mixed-methods approach that attempts to measure the outcome of an experimental class that uses precision (exact) matching to control for extraneous variables that impact student success and a survey to measure student perceptions.

Findings

– Librarians can benefit by collaborating with faculty to learn more rigorous research methods. Precision (exact ...


Crime Control, Due Process, & Evidentiary Exclusion: When Exceptions Become The Rule, Elizabeth H. Kaylor 2014 Roger Williams University

Crime Control, Due Process, & Evidentiary Exclusion: When Exceptions Become The Rule, Elizabeth H. Kaylor

Proceedings of the New York State Communication Association

This paper uses the dichotomy between Herbert Packer’s (1968) two models of criminal justice advocacy – “crime control” and “due process” – as a rhetorical paradigm for understanding policy debate about the exclusion of relevant evidence at trial. Understanding the opposition between crime control and due process advocates as a rhetorical controversy, in which commonly-used ideographs camouflage dramatically different constructions of the concepts at stake, helps to illuminate the way each side mobilizes public support for their narrative of doing . While both the exclusionary rule (which prohibits the use of illegally-obtained evidence in criminal cases) and the “fruit of the poisonous ...


Judge Posner’S Simple Law, Mitchell N. Berman 2014 University of Pennsylvania Law School

Judge Posner’S Simple Law, Mitchell N. Berman

Faculty Scholarship

The world is complex, Richard Posner observes in his most recent book, Reflections on Judging. It follows that, to resolve real-world disputes sensibly, judges must be astute students of the world’s complexity. The problem, he says, is that, thanks to disposition, training, and professional incentives, they aren’t. Worse than that, the legal system generates its own complexity precisely to enable judges “to avoid rather than meet and overcome the challenge of complexity” that the world delivers. Reflections concerns how judges needlessly complexify inherently simple law, and how this complexification can be corrected.

Posner’s diagnoses and prescriptions range ...


Language, Truth, And Rhetoric, Collin Pointon 2014 Chapman University

Language, Truth, And Rhetoric, Collin Pointon

e-Research: A Journal of Undergraduate Work

The words of Martin Heidegger are no example of the lowest form of wit. His sentence is meant to be interpreted in two important ways that utilize different meanings of the word "truth." Our common understanding of the word truth is not something innate but a product of history and culture that stretches back through the Romans to the ancient Greeks. Alētheia in ancient Greek was translated to veritas in Latin. The translation included an interpretation--as all translations do (which is why translation is rhetorical in nature)--of alētheia as a Platonic entity. Alētheia was interpreted as something transcendent; something ...


New Work About Reading Poetry: A Book Review Article On Stafford's And Bohn's Work, Martyna Markowska 2014 Purdue University

New Work About Reading Poetry: A Book Review Article On Stafford's And Bohn's Work, Martyna Markowska

CLCWeb: Comparative Literature and Culture

No abstract provided.


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