Arts and Humanities Commons^™

Adventures With Animals Big And Small, Emily Allen, Marcus Blandford, Shannon Brennan, Brennen Keen, Amanda Timm, Tara Penry, Sarah Obendorf

Tara Penry

The purpose of this project is to produce a short collection of out-of-print children’s stories that would be suitable for first grade level readers. Stories selected for the collection fit the theme of being seasonally themed and include animals as main protagonists. Under the guidance of Dr. Tara Penry, the class searched children’s magazines from the late 1800’s and early 1900’s to find stories that would be relevant and interesting to today’s elementary schoolers.

Becoming The Story In The Joyful World Of "Jack And The Beanstalk"., Kathryn F. Whitmore

Kathryn Whitmore

This article looks into the world of pretend to understand how the invitation to move, to take risks, and to become the story of Jack and the Beanstalk afforded three- to five-year-old children a means to be more than their usual selves. It describes a ten-week process drama residency studied in two preschool settings: first in three classrooms in a rural Head Start school and one year later in two classrooms in an urban Reggio-inspired child development center. The focus is on the compelling effect of engaging preschoolers’ bodies in movement and pretend, particularly for three children who presented what …

Moving Interpretations : Using Drama-Based Arts Strategies To Deepen Learning About The Diary Of A Young Girl., James S. Chisholm, Kathryn F. Whitmore, Ashley L. Shelton, Irina V. Mcgrath

Kathryn Whitmore

Three drama-based arts strategies enhanced middle grades teachers’ and students’ engagement with Anne Frank’s diary and historical circumstances.

Reading And Critiquing : An Analysis Of Talk About Strong Books For Girls., Renita Schmidt, Amanda Thein, Kathryn F. Whitmore

Kathryn Whitmore

In exploring what makes strong books for girls, these authors begin by looking at their critical conversations with each other.

The Text Of Robert Burns's 'What Ails Ye Now': An Early Holograph Manuscript From The Roy Collection

Patrick Scott

The Kilmarnock Burns And Book History, Patrick Scott

Patrick Scott

Dr John Mackenzie And The Irvine Miscellany

Patrick Scott

The Impact Of Canadian Social Discourses On L2 Writing Pedagogy In Ontario, Amir Kalan

Amir Kalan

This paper attempts to illustrate the impact of Canadian social, political, and academic discourses on second language writing pedagogy in Ontario schools. Building upon the views that regard teacher knowledge as teachers’ sociocultural interactions and lived experiences, and not merely intellectual capabilities gained within teacher preparation, this article proposes that the impact of dominant social discourses on classroom practice might be more profound than teachers’ creativity and initiative. This idea is demonstrated by examining the findings of a grounded theory study of frequently employed strategies that can deal with intercultural rhetoric in EAL (English as an additional language) academic writing. …

Essay Writing Instructional Lexicon And Semantic Confusion, Amir Kalan

Amir Kalan

“Introduction,” “body,” and “conclusion” are the most accessible words in the instructional lexicon for ESL writing teachers when they want to describe the structure of a typical five-paragraph persuasive or argumentative essay or its shorter variations for standardized tests such as TOEFL and IELTS. They are frequently employed to refer to the three tiers of the hamburger essay in textbooks, on classroom boards, and in YouTube tutorials.

Not surprisingly, English learners also might give you the same words if asked what the main components of an essay are. Like ESL teachers, students usually use the same terms or their equivalents …

Adolescent Literacy And Collaborative Inquiry, Rob Simon, Amir Kalan

Amir Kalan

In a teacher education classroom in Toronto, groups of middle school students, teacher candidates, and university researchers, members of our research collaborative, the Teaching to Learn Project (Simon et al., 2014; Simon & the Teaching to Learn Project, 2014), discuss projects developed from curricula they coauthored for Art Spiegelman’s graphic novel Maus: A Survivor’s Tale (1986). Maus documents Spiegelman’s father’s recollections of the Holocaust and the author’s own struggles to come to terms with what it means to be the child of a Holocaust survivor.

Youth and teachers involved in the Teaching to Learn Project collectively worked through what historian …

Teaching Anglo-American Academic Writing And Intercultural Rhetoric: A Grounded Theory Study Of Practice In Ontario Secondary Schools, Amir Kalan

Amir Kalan

This qualitative research project is a grounded theory study of the experiences of five EAL (English as an additional language) academic writing instructors with intercultural rhetoric. Following the academic conversation about contrastive/intercultural rhetoric, this investigation explores narratives of classroom practice in Ontario secondary schools in order to underline L2 writing activities that are sensitive to intercultural rhetoric. This paper includes explanations of the phenomenon of intercultural rhetoric as identified by the interviewed instructors and lists practical strategies employed by the participants. These strategies are organized in three categories: (1) strategies that use the potential of students’ first languages and mother …

Virginia As A Response To Parental Influence, Ashley Quaye Andrews Lear

Ashley Quaye Andrews Lear

In his 1807 poem, "Resolution and Independence," a poem that brings to mind Oliver Treadwell's artistic crisis in Virginia, William Wordsworth describes the precipice that he faces when trying to come to terms with the emotional extremes he must allow himself in creating the art he desires.

Irony In The Twilight Zone: How The Series Critiqued Postwar American Culture, Tom Pace

Tom Pace

No abstract provided.

From Silence To Words : Writing As Struggle., Min-Zhan Lu

Min-Zhan Lu

No abstract provided.

A Pedagogy Of Struggle : The Use Of Cultural Dissonance., Min-Zhan Lu

Min-Zhan Lu

No abstract provided.

Redefining The Legacy Of Mina Shaughnessy : A Critique Of The Politics Of Linguistic Innocence., Min-Zhan Lu

Min-Zhan Lu

This article examines Mina Shaughnessy's Errors and Expectations in light of current discourse theories which posit language as a site of struggle among competing discourses. It finds Shaughnessy's analyses and recommended pedagogies dominated by a view of language as a politically innocent vehicle of meaning. The author argues that this view of language leads Shaughnessy to overlook basic writers' need to confront the dissonance they experience between academic and other discourses, which might undercut her goal of helping students achieve the "freedom of deciding how and when and where to use which language." The author further argues that to pursue …

Conflict And Struggle : The Enemies Of Preconditions Of Basic Writing?, Min-Zhan Lu

Min-Zhan Lu

No abstract provided.

Professing Multiculturalism : The Politics Of Style In The Contact Zone., Min-Zhan Lu

Min-Zhan Lu

No abstract provided.

Symposium On Basic Writing, Conflict And Struggle, And The Legacy Of Mina Shaughnessy., Patricia Laurence, Peter Rondinone, Barbara Gleason, Thomas J. Farrell, Paul Hunter, Min-Zhan Lu

Min-Zhan Lu

Two articles in the December 1992 College English presented historical perspectives on the field of Basic Writing. In "Conflict and Struggle: The Enemies or Preconditions of Basic Writing?" Min-Zhan Lu argued for the value of a pedagogy in which conflict and struggle help Basic Writers to reposition themselves; she suggested that resistance to such a pedagogy is traceable to three pioneers in the field, Kenneth Bruffee, Thomas Farrell, and Mina Shaughnessy, and the historical context in which they worked. In "Waiting for an Aristotle, " Paul Hunter analyzed the special issue of the Journal of Basic Writing published in 1980 …

Redefining The Literate Self : The Politics Of Cultural Affirmation., Min-Zhan Lu

Min-Zhan Lu

No abstract provided.

Review : Life Writing As Social Acts., Min-Zhan Lu, Elizabeth Robertson

Min-Zhan Lu

No abstract provided.

An Essay On The Work Of Composition : Composing English Against The Order Of Fast Capitalism., Min-Zhan Lu

Min-Zhan Lu

This is an attempt to define what being a responsible and responsive user of English might mean in a world ordered by global capital, a world where all forms of intra- and international exchanges in all areas of life are increasingly under pressure to involve English. Turning to recent work in linguistics and education, I pose a set of alternative assumptions that might help us develop more responsible and responsive approaches to the relation between English and its users (both those labeled Native-Speaking, White or Middle Class, and those Othered by these labels), the language needs and purposes of individual …

The Politics Of The Personal : Storying Our Lives Against The Grain., Deborah Brandt, Ellen Cushman, Anne Ruggles Gere, Anne Herrington, Richard E. Miller, Victor Villanueva, Min-Zhan Lu, Gesa Kirsch

Min-Zhan Lu

This symposium presents a written dialogue of scholars expressing not only excitement but also frustration over the ways in which current work in composition and literacy studies has explored the politics of the personal.

Living English Work., Min-Zhan Lu

Min-Zhan Lu

Keeping in mind the Chinese character-combination yuyan, with its multiple meanings of language, parts of language, the processes of language, and the products of those processes, the author depicts English as kept alive by many people and by many different ways of using it in a wide range of personal, social, and historical contexts. She proposes four lines of inquiry “against the grain” of English-only instruction—that living-English users weigh what English can do for them against what it has done to them; that they weigh what English can do against what it cannot do; that they understand English as being …

Working Rhetoric And Composition., Bruce Horner, Min-Zhan Lu

Min-Zhan Lu

Given the multiple meanings of rhetoric and composition, as well as the vexed history of institutional relationships between these two terms, it is important for scholars to trace how they are “worked”—that is, how they materially function—in a variety of specific circumstances.

Introduction : Translingual Work., Min-Zhan Lu, Bruce Horner

Min-Zhan Lu

This issue both reflects and builds on the efforts prompted by the 2011 College English essay “Language Difference in Writing: Toward a Translingual Approach,” by Bruce Horner, Min-Zhan Lu, Jacqueline Jones Royster, and John Trimbur. Contributions to this symposium contextualize the emergence of a translingual approach, explore the tension and interconnections between a translingual approach and a variety of fields, and explore the viability of a translingual approach in light of existing academic structures.

The Problematic Of Experience : Redefining Critical Work In Ethnography And Pedagogy., Min-Zhan Lu, Bruce Horner

Min-Zhan Lu

Explores the convergence between projects in ethnographic research and composition pedagogy that emphasize the critical power of experience. Argues that critical ethnography and pedagogy need to redefine "experience" and its function for research and teaching and that composition can help this redefinition by looking for ways to build and constructively use a tension between teaching and research practices.

Translingual Literacy, Language Difference, And Matters Of Agency., Min-Zhan Lu, Bruce Horner

Min-Zhan Lu

We argue that composition scholarship’s defenses of language differences in student writing reinforce dominant ideology’s spatial framework conceiving language difference as deviation from a norm of sameness. We argue instead for adopting a temporal-spatial framework defining difference as the norm of utterances, and defining languages, literacy practices, conventions, and contexts as always emergent, ongoing products of iterations, and thus manifestations of writer agency. Using the “White Shoes” essay from David Bartholomae’s “Inventing the University,” we show how such a framework addresses the writer’s agency iterating the “same,” and how it resolves concerns to meet students’ need and right to learn …

Expectations, Interpretations And Contributions Of Basic Writing., Min-Zhan Lu, Bruce Horner

Min-Zhan Lu

This essay argues that Basic Writing students, teachers, and scholarship are crucial to enabling colleges and universities to live up to their ideals of diversity, interdisciplinarity, and student-centered learning. BW scholars and teachers have developed ways to work with students to better understand the different perspectives they bring to their writing and learning, and to use those perspectives to break down barriers between academic and non-academic worlds and develop "borderland" knowledge and perspectives. The authors call for more research exploring the potential of basic writing students to develop such perspectives, and for research exploring the implications of BW scholarship for …

Language Difference In Writing : Toward A Translingual Approach., Bruce Horner, Min-Zhan Lu, Jacqueline Jones Royster, John Trimbur

Min-Zhan Lu

Arguing against the emphasis of traditional U.S. composition classes on linguistically homogeneous situations, the authors contend that this focus is at odds with actual language use today. They call for a translingual approach, which they define as seeing difference in language not as a barrier to overcome or as a problem to manage, but as a resource for producing meaning in writing, speaking, reading, and listening.