The Negotiation And Development Of Writing Teacher Identities In Elementary Education,
2015
California State University, Northridge
The Negotiation And Development Of Writing Teacher Identities In Elementary Education, Shartriya M. Collier, Suzanne Scheld, Ian Barnard, Jackie Stallcup
Teaching/Writing: The Journal of Writing Teacher Education
Identity development in writing is a unique process. While many studies have explored the process of developing a professional identity among future teachers, few studies have investigated how teacher candidates develop a writing teacher’s identity. This study explores the development and negotiation of writing teacher identity among 21 pre-service multiple-subject teacher candidates at a large public institution in California. More specifically, the study examines the students’ journeys as they transformed from students of writing in a university methods course to student teachers of writing in a local school district. Our findings indicate that the use of a sociocultural-based approach to …
Moving Writing Out Of The Margins In Edtpa: “Academic Language” In Writing Teacher Education,
2015
Illinois State University
Moving Writing Out Of The Margins In Edtpa: “Academic Language” In Writing Teacher Education, Sarah Hochstetler, Melinda J. Mcbee Orzulak
Teaching/Writing: The Journal of Writing Teacher Education
The edTPA, a standardized teacher performance assessment developed by Stanford University and launched by the Pearson corporation, is quickly becoming a national measure of preservice teacher effectiveness. As more states adopt this assessment as a required component of successful completion of teacher education programs and licensure, we are compelled to critique the design, implementation, and evaluation of this high-stakes testing instrument. Our goal is to articulate the effects of this assessment on writing teacher education and the teaching of writing more broadly. Specifically, we argue that programmatic or individual interpretation of the edTPA can marginalize writing instruction (and writing teacher …
Inquiry, Experience, And Exploration: Rebooting The Research Project And Making Connections Beyond The English Classroom,
2015
Virginia Polytechnic Institute and State University
Inquiry, Experience, And Exploration: Rebooting The Research Project And Making Connections Beyond The English Classroom, Trevor Thomas Stewart, Jeff Goodman
Teaching/Writing: The Journal of Writing Teacher Education
This article describes our efforts to revitalize the research project in the English Language Arts classroom, engage students in the exploration of topics of organic interest, and create opportunities for them to share their findings with authentic audiences.
Performing Pedagogy: Negotiating The “Appropriate” And The Possible In The Writing Classroom,
2015
Auburn University
Performing Pedagogy: Negotiating The “Appropriate” And The Possible In The Writing Classroom, Lesley Erin Bartlett
Teaching/Writing: The Journal of Writing Teacher Education
While the field of Composition and Rhetoric has long held that “good writing” is a construct, we haven’t thoroughly examined how “good teaching” is also a construct. Drawing from work in composition studies, rhetorical theory, and feminist theory, this essay builds on questions of identity, embodiment, and privilege to enrich conversations about writing pedagogy and teacher development and to offer writing teachers an interpretive lens through which to critically examine their pedagogical performances. I begin with the assumption that all acts of writing and teaching are performances, whether they are marked as such or not. Featuring two key rhetorical concepts, …
“It Sounds Wrong” Vs. “I Would Be Curious”: Challenges In Seeing Students As Writers In A School-University Partnership,
2015
Pennsylvania State University
“It Sounds Wrong” Vs. “I Would Be Curious”: Challenges In Seeing Students As Writers In A School-University Partnership, Anne Elrod Whitney, Nicole Olcese, Virginia Squier
Teaching/Writing: The Journal of Writing Teacher Education
This article presents qualitative data and a pedagogical reflection from two teacher educators as they consider a writing partnership between preservice teachers in their methods course and a class of middle school writers. The purpose of the partnership was to help preservice teachers think about students not just for the purposes of evaluation and grading, but as writers, and, more importantly, as human beings. Authors present their inquiry and the challenges that arose as a result of the project, including reflections on the partnership from preservice teachers.
What Does College Writing Really Entail? The Ccss Connection To University Writing,
2015
Central Michigan University
What Does College Writing Really Entail? The Ccss Connection To University Writing, Marcy Taylor, Elizabeth Marie Brockman
Teaching/Writing: The Journal of Writing Teacher Education
This article responds to the question: What Does College Writing Really Entail? The authors showcase four university-level writing assignments and demonstrate how they collectively reflect both assessment results of study of college writing at a Midwestern University and the Common Core State Standards, especially the writing and reading anchor standards.
The Learning Disabled Student In College Composition,
2015
University of Arkansas Little Rock
The Learning Disabled Student In College Composition, Madison Leigh Hedrick
Theses and Dissertations
Colleges and universities are seeing an increase in students seeking accommodations for non-visible disabilities, like attention deficit disorder (ADD), attention deficit hyperactivity disorder (ADHD), and dyslexia. To better understand the expectations of learning disabled students, instructors of First Year Composition (FYC) courses as well as faculty and administrators are in need of information to help understand the problems affecting this population of students and the best way to teach them and know what to do. To better address this need, we designed a survey, distributed it to the learning disabled students on campus at the University of Arkansas at Little …
Kenneth Burke Meets The Apostle Paul On The Road To Damascus: Mysticism Through Rhetorical Identification,
2015
University of Arkansas Little Rock
Kenneth Burke Meets The Apostle Paul On The Road To Damascus: Mysticism Through Rhetorical Identification, William S. Elkins
Theses and Dissertations
The term “in Christ” is widely recognized within the Christian Church as a signature term of the Apostle Paul. But while the term is recognized as fundamental to his theology, occurring 180 times specifically and 300 times generally, functional usage is minimal. However, when the origin of the term is seen in its original context of the Damascus Road Event Encounter, the unique mystical nature of the term begins to come into focus. At that event the Messiah introduces Paul to a concept that much later (twentieth century) Kenneth Burke labels “identification,” who explains at length identification’s operational dynamics. My …
Serial Obsession: Analyzing Media Fixation On Jack The Ripper,
2015
University of Arkansas Little Rock
Serial Obsession: Analyzing Media Fixation On Jack The Ripper, Rachell Nicole Hayes
Theses and Dissertations
There is psychological, historical, and scientific research into the social implications of media and the responsibility of audience. This thesis observed a rhetorical connection between media and the celebrity of high-profile serial killers. The research findings of this analysis began with the 1800s studying literature written in Victorian London with an appreciation for murder eventually leading into the high-profile coverage of the Whitechapel Murders of 1888 committed by history’s still most notorious serial killer, Jack the Ripper. This analysis discovered a pattern of language usage in media depictions of serial killers found in the coverage of this case and multiple …
#Networkedglobe: Making The Connection Between Social Media And Intercultural Technical Communication,
2015
University of South Florida
#Networkedglobe: Making The Connection Between Social Media And Intercultural Technical Communication, Laura Anne Ewing
USF Tampa Graduate Theses and Dissertations
Preparing students of technical communication in the twenty-first century means training them to rhetorically utilize a wide variety of online tools. Technical communicators are now required to employ social media applications on a daily basis to communicate with clients, consumers, colleagues, and other organizations. These online modes have also opened the door to global communication wider and continue to present opportunities and challenges to technical communicators worldwide. Using Japan as a model, this dissertation sought to demonstrate a rhetorical exigency for teaching intercultural social media communication strategies to future technical communicators in the United States. The goal of this dissertation …
Wcrp Survey 2005-6 Raw Data,
2015
Purdue University
Wcrp Survey 2005-6 Raw Data, Harry Denny
Purdue Writing Lab/Purdue OWL Datasets and Research Projects
No abstract provided.
Wcrp Survey 2007-8 Raw Data,
2015
Purdue University
Wcrp Survey 2007-8 Raw Data, Harry Denny
Purdue Writing Lab/Purdue OWL Datasets and Research Projects
No abstract provided.
Wcrp Survey All Years Raw Data,
2015
Purdue University
Wcrp Survey All Years Raw Data, Harry Denny
Purdue Writing Lab/Purdue OWL Datasets and Research Projects
No abstract provided.
Wcrp Survey 2001-2 Raw Data,
2015
Purdue University
Wcrp Survey 2001-2 Raw Data, Harry Denny
Purdue Writing Lab/Purdue OWL Datasets and Research Projects
No abstract provided.
Wcrp Survey 2003-4 Raw Data,
2015
Purdue University
Wcrp Survey 2003-4 Raw Data, Harry Denny
Purdue Writing Lab/Purdue OWL Datasets and Research Projects
No abstract provided.
A More Perfect European Union?: The Transnational Networks Of The European Union’S Embassy Open House In Washington, D.C.,
2015
University of Richmond
A More Perfect European Union?: The Transnational Networks Of The European Union’S Embassy Open House In Washington, D.C., Timothy Barney
Rhetoric and Communication Studies Faculty Publications
Annually, the Delegation of the European Union (EU) in Washington, D.C., holds an embassy open house day for its 27 member nations to celebrate European culture and educate tourists on the functions of EU politics and international relations. Amidst an ongoing debt crisis and a continuing exploration of its identity as a supranational entity, “Embassy Day” affords an opportunity to see the EU as a spatial network uneasily caught in the tensions between the often nostalgic nationalism of its constituent countries and the future-oriented technocratic transnationalism of its composite alliance. By analyzing the cultural artifacts of Embassy Day from its …
The Half-Life & After-Life Of New Media,
2015
Studio Austin Alchemy
The Half-Life & After-Life Of New Media, Nancy Austin
Journal of Contemporary Archival Studies
It is fitting to think of the half-life of new media using the time-based metaphor of radioactive decay. As a metaphor, an object’s half-life can be a useful way to talk about the potent technological modernity of new media and, like Walter Benjamin’s well-known notion of the aura, call attention to an object’s performativity. However, Benjamin’s aura remains a constant reminder of irrevocable originality whereas remarking on half-life references a quality that changes over time. But what happens after the rhetorical impact of being new has run its course? What is the life expectancy of once-new media and what of …
“That Sucks?”: An Evaluation Of The Communication Competence And Enacted Social Support Of Response Messages To Depression Disclosures In College-Aged Students,
2015
James Madison University
“That Sucks?”: An Evaluation Of The Communication Competence And Enacted Social Support Of Response Messages To Depression Disclosures In College-Aged Students, Daniel Vieth
James Madison Undergraduate Research Journal (JMURJ)
Recent communication research on depression has focused on which response messages are most effective in providing emotional comfort to depressed individuals during depression dialogues. This study investigates the impact that a confidant’s initial response to a disclosure has on the disclosing individual, a key moment of dialogue for those with depression. It examines the relationship between the communication competence of responses to depression disclosures and how individuals rate those responses’ enacted social support, hypothesizing that the higher the communication competence of a confidant’s response (where competence reflects the effectiveness of interdependent communication), the more enacted social support the discloser will …
Para-Expertise, Tacit Knowledge, And Writing Problems,
2015
University of Kentucky
Para-Expertise, Tacit Knowledge, And Writing Problems, Jenny Rice
Writing, Rhetoric, and Digital Studies Faculty Publications
My office is on the thirteenth floor of an eighteen-story concrete tower that sits in the heart of campus. The building is so massively disproportionate to other buildings that it looms over the entire campus. Inside, the hallways are long and narrow, with no windows or natural light. A bank of six large elevators takes up the center space of each floor. Perhaps it is not surprising that this office tower has become the source of campus lore and legends among students and faculty. During my first semester on campus, a student asked if I knew the history of my …
"Carried Away": Love, Bly, And Secrecy In Henry James' The Turn Of The Screw 2015,
2015
SUNY College Cortland
"Carried Away": Love, Bly, And Secrecy In Henry James' The Turn Of The Screw 2015, Natalie G. El-Eid
Master's Theses
The function of the prologue in Henry James’ The Turn of the Screw is decidedly ambiguous, as the characters in the prologue, much like the uncle of the main text, are seemingly never seen again. For this reason, the purpose of this prologue is much debated.1 As Rolf Lundén states in his article “‘Not in any literal, vulgar way’: The Encoded Love Story of Henry James’ The Turn of the Screw,” “The openness of Henry James' The Turn of the Screw has invited more analytical attempts, and more critical controversy, than most literary texts” (30). Lundén summarizes four schools of …
