Rhetoric and Composition Commons^™

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

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 themes …

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

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 and critically …

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 …

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

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.

Please Help Your Teachers Play Hookey With Us, Leah A. Zuidema

Faculty Work Comprehensive List

Posting about the 2014 National Council of Teachers of English annual convention and why it's good for both teachers and students from Teachers, Profs, Parents: Writers Who Care - a blog advocating for authentic writing instruction.

http://writerswhocare.wordpress.com/2014/11/10/please-help-your-teachers-play-hookey-with-us/

Forum: Teacher-Writers: Then, Now, And Next, Anne Elrod Whitney, Troy Hicks, Leah A. Zuidema, James E. Fredricksen, Robert P. Yagelski

Faculty Work Comprehensive List

In this article, the authors reflect upon “the teacher as writer” and describe how they see this concept and movement developing. They articulate a view of the teacher-writer as empowered advocate. Using examples from their scholarship, they illustrate how this powerful idea can transform research conducted about and with teachers. Finally, they draw attention to the potential of the teacher-writer stance as a means of resistance to current reform efforts that disempower teachers.

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 …

Reduction Vs. Expansion: The Conflicting Projects Of Kenneth Burke And Michel Foucault, Michael David Measel

Theses and Dissertations

This project is an intertextual study of the theoretical projects of Kenneth Burke and Michel Foucault. It outlines their relationship in terms of points of cohesion and points of departure in their works. The similarities and differences between the projects of Burke and Foucault is described in terms of the relationship between language, knowledge, power, and society, then described in terms of the dichotomy of Reduction and Expansion. This dichotomy gives us a starting point from which to outline the commonalities and differences between these authors' projects. It also gives us a tool for other types of investigations concerning language …

The Legacy Of Alexander Bain, Stephen Lindsay Satterfield

Theses and Dissertations

Alexander Bain's key works are reviewed once again from a rhetorical and historical perspective. Bain was a Scottish empiricist who lived during the Industrial Revolution and contributed to rhetoric, psychology, education, and logic. Bain's emphasis on contiguity, modes of discourse, and grammar are explained. A brief Bain biography is provided along with Bain's interactions with notable friends. Researching Bain again from an interdisciplinary perspective is undertaken to avoid the usual problems with simply repeating prior academic findings and set opinions. However, the way in which Bain was accepted and then discredited is also discussed.

Makers: Technical Communication In Post-Industrial Participatory Communities, John Timothy Sherrill

Open Access Theses

In the past few decades, web technologies and increasingly accessible digital fabrication technologies such as 3D printers and laser cutters have made it easier for individuals and communities to create complex material objects at home. As a result, communities of individuals who make things outside formal institutions, known as maker communities, have combined traditional crafts and technical knowledge with digital tools and web technologies in new ways. This thesis analyzes maker communities as post-industrial participatory design communities and examines them as participatory spaces where technical communication occurs between individuals with varying levels of expertise and sometimes drastically different knowledges. Ultimately, …

Reimagining Relationships Between High School And College In The Wonderful World Of Writing Centers, Tammy Conard-Salvo, Richard Severe, Bridget Carey, Collin Baker

Purdue Writing Lab/Purdue OWL Presentations

This panel presentation given at the 2014 International Writing Centers Assocation (IWCA) conference shows two ways that high school and college writing centers can intersect. The first presentation describes a partnership between a college and high school to form a “sister writing center.” The second presentation addresses shifting tutor identities when high school tutors go onto college. Both presentations identify direct and indirect relationships between high school and college writing centers, and attendees will be invited to share ideas about collaborating with high schools.

Occupy Wall Street's Challenge To An American Public Transcript, Christopher Neville Leary

Dissertations, Theses, and Capstone Projects

This dissertation examines the rhetoric and discourses of the anti-corporate movement Occupy Wall Street, using frameworks from political ethnography and critical discourse analysis to offer a thick, triangulated description of a single event, Occupy Wall Street's occupation of Zuccotti Park. The study shows how Occupy achieved a disturbing positionality relative to the forces which routinely dominate public discourse and proposes that Occupy's encampment was politically intolerable to the status quo because the movement held the potential to consolidate critical thought and action. Because the "soft" means of re-capturing public consent were weak in 2011 because of the 2008 economic collapse, …

Integrating K-W-L Prompts Into Science Journal Writing: Can Simple Question Scaffolding Increase Student Content Knowledge?, Brandon Joel Wagner

Dissertations and Theses

Writing-to-learn strategies have been administered in the past to enrich student learning. The purpose of this study was to see if K-W-L prompts in science journal writing could benefit student content knowledge within biology. Two high school biology classes were provided with learning journals. The journals given to the students during the treatment unit were provided with K-W-L question prompts to guide student learning while during the comparison unit students were given an open ended writing assignment. Pre and posttests were administered to determine student-learning gains. Student motivations and opinions of the treatment were collected through student interviews. The combined …

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 that …

Mapping The Methods Of Composition/Rhetoric Dissertations: A “Landscape Plotted And Pieced”, Benjamin M. Miller

Publications and Research

What methods do graduate students take up for their dissertation projects? This article shares findings from distant reading of 2,711 abstracts, suggesting that humanist approaches predominate within the Consortium of Doctoral Programs in Rhetoric and Composition, but not without some methodological pluralism. A large number of studies outside the consortium are also considered.

Writing In The Cone Of Uncertainty: An Argument For Sheltering In Place, Doreen M. Piano

English Faculty Publications

No abstract provided.

Closing The Communication Gap: How A Writing Center And Pw Program Can Respond To Stem Demands, Tammy Conard-Salvo

Purdue Writing Lab/Purdue OWL Presentations

This presentation was part of a panel at the Council of Programs in Scientific and Technical Communication (CPTSC) 2014 Conference that narrated perspectives from the Writing Lab and the Professional Writing Program in describing cross-programmatic collaboration and STEM outreach initiatives. This specific paper describes the writing center administrator's viewpoint and specific Writing Lab initiatives that support STEM writing on campus.