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Linguistic Diversity From The K–12 Classroom To The Writing Center: Rethinking Expectations On Inclusive Grammar Instruction, Zoe Esterly, Hannah L.W Swoyer, Bridget A. Draxler

The Writing Center Journal

Language expresses our values and identities, but in educational spaces, multidialectical and multilingual students’ voices are often silenced in favor of Standard English (Lockett, 2019). As writing tutors and future language arts educators, we have developed a research-based inclusive grammar curriculum and classroom-based resources to expand the conversation surrounding linguistic inclusion. Guided by the principle that all students should be offered the opportunity to learn the conventions of Standard English, we advocate for inclusive teaching of Standard English grammar in K–12 classrooms and writing centers (Godley et al, 2015). Using previous research on multilingual students, linguistic inclusivity, and dialectical diversity, …

Review: Expanding Writing Center Research With Discourse Analysis, Sara Swaim, Randall W. Monty

The Writing Center Journal

Corpus-assisted discourse studies (CADS) is a growing field of study that provides for holistic understandings of written texts, spoken discourse, rhetorical strategies, and the people who use them. Organized as a discussion of the topics, methods, and their potential applications for writing center research, this essay reviews three edited collections, Corpus Approaches to Discourse: A Critical Review by Charlotte Taylor and Anne Marchi (Routledge, 2018); The Routledge Handbook of Corpus Approaches to Discourse Analysis by Eric Friginal and Jack A. Hardy (Routledge, 2020); and Research Methods for Digital Discourse Analysis by Camilla Vásquez (Bloomsbury, 2022). Each introduces a range of …

Destigmatizing Working With Dyslexic Learners, Riley N. Dandurand

The Writing Center Journal

In the field of writing center research there is a paucity of information regarding tutoring students with dyslexia. This comes as no surprise considering it is only in the last 50 years that there has been a conscious effort to include those who have exceptionalities in all areas of education. In addition to a lack of research and training there is another issue that arises with disclosing exceptionalities. Those studying dyslexia have found that students are hesitant to disclose their learning disability because of the stigma and feelings of differentiation from their peers (Brizee et al., 2012). The question then …

Front Matter

The Writing Center Journal

Front matter and editors' introduction to The Writing Center Journal 41:2 (2023).

The Impact Of Writing Center Consultations On Student Writing Self-Efficacy, Isabelle M. Lundin, Victoria O'Connor, Sherry Wynn Perdue

The Writing Center Journal

This study sought to determine the impact writing center consultations have on student writing self-efficacy and to illuminate effective consultant strategies for fostering student writing confidence. As part of a multimethods study, a survey was administered for students to reflect upon and to assess their feelings of writing self-efficacy by describing experiences in writing center consultations. Selected respondents were asked to elaborate on the strategies used by their peer consultant(s) in an optional open-ended interview. Findings suggest that writing center consultations help increase writing self-efficacy. The effective consultant strategies described by study participants are synthesized into an overarching consultant framework …

Keynote: Butting Heads And The Agency To Yield: Maverick Considerations In The Writing Center, Rebecca Hallman Martini

The Writing Center Journal

Despite their history of marginalization, writing centers need to be spaces where consultants, writers, and administrators act with agency. This requires both knowing when and how to act, as well as deciding when to yield. In challenging policies of seeming neutrality, I argue in this manuscript that writing center practitioners can center the needs and knowledge of consultants and writers alike. Finally, I call for more research about writer experiences with writing centers, which can (and should) meaningfully shape our administrative practices.

Back Matter

The Writing Center Journal

Back Matter for WCJ 41.2.

Vol. 60 No. 1 - Whole No. 404, Megan Abrahamson

Mythprint

Mythprint is the quarterly bulletin of the Mythopoeic Society, a nonprofit educational organization devoted to the study, discussion, and enjoyment of myth and fantasy literature, especially the works of J.R.R. Tolkien, C.S. Lewis, and Charles Williams. To promote these interests, the Society publishes three magazines, maintains a World Wide Web site, and sponsors the annual Mythopoeic Conference and awards for fiction and scholarship, as well as local discussion groups.

Poetic Tracks And Treading On Indigenous Lands: Examining Marlatt And Warland’S And Akiwenzie-Damm’S Literary Travels To Australia And Aotearoa, Christine C. Campana

The Goose

This paper considers the work of poets who travel from the area of the Indigenous land of Turtle Island now known as Canada to the Indigenous territories of Australia and Aotearoa. The poets engage in different forms of movement on the land that reveal varying degrees of awareness of and respect for Indigenous sovereignty. In particular, I put “17:00 / coming into Port Pirie” and “30/5 8:50 / past Menindee” from Daphne Marlatt and Betsy Warland’s 1988 Double Negative, an understudied collection of poetry in which the lesbian poets traverse Australia by train while reflecting on travelling through “(ab) …

Prosodic Protocols And Interruptions Of Them In Piers Plowman, Ian Cornelius

English: Faculty Publications and Other Works

In premodern societies artificial prosody supplied an encoding protocol for the transmission of sound in writing. Focusing on the fourteenth-century English poem Piers Plowman, this essay examines mid-stream interruption, modification, or blending of prosodic protocols. In most cases the interruption takes the form of a mid-line switch from English verse to Latin prose. In a few cases, the switch is from English verse to Latin verse. These interruptions of protocol are part of the formal artistry and multilingual facility of Piers Plowman, encoding a great range of sound and some silence. They prompt readers to re-evaluate well-justified expectations …

Mythprint Vol. 4 No. 6, Glen Goodknight

Mythprint

Mythprint is the monthly bulletin of the Mythopoeic Society, a nonprofit educational organization devoted to the study, discussion, and enjoyment of myth and fantasy literature, especially the works of J.R.R. Tolkien, C.S. Lewis, and Charles Williams. To promote these interests, the Society publishes three magazines, maintains a World Wide Web site, and sponsors the annual Mythopoeic Conference and awards for fiction and scholarship, as well as local and written discussion groups.

Mythprint Vol. 4 No. 5, Glen Goodknight

Mythprint

Mythprint is the monthly bulletin of the Mythopoeic Society, a nonprofit educational organization devoted to the study, discussion, and enjoyment of myth and fantasy literature, especially the works of J.R.R. Tolkien, C.S. Lewis, and Charles Williams. To promote these interests, the Society publishes three magazines, maintains a World Wide Web site, and sponsors the annual Mythopoeic Conference and awards for fiction and scholarship, as well as local and written discussion groups.

Mythprint Vol. 4 No. 4, Glen Goodknight

Mythprint

Mythprint is the monthly bulletin of the Mythopoeic Society, a nonprofit educational organization devoted to the study, discussion, and enjoyment of myth and fantasy literature, especially the works of J.R.R. Tolkien, C.S. Lewis, and Charles Williams. To promote these interests, the Society publishes three magazines, maintains a World Wide Web site, and sponsors the annual Mythopoeic Conference and awards for fiction and scholarship, as well as local and written discussion groups.

Mythprint Vol. 4 No. 3, Glen Goodknight

Mythprint

Mythprint is the monthly bulletin of the Mythopoeic Society, a nonprofit educational organization devoted to the study, discussion, and enjoyment of myth and fantasy literature, especially the works of J.R.R. Tolkien, C.S. Lewis, and Charles Williams. To promote these interests, the Society publishes three magazines, maintains a World Wide Web site, and sponsors the annual Mythopoeic Conference and awards for fiction and scholarship, as well as local and written discussion groups.

Mythprint Vol. 4 No. 2, Glen Goodknight

Mythprint

Mythprint is the monthly bulletin of the Mythopoeic Society, a nonprofit educational organization devoted to the study, discussion, and enjoyment of myth and fantasy literature, especially the works of J.R.R. Tolkien, C.S. Lewis, and Charles Williams. To promote these interests, the Society publishes three magazines, maintains a World Wide Web site, and sponsors the annual Mythopoeic Conference and awards for fiction and scholarship, as well as local and written discussion groups.

Mythprint Vol. 4 No. 1, Glen Goodknight

Mythprint

Mythprint is the monthly bulletin of the Mythopoeic Society, a nonprofit educational organization devoted to the study, discussion, and enjoyment of myth and fantasy literature, especially the works of J.R.R. Tolkien, C.S. Lewis, and Charles Williams. To promote these interests, the Society publishes three magazines, maintains a World Wide Web site, and sponsors the annual Mythopoeic Conference and awards for fiction and scholarship, as well as local and written discussion groups.

Likeness In Utopia: Situation And Metaphor From Thomas More To Edward Bellamy, Sage Rachmiel Bard Gilbert

Electronic Theses and Dissertations

As a literary genre, utopia is notably didactic. It seeks to teach desire and to educate hope. As such, utopia provides a unique site to examine the way metaphor and imagination enable one to be convinced, and the way those same elements facilitate misunderstanding. Following the theorization of Ernst Bloch, the goal of critiquing these literary utopias is not to reject hope but, rather, to educate our own daydreams, to learn and move forward. These chapters examine didacticism and the development of colonial metonymy in Thomas More’s Utopia, the way metaphor operates through time in Edward Bellamy’s Looking Backward: …

C. S. Lewis For Beginners By Louis Markos, Wendell Wagner

Mythlore: A Journal of J.R.R. Tolkien, C.S. Lewis, Charles Williams, and Mythopoeic Literature

This is a review of the book C. S. Lewis for Beginners.

"A Fearful Weapon", Verlyn Flieger

Mythlore: A Journal of J.R.R. Tolkien, C.S. Lewis, Charles Williams, and Mythopoeic Literature

The changes to Tolkien's cosmology introduced in "Myths Transformed" were not well received. Certainly their realism is a 180% turn for the man who declared unequivocally that "Fantasy remains a human right" (72). Have Tolkien's revisions, radical as they are, been “a fearful weapon” against his own creation? And if they have, how has the perception of that creation changed since the publication of Morgoth's Ring in 1993? Has Tolkien's weapon destroyed his imaginary world?

Mythos To Myth To Mythopoeia: A Cyclical Process, Ashna Mary Jacob, Nirmala Menon

Mythlore: A Journal of J.R.R. Tolkien, C.S. Lewis, Charles Williams, and Mythopoeic Literature

The paper predicates the prospects of mythopoeia in the mythical tradition. An authorial construction of mythopoeia, when internalized into the collective consciousness can evolve into mythos. This mythopoeia turned mythos in the course of time and space may regress into myth. The fragments of the myth may then result in the making of another mythopoeia. Mythopoeia to mythos to myth is a cyclical process in mythical tradition. The paper establishes this argument with J. R. R. Tolkien’s conception of mythopoeia. It explores similarities between mythopoeia and conlang. It contends that just as conlang can evolve as language, mythopoeia can also …

Darkness Leaping Out Of Light: Anti-Metaphysics And The Paradoxical Negative Affix In Moby-Dick, Bryce N. Wallace

International Journal of Undergraduate Research and Creative Activities

This paper argues that the varied philosophical beliefs that are present in the discourse of Moby-Dick’s characters are met with discursive resistance at the level of the novel’s form. Though a range of metaphysical arguments are posited by the characters as they explore the unknown, Melville’s use of negative linguistic constructions refutes the entire range of metaphysical beliefs by displaying the paradoxical and impossible nature of the primary subject that metaphysicians ponder—the unknown. I propose that in trying to comprehend “the unknown” humans unavoidably create something out of nothing then deem it unknowable and therefore fail to grant it …

Children’S Gothic In The Chinese Context: The Untranslatability And Cross-Cultural Readability Of A Literary Genre, Chengcheng You

CLCWeb: Comparative Literature and Culture

As an emerging literary subgenre in the twenty-first century, Children’s Gothic challenges and blends the norms of both children’s literature and Gothic literature, featuring child characters’ self-empowerment in the face of fears and dark impulses. The foreignness and strangeness that pertain to the genre haunt the border of its translatability. Daniel Handler’s A Series of Unfortunate Events (1999­–2006), written under the pseudonym Lemony Snicket, poses a chain of translational challenges due to its linguistic creativity, paratextual art, and mixed style of horror and dark humor intended for a child readership. To investigate the interplay between Children’s Gothic and its (un)translatability …

"I'M Really Just Scared Of The White Parents": A Teacher's Perceptions Of Barriers To Discussing Racial Injustice, Shimikqua Elece Ellis, Christian Goering

Curriculum and Instruction Faculty Publications and Presentations

Purpose - This study explores the perceived barriers that a Secondary English teacher faced when attempting to discuss racial injustice through young adult literature in Mississippi.

Design/methodology/approach- The authors rely on Critical Whiteness Studies and qualitative methods to explore the following research question: What are the barriers that a White ELA teacher perceives when teaching about racial injustice through The Hate U Give?

Findings- The authors found that there were several perceived barriers to discussing modern racial injustice in the Mississippi ELA classroom. The participating teacher indicated the following barriers: a lack of racial literacy, fears of discomfort, and an …

Marginalized Students Need To Write About Their Lives: Meaningful Assignments For Analysis And Affirmation, Nancy G. Mack

English Language and Literatures Faculty Publications

Abstract: The bias against personal experience manifests in writing courses as privileging the citation of scholars, fearing emotional writing, and equating argumentation with democratic ideals. To value the lives and knowledges of marginalized students, the curricular goals, assignments, and activities for writing courses needs to be reconsidered. Culturally sustaining pedagogy explores, extends, and examines the experiences of students. Meaningful, experience-based, narrative writing assignments are suggested: memoir essays, ethnographic research reports, and multigenre interview projects. Analysis activities challenge students to examine a chosen experience through several scholarly lenses. By adding complex analysis to their writing, students gain a challenging new experience …

The Zone Of Proximal Development And Content Area Instruction For Middle School English Language Learner Students: A Phenomenological Study, Amy Lundgren

Doctoral Dissertations and Projects

The purpose of this phenomenological study was to describe the lived experiences of middle school content area instructors (CAIs) who teach English language learners (ELLs) in public schools in ELL-heavy districts. The theory guiding this study was Vygotsky’s theory of the zone of proximal development (ZPD), as research studies indicate the ability of ELLs to access content area instruction when teachers effectively scaffold them in their ZPD to use discipline specific literacy strategies. Data were collected using one-on-one interviews with 10 content area teachers in six ELL-heavy public-school districts to participate in the study. Further data collection was completed using …

Transhuman Bodies: A Survey Of Three Avenues Of Societal Critique From Literature With Cyborg, Android, And Clone Subjects, Wesley Sanders

Student Theses and Dissertations

This thesis seeks to explore three different avenues of societal critique using works in Science Fiction which have as their subjects cyborgs, androids, or clones. In the thesis, I begin by addressing the unique way SF literature comments on gender politics through the use of objectified cyborgs and androids, typically with male creators and would be male masters. Following this, I explore the concept of a semiotic liminality surrounding cyborgs and androids and illustrate how that liminality complicates conceptions of what constitutes a living creature. Finally, the thesis shifts to the commodification of the cyborg where I attempt to illustrate …

Adults’ Reading Engagement And Wellbeing In Aotearoa New Zealand, Stephen Reder

Applied Linguistics Faculty Publications and Presentations

Education and literacy have long been associated with a range of economic and social outcomes in industrialized societies. Recent research based on large-scale national and international surveys has examined effects of education and literacy on individuals’ social and economic outcomes. This paper takes a further step in understanding the importance of literacy for individuals’ economic and social outcomes by disentangling the effects of two different aspects of literacy, literacy proficiency as measured by standardized tests and reading engagement as measured by self-reports of everyday reading activities. Using recent nationally representative survey data from New Zealand, multivariate regression models estimate the …

Emi (English-Medium Instruction) Across The Asian Region, Kingsley Bolton, John Bacon-Shone, Werner Botha

English Faculty Publications

This article has two main aims. First, to describe the general background to English-medium instruction (EMI) with reference to Outer Circle and Expanding Circle societies in South Asia, Southeast Asia, and East Asia. Second, it analyses data from each of the four case studies in the symposium in this issue in order to identify and explain the background to, and varying forms, of EMI in higher education in Cambodia, Indonesia, Singapore, and South Korea.

Emi (English-Medium Instruction) In Cambodian Higher Education, Benedict Lin, Kingsley Bolton, John Bacon-Shone, Bophan Khan

English Faculty Publications

This article is based on empirical research carried out at the Royal University of Phnom Penh (RUPP), Cambodia, between 2018 and 2019. The research involved both quantitative and qualitative approaches. In the case of the former, the researchers conducted a large-scale survey of students involving 956 respondents, of whom 79 were postgraduate students, while the overwhelming majority were studying at the undergraduate level. The qualitative data collected in this project comprised detailed interviews with undergraduates studying at RUPP. The results of both types of data collection indicated that, although many students faced difficulties in studying through the medium of English, …

Emi (English-Medium Instruction) In Indonesian Higher Education, Kingsley Bolton, Christopher Hill, John Bacon-Shone, Karen Peyronnin

English Faculty Publications

This article reports on the investigation of English-medium instruction (EMI) in Indonesian higher education. Two separate but related studies were carried out. In Phase One, a mixed method approach using a questionnaire and interviews was used at a private university in Jakarta in order to gauge the responses of undergraduates studying a range of subjects through English. The results of Phase One suggested that the students at this university generally had high levels of proficiency in English and coped rather well with EMI. Phase Two of the study involved interviewing 17 educators across multiple institutions, and the results of this …