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Full-Text Articles in Arts and Humanities
Grammar Jam: Adding A Creative Editing Tactic, David Gillespie
Grammar Jam: Adding A Creative Editing Tactic, David Gillespie
Arts & Sciences Faculty Publications
The author argues reading, hearing, and then composing musical lyrics involving grammatical concerns can help college writing students to edit more effectively for a song's grammar topic. Explaining that the songs need to offer specific advice, such as how to both spot and correct the grammatical problem, the writer offers lyrical examples and provides scholarly evidence for this approach. The essay explains what Grammar Jam is, why music can work, and how to use the tactic in the classroom.
Squirrel Quarrels, Glenna Andrade
Squirrel Quarrels, Glenna Andrade
Arts & Sciences Faculty Publications
No abstract provided.
Studying And Supporting Writing In Student Organizations As A High-Impact Practice, Brian Hendrickson
Studying And Supporting Writing In Student Organizations As A High-Impact Practice, Brian Hendrickson
Arts & Sciences Faculty Publications
Institutions of postsecondary education, and the field of writing across the curriculum and in the disciplines (WAC/WID) in particular, need to do more to trouble learning paradigms that employ writing only in service to particular disciplines, only in traditional learning environments, and only in particular languages, or in service to an overly narrow or generalized idea of who students are, where they're going, and what they need to get there. In relating a cross-section of a larger effort to study and support writing as a high-impact practice in a student chapter of an international nonprofit humanitarian engineering student organization, I …
Inviting Students To Determine For Themselves What It Means To Write Across The Disciplines, Brian Hendrickson, Genevieve Garcia De Mueller
Inviting Students To Determine For Themselves What It Means To Write Across The Disciplines, Brian Hendrickson, Genevieve Garcia De Mueller
Arts & Sciences Faculty Publications
Situated in the literature on threshold concepts and transfer of prior knowledge in WAC/WID and composition studies, with particular emphasis on the scholarship of writing across difference, our article explores the possibility of re-envisioning the role of the composition classroom within the broader literacy ecology of colleges and universities largely comprised of students from socioeconomically and ethno- linguistically underrepresented communities. We recount the pilot of a composi- tion course prompting students to examine their own prior and other literacy values and practices, then transfer that growing meta-awareness to the critical acquisition of academic discourse. Our analysis of students’ self-assessment memos …