Open Access. Powered by Scholars. Published by Universities.®
English Language and Literature Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Education (165)
- Language and Literacy Education (129)
- Comparative Literature (99)
- Feminist, Gender, and Sexuality Studies (85)
- American Studies (73)
-
- Reading and Language (69)
- European Languages and Societies (67)
- Film and Media Studies (55)
- Other Languages, Societies, and Cultures (50)
- French and Francophone Language and Literature (47)
- Race, Ethnicity and Post-Colonial Studies (47)
- Spanish and Portuguese Language and Literature (44)
- American Literature (43)
- Slavic Languages and Societies (42)
- Rhetoric and Composition (40)
- History (39)
- Women's Studies (39)
- Ethnic Studies (35)
- Social and Behavioral Sciences (34)
- Lesbian, Gay, Bisexual, and Transgender Studies (33)
- Literature in English, North America (33)
- Jewish Studies (32)
- American Film Studies (31)
- Theatre and Performance Studies (28)
- Literature in English, North America, Ethnic and Cultural Minority (26)
- Literature in English, British Isles (25)
- Other Arts and Humanities (25)
- Modern Languages (22)
- Keyword
-
- Comparative literature (35)
- comparative literature (33)
- Writing center (18)
- Writing centers (18)
- Intercultural studies (17)
-
- intercultural studies (17)
- Comparative cultural studies (16)
- Diasporic, exile, (im)migrant, and ethnic minority writing (16)
- Literary theory (16)
- diasporic, exile, (im)migrant, and ethnic minority writing (16)
- literary theory (16)
- Cultural studies (15)
- comparative cultural studies (14)
- cultural studies (14)
- Comparison of marginalities and culture (12)
- Postcolonial and colonial studies (12)
- comparison of marginalities and culture (12)
- postcolonial and colonial studies (12)
- Feminist studies (11)
- Gender studies (11)
- feminist studies (11)
- Comparative popular culture (10)
- comparative popular culture (10)
- gender studies (10)
- Comparison of primary texts across languages and cultures (9)
- comparison of primary texts across languages and cultures (9)
- Film and literature (8)
- Identity (8)
- Memory (8)
- New works and authors in a comparative context (8)
- Publication Year
- Publication
-
- The Writing Center Journal (131)
- CLCWeb: Comparative Literature and Culture (61)
- CLCWeb Library (44)
- Department of English Faculty Publications (14)
- Purdue Linguistics, Literature, and Second Language Studies Conference (12)
-
- Open Access Dissertations (8)
- Journal of Southeast Asian American Education and Advancement (7)
- Archival and Primary Souce Literacy Toolkit (6)
- Re-visioning Terrorism (6)
- Purdue University Press Books (4)
- The Journal of Purdue Undergraduate Research (4)
- Open Access Theses (3)
- Charleston Library Conference (2)
- Interdisciplinary Journal of Problem-Based Learning (2)
- Purdue Studies in Romance Literatures (2)
- Purdue University Press Book Previews (2)
- Comparative Cultural Studies (1)
- Libraries Research Publications (1)
- Purdue Linguistic Association Symposium (1)
- Purdue Writing Lab/Purdue OWL Creative Materials (1)
- Purdue Writing Lab/Purdue OWL Graduate Student Presentations (1)
- The Summer Undergraduate Research Fellowship (SURF) Symposium (1)
- Publication Type
- File Type
Articles 121 - 150 of 314
Full-Text Articles in English Language and Literature
Decisions Squared: A Deeper Look At Student Characteristics, Performance, And Writing Center Usage In A Multilingual Liberal Arts Program In Russia, L. Ashley Squires
Decisions Squared: A Deeper Look At Student Characteristics, Performance, And Writing Center Usage In A Multilingual Liberal Arts Program In Russia, L. Ashley Squires
The Writing Center Journal
This article contributes to the ongoing discussion of student characteristics and usage/nonusage patterns in the writing center. Using a sample of 107 economics students from a selective, bilingual liberal arts program in Russia, the author finds statistically significant relationships among GPA, gender, English-language proficiency, and writing center usage. Namely, writing center usage predicts higher GPA and closes two achievement gaps related to gender and English proficiency. These findings complicate the picture presented by Lori Salem (2016), whose research showed gender, low SAT score, and being an English language learner to be strong predictors of writing center usage and produced a …
“Starting From Square One”: Results From The Racial Climate Survey Of Writing Center Professional Gatherings, Rachel Azima, Kelsey Hixson-Bowles, Neil Simpkins
“Starting From Square One”: Results From The Racial Climate Survey Of Writing Center Professional Gatherings, Rachel Azima, Kelsey Hixson-Bowles, Neil Simpkins
The Writing Center Journal
Though the conversation about race and racism in individual writing centers has developed in the last 30 years (Coenen et al., 2019; Condon, 2007; Dees et al., 2007; Denny, 2010; Faison, 2018; García, 2017; Greenfield, 2019; Greenfield & Rowan, 2011; Grimm, 1999; Kern, 2019; Lockett, 2019), scholars rarely discuss the racial climate of writing center professional spaces. This article reports on the findings from the Racial Climate Survey of Writing Center Professional Gatherings. Quantitative and qualitative data were collected in spring 2019, when participants were asked about their experiences and perceptions of the racial climate of international, national, regional, and …
Review: Self+Culture+Writing, Samira Grayson
Review: Self+Culture+Writing, Samira Grayson
The Writing Center Journal
Review of Self+Culture+Writing: Autoethnography for/as Writing Studies, edited by Rebecca L. Jackson and Jackie Grutsch McKinney.
Front Matter
The Writing Center Journal
Front matter and editors' introduction to The Writing Center Journal 40:1 (2022).
Tutors For Transfer? Reconsidering The Role Of Transfer In Writing Tutor Education, David Stock, Shannon Tuttle Liechty
Tutors For Transfer? Reconsidering The Role Of Transfer In Writing Tutor Education, David Stock, Shannon Tuttle Liechty
The Writing Center Journal
Writing center professionals’ (WCPs) efforts to integrate transfer of learning theory into writing tutor education have exceeded empirical research on the effects of such curricula. Building on research in this area (Cardinal, 2018; Hill, 2016), we designed and implemented a semester-long, transfer-focused training curriculum for experienced undergraduate writing tutors that sought to build on tutors’ prior knowledge of writing center pedagogy. We tracked these tutors’ understanding of, attitudes toward, and uses of transfer and transfer talk in writing center sessions over the course of a semester. Through analysis of training meeting transcripts and a post-training survey, we found that tutors …
Song Of Exile: A Cultural History Of Brazil’S Most Popular Poem, 1846–2018, Joshua Alma Enslen
Song Of Exile: A Cultural History Of Brazil’S Most Popular Poem, 1846–2018, Joshua Alma Enslen
Purdue Studies in Romance Literatures
Song of Exile: A Cultural History of Brazil’s Most Popular Poem, 1846–2018 is the first comprehensive study of the influence of Antônio Gonçalves Dias’s “Canção do exílio.” Written in Coimbra, Portugal, in 1843 by a homesick student longing for Brazil, “Song of Exile” has inspired thousands of parodies and pastiches, and new variations continue to appear to this day. Every generation of Brazilian writers has adapted the poem’s Romantic verses to glorify the wonders of the nation or to criticize it via parody, exposing a litany of issues that have plagued the country’s progress over the years. Based on a …
Language And Betrayal: Posthuman Ethics In Kazuo Ishiguro’S Never Let Me Go, Netty Mattar
Language And Betrayal: Posthuman Ethics In Kazuo Ishiguro’S Never Let Me Go, Netty Mattar
CLCWeb: Comparative Literature and Culture
Netty Mattar discusses in her article “Language and Betrayal: Posthuman Ethics in Kazuo Ishiguro’s Never Let Me Go” the complexities of ethical compassion in this biotechnological age. Mattar highlights how genetic technology creates new forms of life that dissolve the line between ‘human’ and ‘technology.’ In spite of this, contemporary ethical discussions do not take into account changing conceptions of human subjectivity and instead reinstate older assumptions about what ‘human’ is. Mattar argues that speculative fiction (SF), as a self-conscious play on signs and signification, can draw attention to how ethical responses are determined by the language we use. …
Returning To East Africa Via India: On M. G. Vassanji’S And Home Was Kariakoo, Shizen Ozawa
Returning To East Africa Via India: On M. G. Vassanji’S And Home Was Kariakoo, Shizen Ozawa
CLCWeb: Comparative Literature and Culture
In his article “Returning to East Africa via India,” Shizen Ozawa examines how M. G. Vassanji further develops his diasporic aesthetics in his latest travel book/ memoir And Home Was Kariakoo: A Memoir of East Africa (2014) from two perspectives. First, the essay explores some possible influences of his earlier travelogue A Place Within: Rediscovering India (2008). It seems partly because of his deepening relationship with his land of ancestral origin that in And, Vassanji emphasizes the cross-continental connections between East Africa and India more strongly than in his earlier works. Especially, he characterizes the very presence of …
Beyond Transactional Narratives Of Agency: Peer Consultants’ Antiracist Professionalization, Amy T. Cicchino, Katharine H. Brown, Christopher Basgier, Megan Haskins
Beyond Transactional Narratives Of Agency: Peer Consultants’ Antiracist Professionalization, Amy T. Cicchino, Katharine H. Brown, Christopher Basgier, Megan Haskins
The Writing Center Journal
Social justice movements, especially Black Lives Matter, inspired many writing center administrators to reflect on their commitments to antiracism and engage with antiracist professional development with their staff. However, there is continued need to study the impact antiracist professional development has on writing center consultants’ ability to practice antiracism in sessions. This article presents a predominantly white institution (PWI) writing center’s attempt to do this work, with a particular emphasis on how antiracist professional development complicates portrayals of consultant agency within the writing center. The study analyzes qualitative data collected from consultants’ reflective writing, survey, and interview responses. Results illustrate …
Writing Centers, Enclaves, And Creating Spaces Of Change Within Universities, Bronwyn T. Williams
Writing Centers, Enclaves, And Creating Spaces Of Change Within Universities, Bronwyn T. Williams
The Writing Center Journal
Writing center scholarship often highlights the ways in which their distinctive, less directive, nongraded, and individualized instruction can make them distinctive social and pedagogical spaces. There is a simultaneous argument, however, that writing centers are often institutionally vulnerable and may be unable to engage in or promote such differences within the larger college or university. Yet, despite their size and possible vulnerability, the daily practices and institutional positioning of writing centers can help change conversations and work toward a different vision, political approach, and institutional presence. Drawing on Victor Friedman’s concept of “enclaves of different practice” and Brian Massumi’s theories …
Does Peer-To-Peer Writing Tutoring Cause Stress? A Multi-Institutional Rad Study, Matthew Nelson, Kathleen Weaver, Sam Deges, Pornchanok Ruengvirayudh, Savannah Garcia, Sarah Dunn
Does Peer-To-Peer Writing Tutoring Cause Stress? A Multi-Institutional Rad Study, Matthew Nelson, Kathleen Weaver, Sam Deges, Pornchanok Ruengvirayudh, Savannah Garcia, Sarah Dunn
The Writing Center Journal
Writing center literature often notes the stress and anxiety of students as a special concern for peer writing tutors, and tutor training manuals offer advice for tutors on how to manage student writers’ anxiety and stress in sessions. Few writing center sources, however, examine the stress/anxiety tutors may experience as a result of their work in the writing center, despite increasing interest in emotions and emotional labor in writing centers. This multi-institutional study examines whether peer writing tutors experience increased stress/anxiety while tutoring. Using a mixed-methods approach combining both surveys and physiological data (salivary cortisol levels controlled against days when …
Meet The Tutors: Student Expectations, Tutor Perspectives, And Some Recommendations For Sharing Information About Tutors Online, Jessica Robbins, Jaclyn M. Wells
Meet The Tutors: Student Expectations, Tutor Perspectives, And Some Recommendations For Sharing Information About Tutors Online, Jessica Robbins, Jaclyn M. Wells
The Writing Center Journal
This article presents findings from an IRB-approved study about tutors’ online information on writing center websites, scheduling systems, and social media. The study used surveys to investigate students’ responses to tutors’ online information and focus groups to investigate tutors’ rationale for the information they shared. While many researchers have studied how writing centers are presented online, little research considers how tutors are represented. The authors argue that such representation merits attention, as tutor profiles can affect students’ comfort with the writing center staff and their microdecisions about who to see and how to interact with them (Salem, 2016). The authors …
Multidisciplinary Staffing In A Graduate Writing Center: Making Writing Labor Visible, Valued, And Shared, Nancy Welch, Diana Hackenburg, Leigh Ann Holterman, Judith Keller, Seth Orman, Vanesa Liliana Perillo, Rebecca Stern, Ashley Waldron
Multidisciplinary Staffing In A Graduate Writing Center: Making Writing Labor Visible, Valued, And Shared, Nancy Welch, Diana Hackenburg, Leigh Ann Holterman, Judith Keller, Seth Orman, Vanesa Liliana Perillo, Rebecca Stern, Ashley Waldron
The Writing Center Journal
Writing studies and writing center scholars have recently focused much-needed attention on how graduate student writers are taught, mentored, and supported. This scholarship also points to a persistent and stubborn conundrum: Graduate students must write their way into disciplinary belonging, yet most advisors lack a language for, or even awareness of, the specialized practices and tacit expectations shaping written discourse in their fields. While graduate student–serving writing centers help fill this writing-support gap, a reliance on English and humanities graduate students for staff reproduces a status quo in which the genre awareness and rhetorical vocabulary needed to mentor advanced academic …
Review: Queerly Centered: Lgbtqia Writing Center Directors Navigate The Workplace, Tyler Martinez
Review: Queerly Centered: Lgbtqia Writing Center Directors Navigate The Workplace, Tyler Martinez
The Writing Center Journal
Dr. Travis Webster’s monograph reports on qualitative research conducted into the working lives of 20 LGBTQIA-identifying writing center directors. From those interviews, Webster identifies three features of LGBTQIA writing center administrative labor: the unique capital with which their identities equip them, the activist labor that their identities call them to perform, and tensions between their labor and identities. He calls on writing center professionals and higher education administrators to become accomplices in the struggle against workplace injustices, moving beyond allyship that is all too often based in kind words rather than sustained action. The insights available in this book are …
Front Matter
The Writing Center Journal
Front matter and editors' introduction to The Writing Center Journal 39:1–2 (2021).
Praising Papers, Clarifying Concerns: How Writers Respond To Praise In Writing Center Tutorials, Mike Haen
Praising Papers, Clarifying Concerns: How Writers Respond To Praise In Writing Center Tutorials, Mike Haen
The Writing Center Journal
In face-to-face writing center tutorials, tutor praise is an action that builds rapport and motivates writers (Mackiewicz & Thompson, 2013). Drawing on and extending prior interactional analyses of praise, this article examines writers’ responses to text-based praise across 10 tutorials, with a particular focus on interactional segments in which writers reformulate their previously mentioned concerns in response to tutor praise. Unlike more common responses that signal acceptance of the praise, such as appreciation, overt acceptance, and alignment, this responding action reflects some momentary misunderstanding between tutor and writer in the tutorial interaction. Despite this, these segments also show writers taking …
Faith, Secularism, And The Need For Interfaith Dialogue In Writing Center Work, Anna Sicari, Liliana M. Naydan, Andrea Rosso Efthymiou
Faith, Secularism, And The Need For Interfaith Dialogue In Writing Center Work, Anna Sicari, Liliana M. Naydan, Andrea Rosso Efthymiou
The Writing Center Journal
This article argues that religious and secularist identities complement and intersect in political ways with race, class, gender, sexuality, and nationality and that they inform writing center practice because belief exists along a spectrum that involves all writing center inhabitants and affects all writing-centered conversations. We suggest that this spectrum of faith is evocative of the spectrums that theorists of race, gender, and sexuality in particular have discussed, yet often faith has been overlooked in discussions of identity in writing center work (Denny, 2010). We propose that theories of race, gender, sexuality and other identities that have served as springboards …
The Neglected “R”: Replicability, Replication, And Writing Center Research, Susanne Hall, Holly Ryan
The Neglected “R”: Replicability, Replication, And Writing Center Research, Susanne Hall, Holly Ryan
The Writing Center Journal
This article makes an argument for the value of both replicable research and replication research in writing center studies. In their discussion of replicability, the authors argue that writing about empirical research so that this research can be replicated will improve the quality of communication in writing center studies whether or not replication studies are subsequently undertaken. The authors further provide for researchers specific guidance on how to create replicable studies, focusing on best practices for describing data sets and sampling, sharing surveys and interview protocols, detailing coding efforts, establishing infrastructure to share data sets, and writing about statistics. Further, …
Review: Advocating, Building, And Collaborating: A Resource Toolkit To Sustain Secondary School Writing Centers Edited By Renee Brown And Stacey Waldrup, Jenny Goransson
Review: Advocating, Building, And Collaborating: A Resource Toolkit To Sustain Secondary School Writing Centers Edited By Renee Brown And Stacey Waldrup, Jenny Goransson
The Writing Center Journal
The past decade has shown enormous growth in the number of SSWCs and a need for increased scholarship and research from this group. Inspired by the work of previous secondary school writing center director (SSWCD) authors, the content offered in the Advocating, Building, and Collaborating toolkit is rooted in directors’ real experiences in K–12 schools, rather than in the post-secondary context we find in most writing center scholarship.
Agents Of Change: African American Contributions To Writing Centers, Sue Mendelsohn, Clarissa Walker
Agents Of Change: African American Contributions To Writing Centers, Sue Mendelsohn, Clarissa Walker
The Writing Center Journal
African Americans and their contributions to our field’s first pedagogical models and operational structures are absent from writing center histories. This archival research invokes their presence by recounting the stories of five African American innovators—Bess Bolden “B. B.” Walcott, Coragreene Johnstone, Anne Cooke, Hugh Gloster, and Percival Bertrand “Bert” Phillips—spanning four decades at three historically Black colleges and universities (HBCUs). Their stories invite an expansive understanding of writing center work, moving beyond a focus on traditional tutoring and strictly alphabetic literacies and into “strategic literacies”—the survival skills needed to stand up for oneself and one’s community in the face of …
Unicorn Status, Queer Activism, And Bullied Laboring: Lgbtq Writing Center Directors Reflect On Invisible Work, Travis Webster
Unicorn Status, Queer Activism, And Bullied Laboring: Lgbtq Writing Center Directors Reflect On Invisible Work, Travis Webster
The Writing Center Journal
This article showcases interviews with lesbian, gay, bisexual, transgender, and queer (LGBTQ) writing center directors about their administrative work. In it, findings reveal that participant work distinctly departs from recent empirical writing center research about labor (Geller & Denny, 2013; Caswell, Grutsch McKinney, & Jackson, 2016), particularly in ways that practitioners’ invisible administrative work is informed and complicated by their LGBTQ identities. Across 20 interviews, participants communicated that their work extends to making queer activist space through their writing centers; to supporting tutors, students, and colleagues of all orientations with issues central to queer communities and mental health; and to …
A Balancing Act: Black Women Experiencing And Negotiating Racial Tension In The Center, Talisha Haltiwanger Morrison
A Balancing Act: Black Women Experiencing And Negotiating Racial Tension In The Center, Talisha Haltiwanger Morrison
The Writing Center Journal
Writing centers increasingly have been concerned with issues of race and racism in the center. However, most of the conversation around race has centered on student writers, with references to tutors of color given only in passing or in the context of larger discussions on race. This study uses interview data and a grounded theory methodology to examine the experiences of racism and anti-Blackness in writing centers for female Black undergraduate and graduate peer tutors, categorizing the experiences in three ways: attacks on character and identity, denials of credibility, and silencing. Connections are drawn with the experiences the tutors have …
“Was It Useful? Like, Really?”: Client And Consultant Perceptions Of Post-Session Satisfaction Surveys, Katie Levin, Sarah Selz, Meredith Steck, Eric Wisz
“Was It Useful? Like, Really?”: Client And Consultant Perceptions Of Post-Session Satisfaction Surveys, Katie Levin, Sarah Selz, Meredith Steck, Eric Wisz
The Writing Center Journal
Client satisfaction surveys have long been a cornerstone of writing center assessment, but to date, research on satisfaction surveys has largely focused on analyzing client responses from the survey and their administrative uses. Research rarely investigates why clients provide the responses they do and how consultants process these responses. This study, therefore, involved conducting separate client and consultant focus groups to learn about each population’s interactions with one writing center’s optional post-session satisfaction survey and the survey results. The findings revealed that while client participants used the survey to communicate high levels of satisfaction, client participants also thought about the …
Contingent Writing Center Work: Benefits, Risks, And The Need For Equity And Institutional Change, Dawn Fels, Clint Gardner, Maggie M. Herb, Liliana M. Naydan
Contingent Writing Center Work: Benefits, Risks, And The Need For Equity And Institutional Change, Dawn Fels, Clint Gardner, Maggie M. Herb, Liliana M. Naydan
The Writing Center Journal
This study investigates and reports on the personal, professional, and programmatic benefits and risks associated with contingent writing center work. Interviews were conducted with 48 contingent writing centers workers, including directors, assistant directors, associate directors, graduate student workers, and tutors. Survey data of the interview participants showed contingent writing center workers are usually White women with advanced degrees. Most of this article focuses on interview data, analyzed using grounded theory. Interviews revealed participants’ understanding of what contingency means and revealed their struggles with instability, insecurity, and uncertainty even while they lauded the flexibility, freedom, and autonomy their contingency afforded them. …
Building Networks Of Enterprise: Sustained Learning In The Writing Center, Steve Sherwood
Building Networks Of Enterprise: Sustained Learning In The Writing Center, Steve Sherwood
The Writing Center Journal
This essay examines the learning processes of writing center professionals through the lens of “networks of enterprise” (Wallace & Gruber, 1989), which reflects on the dynamic processes through which creative people, like writing center professionals (WCPs), bring together the diverse and complex tasks undertaken in their everyday work into a cohesive and satisfying career. While there is substantial turnover in the profession, some WCPs stay in writing center positions for decades. Drawing on information gathered through surveys and interviews with ten long-term WCPs (with an average of 28 years of experience), as well as reflecting on his own career, the …
The Response To The Call For Rad Research: A Review Of Articles In The Writing Center Journal, 2007–2018, Havva Zorluel Ozer, Jing Zhang
The Response To The Call For Rad Research: A Review Of Articles In The Writing Center Journal, 2007–2018, Havva Zorluel Ozer, Jing Zhang
The Writing Center Journal
The study examined in this article explored the impact of RAD research on articles (N = 97) in a 12-year period of The Writing Center Journal (WCJ), in 2007–2012 and 2013–2018, to achieve four purposes: 1. to document the amount of replicable, aggregable, and data-supported (RAD) research published in WCJ in two equal periods before and after Driscoll & Wynn Perdue’s (2012) call for RAD research in writing center scholarship; 2. to identify how WCJ articles score in individual areas specified in Driscoll & Wynn Perdue’s RAD research rubric; 3. to provide an understanding of methodological trends in research …