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The Graduate Student Advocate, December 15, 1989, Vol. 1, No. 3, Advocate
The Graduate Student Advocate, December 15, 1989, Vol. 1, No. 3, Advocate
The Advocate
TABLE OF CONTENTS:
CUNY Chancellor Will Resign (p. 1)
Committee for Cultural Studies Plans Doctoral Program: Student Involvement Encouraged (p. 1)
A Veiled Affair. Binita Mehta (p. 1)
Table of Contents (p. 1)
Around and About The Center
The Doctoral Students’ Council: A Report (p. 2)
Illustration: Post-Modernism (p. 2)
Enhancement Funds for Students with Disabilities (p. 2)
Photograph: International Students Association (p. 2)
In Search of the Missing Rib. Ed Marx (p. 3)
Dear Mr. Update (p. 3)
More Rooms Available in West Hall (p. 3)
Masthead (p. 4)
Editorials & Letters
Voted In or Out of Business? (p. …
The Graduate Student Advocate, September 1989, Vol. 1, No. 1, Advocate
The Graduate Student Advocate, September 1989, Vol. 1, No. 1, Advocate
The Advocate
TABLE OF CONTENTS:
International Students: A Quality Resource (p.1)
Doctoral Student Council Elects New Officials (p. 1)
Michael Harrington: The Last Humanist? (p. 1)
Around & About The Center
Remembering Michael Harrington: Being a Socialist. Will Petrie (p. 2)
Carina Yervasi of the Doctoral Students' Council Welcomes New Students (p. 2)
Cartoon. Brian Biggs (p. 2)
Arbitrary Judgements (p. 2)
Services for Disabled Students (p. 2)
The Deskilling of an Ancient Honorable Craft. Brooklyn Slim (p. 3)
Dining with Inka (p. 3)
Dear Mr. Update (p. 3)
Editorials & Letter (p. 4)
Miracle on 42nd Street
Soldiers of Misfortune: CUNY, …
Revision Strategies Of Deaf Student Writers, Sue Livingston
Revision Strategies Of Deaf Student Writers, Sue Livingston
Publications and Research
Deaf high school students at different schools shared second drafts of their own narratives via an electronic bulletin board after conferencing with their respective teachers. This article characterizes the kinds of questions teachers asked during the conferences and the kinds of revisions the students made between first and second drafts. Results indicate that teachers most often ask questions that require student to provide more information; yet these questions do not affect revision as much as questions which require students to rephrase specific language. Students typically either added or substituted words or phrases that showed both similarities to and differences from …