Education Commons^™

Law As A Liberal Art, Francis J. Mootz Iii

The Journal of Law Teaching and Learning

Law is a liberal art. Unfortunately, this fact is often forgotten by legal educators, legal practitioners, and citizens. This collective amnesia does not just pose a problem of proper academic categorization. Our inattention to law’s character as a liberal art of law has a profound effect on the full realization of the rule of law in contemporary constitutional democracies. Reclaiming law as a liberal art is critically important, and this effort should be at the center of our approach to legal education.

In this short essay, I begin by providing a brief overview of what I mean by saying that …

Defining And Transferring Digital Literacies: What Does This Mean For High School And College Educators?, Jocelyn Spoor

Department of English: Dissertations, Theses, and Student Research

This thesis aims to create a digital literacies transfer framework through a discussion regarding current conversations on transfer and digital literacies in the English field, including synthesizing the two ideas to think about the transfer of digital literacies as a concept. This digital literacies framework is made up of five components: the functional skills, critical skills, and rhetorical skills found in digital literacies scholarship and the genre awareness and meta-cognitive ideas found in transfer literature. This digital literacies transfer framework is then used to analyze information gleaned from four college and five high school English educators. The key findings from …

"Dear Stanford: You Must Reckon With Your History Of Sexual Violence" By Seo-Young Chu, Seo-Young J. Chu

Publications and Research

In 2000 a Stanford professor raped me. My rape is now older than I was. (I’m still not as old as he was.) The more time passes the more I’m struck by Stanford’s apathy and fecklessness about sexual violence. I wrote a letter asking Stanford to stop compounding the abuse and to reckon with its rape culture. This letter—including the “Incomplete Compilation of Links to Sources Documenting Stanford’s History of Sexual Violence, in Chronological Order”—should be mandatory reading for administrators, faculty, students, alumni, and stakeholders at both Stanford and CUNY. #MeToo #MeTooAcademia

Fyc’S Unrealized Nnest Egg: Why Non-Native English Speaking Teachers Belong In The First-Year Composition Classroom, Asmita Ghimire, Elizabethada Wright

Academic Labor: Research and Artistry

Overviewing rhetoric and composition's evolution from “English” to “Englishes,” this article shows how the denigration of non-native English-Speaking Teachers (NNEST) of writing on the basis of English difference disregards linguistics’ understandings of the evolutions of language. Additionally, this essay demonstrates that when we consider writing via the lens of the threshold concepts and see writing as an exercise of mind, ideas and thinking, NNEST of writing can be a strength in twenty-first century First Year Composition (FYC) course.

Wearing A Hat Or A Mask: How To Consolidate The Teacher/Tutor Identity, Tyler Hurst

Writing Center Analysis Papers

What is a tutor and what is a teacher? What roles do they play in the construction of writing and the teaching of it? These identities, and their unique approaches to teaching, initially served as struggling points of my pedagogical identity. Many individuals who have ever tutored writing or taught composition can relate to this pedagogical trial by fire. So, then, while under the duress of identity how can a teacher/tutor consolidate these distinct practices? What may seem to be a crisis of identity is actually a crisis of self, best solved by identifying these frustrations and compiling the best …

Remaking Identities, Reworking Graduate Study : Stories From First-Generation-To-College Rhetoric And Composition Phd Students On Navigating The Doctorate., Ashanka Kumari

Electronic Theses and Dissertations

This dissertation responds to the decreasing number of first-generation-to-college doctorates in the humanities and the limited scholarship on graduate students in Rhetoric and Composition. Scholars in Rhetoric and Composition have long been invested in discussions of academic and/or disciplinary enculturation, yet these discussions primarily focus on undergraduate students, with few studies on graduate students and far fewer on the doctoral students training to become the next wave of a profession. In this dissertation, I argue that if we engage intersectional identities as assets in the design of doctoral programs, access to higher education and academic enculturation can become more manageable …

Digital Literacies And Visual Rhetoric: Scaffolding A Meme-Based Assignment Sequence For Introductory Composition Classes, Andie Silva

Publications and Research

Introducing students to the practice of academic writing ideally goes beyond teaching strategies like drafting, outlining, and revising in order to encourage deeper skills such as critical thinking and metacognition. This post discusses an assignment series focusing on reflection, genre analysis, and multiliteracies leading up to the design of original memes.

Rhetoric As Inquiry: Personal Writing And Academic Success In The English Classroom, Erica E. Rogers

Department of English: Dissertations, Theses, and Student Research

Holistic and critical pedagogy, an approach to learning and teaching, integrates the everyday realities students live, with the systemic and institutional objectives of education itself. Working with theories from composition, rhetoric, feminist studies, and cognitive psychology from a teacher-researcher perspective, this dissertation explores and theorizes holistic, critical pedagogy within the composition classroom while outlining the use of personal writing as a means to develop critical consciousness. Student study participants kept “Inquiry Notebooks,” semester-long personal writing projects that served as receptacles for practical and theoretical engagement with a variety of texts and ideas, then interviewed after the course to discuss their …

The Social Construction Of Authorship: An Investigation Of Subjectivity And Rhetorical Authority In The College Writing Classroom, Johannah Rodgers

Dissertations, Theses, and Capstone Projects

Although we use the term author on a daily basis to refer to certain individuals, bodies of work, and systems of ideas, as Michel Foucault and other critics have pointed out, attempting to answer the question “What is an Author?” is by no means a simple proposition. And, starting from the position that there is no single, or definitive answer to this complex question, this dissertation seeks to contribute to the ongoing discussion of the genealogy of authorship by investigating the ways in which conceptions of the author have informed models of the writing subject in the field of rhetoric …

Hard Lessons Learned Since The First Generation Of Critical Pedagogy, David Seitz

English Language and Literatures Faculty Publications

Review of the following books: (1) Collision Course: Conflict, Negotiation, and Learning in College Composition by Russel K. Durst, (2) Mutuality in the Rhetoric and Composition Classroom by David Wallace and Helen Rothschild Ewald, and (3) Teaching Composition as a Social Process by Bruce McComiskey.

A Pentadic Contrast Rhetorical Criticism And Journalistic Reporting, Edward Kaakua Medeiros

All Master's Theses

It is the purpose of this paper (1) to analyze the separate writings of a rhetorician and a journalist who both criticized selected campaign addresses of Franklin D. Roosevelt, (2) to discover the differences in the critical products derived from different purposes and methods, and (3) to describe these differences and possibly interpret them as examples which lead to the varying evaluations of rhetorical and journalistic criticism.