THE WRITING CENTER AS a SETTING for LEARNING to TUTOR DISSERTATION Presented in Partial Fulfillment O
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Composition Theory for Writing Teachers
*Relations,LocationsCOV-BCov 2/2/06 10:33 AM Page 1 R E L for beginning teachers and graduate A This anthology students in composition studies and T I other related fields begins with the premise that writing is always O social, a dialogue between self and other. This “social turn” not only N underscores the value of the writing process by encouraging students S , to prewrite, draft, and revise together, but, more important, it also focuses on postprocess by foregrounding approaches to teaching writing L O RELATIONS that highlight the importance of context. Thus, this anthology seeks C RELATIONS to move “beyond process” by building on the valuable lessons from A process pedagogy and by promoting the idea that writing stands for T a radically complex network of phenomena. I O The essays collected here are organized in three overlapping N sections: Relations, which assumes that writing occurs through S LOCATIONS , LOCATIONS conversations and negotiations with others, highlights the concepts of literacy, discourse, discourse community, and genre; Locations, which P explores how writing is shaped by material places and intellectual O spaces, emphasizes the importance of contact zones, ecocomposition, S I materiality, and place; and Positions, which identifies how writing T reflects the contingency of our beliefs and values, considers markers of I O POSITIONSPOSITIONS identity such as sex, gender, race, class, ableness, and sexual orientation. N To show how some of these ideas are demonstrated or experienced in S actual classrooms, each section ends with brief “pedagogical insights” written expressly for this collection. Composition V a n Theory for d e n b Writing e r g Teachers • H u m • C l a r National Council of y Teachers of English - 1111 W. -
Slang in American and British Hip-Hop/Rap Song Lyrics
LEXICON Volume 5, Number 1, April 2018, 84-94 Slang in American and British Hip-Hop/Rap Song Lyrics Tessa Zelyana Hidayat*, Rio Rini Diah Moehkardi Universitas Gadjah Mada, Indonesia *Email: [email protected] ABSTRACT This research examines semantic changes and also the associative patterns of slang, focusing primarily on common topics, i.e., people and drugs. The data were slang terms taken from the lyrics of hip-hop/rap songs sung by four singers, two from the U.S.A and two from the U.K. A total of 105 slang terms were found, 45 of which belong to the people category and 16 to the drugs category in the American hip-hop/rap song lyrics, and in the British hip-hop/rap song lyrics, 26 of which belong to the people category and 18 to the drugs category. Bitch and nigga were found to be the most frequently used slang terms in the people category. In terms of semantic changes, broadening, amelioration, and narrowing were found, and in terms of associative patterns, effect, appearance, way of consuming, constituent, and container associative patterns were found. In addition, a new associative pattern was found, i.e., place of origin. Keywords: associative patterns, people and drugs slang, semantic change, slang. mislead people outside their group. Then, the INTRODUCTION usage of Cant began to slowly develop. Larger “This party is just unreal!” Imagine a person groups started to talk Cant in their daily life. It saying this sentence in the biggest New Year’s Eve was even used for entertainment purposes, such as party in his/her town, with the largest crowd, the in literature. -
The Place of Creative Writing in Composition Studies
H E S S E / T H E P L A C E O F C R EA T I V E W R I T I NG Douglas Hesse The Place of Creative Writing in Composition Studies For different reasons, composition studies and creative writing have resisted one another. Despite a historically thin discourse about creative writing within College Composition and Communication, the relationship now merits attention. The two fields’ common interest should link them in a richer, more coherent view of writing for each other, for students, and for policymakers. As digital tools and media expand the nature and circula- tion of texts, composition studies should pay more attention to craft and to composing texts not created in response to rhetorical situations or for scholars. In recent springs I’ve attended two professional conferences that view writ- ing through lenses so different it’s hard to perceive a common object at their focal points. The sessions at the Associated Writing Programs (AWP) consist overwhelmingly of talks on craft and technique and readings by authors, with occasional panels on teaching or on matters of administration, genre, and the status of creative writing in the academy or publishing. The sessions at the Conference on College Composition and Communication (CCCC) reverse this ratio, foregrounding teaching, curricular, and administrative concerns, featur- ing historical, interpretive, and empirical research, every spectral band from qualitative to quantitative. CCCC sponsors relatively few presentations on craft or technique, in the sense of telling session goers “how to write.” Readings by authors as performers, in the AWP sense, are scant to absent. -
From Page to Stage (Or Movie Or Song) Shakespeare’S Plays Were Meant to Be Performed (Heard) Rather Than Read
From Page to Stage (or Movie or Song) Shakespeare’s plays were meant to be performed (heard) rather than read. Shakespeare is daunting! We suggest that students read one scene, break down the scene and then view the scene from a filmed version. Make sure to preview the filmed versions and check ratings for age appropriateness. Examples: Richard III: Richard III staring and directed by Laurence Olivier, 1955; Richard III with Ian McKellan, 1995; Looking for Richard with Al Pacino, 1996. Hamlet: Hamlet with Laurence Olivier, 1948; Hamlet with Mel Gibson, 1990; Rosencranz and Guildenstern are Dead by Tom Stoppard, 1996; Hamlet with Kenneth Branagh, 1996. Macbeth: Throne of Blood by Akira Kurosawa, 1957; Macbeth by Roman Polanski, 1973. Romeo and Juliet: West Side Story, 1961; Romeo and Juliet by Franco Zeffirelli, 1968; Romeo + Juliet by Baz Lurman, 1968; Shakespeare in Love, 1999. A Midsummer Night’s Dream: A Midsummer Night’s Dream by Peter Hall,1968; A Midsummer Night’s Dream by Michael Hoffman with Kevin Kline and Michelle Pfeiffer, 1999 Likewise, Hip Hop is meant to be heard rather than read. Most Hip Hop songs tell a story. Ask students to bring in their favorite Hip Hop songs with accompanying lyrics. Distribute the lyrics to the class and talk about the story. Then listen to the selection with music and discuss how the music contributes to the artistry of the piece. (Note: You may want to specify that students bring radio versions of songs and pre-screen for content and language.) Love I start to think, and then I sink Tryin to find -
That World of Somewhere in Between: the History of Cabaret and the Cabaret Songs of Richard Pearson Thomas, Volume I
That World of Somewhere In Between: The History of Cabaret and the Cabaret Songs of Richard Pearson Thomas, Volume I D.M.A. DOCUMENT Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Musical Arts in the Graduate School of The Ohio State University By Rebecca Mullins Graduate Program in Music The Ohio State University 2013 D.M.A. Document Committee: Dr. Scott McCoy, advisor Dr. Graeme Boone Professor Loretta Robinson Copyright by Rebecca Mullins 2013 Abstract Cabaret songs have become a delightful and popular addition to the art song recital, yet there is no concise definition in the lexicon of classical music to explain precisely what cabaret songs are; indeed, they exist, as composer Richard Pearson Thomas says, “in that world that’s somewhere in between” other genres. So what exactly makes a cabaret song a cabaret song? This document will explore the topic first by tracing historical antecedents to and the evolution of artistic cabaret from its inception in Paris at the end of the 19th century, subsequent flourish throughout Europe, and progression into the United States. This document then aims to provide a stylistic analysis to the first volume of the cabaret songs of American composer Richard Pearson Thomas. ii Dedication This document is dedicated to the person who has been most greatly impacted by its writing, however unknowingly—my son Jack. I hope you grow up to be as proud of your mom as she is of you, and remember that the things in life most worth having are the things for which we must work the hardest. -
Messenger “Advent, Justice, and a Release from the Random” by David Pettit
February/March 2020 Messenger “Advent, Justice, and a Release from the Random” by David Pettit We’ve all seen the stories and the videos on social media. The police officer who pulls someone over in a sketchy neighborhood, and to the stressed and confused driver, the police officer hands a turkey or a check just in time for the holidays. Or the billionaire commencement speaker who cancels the stu- dent debt of that lucky graduating class. Or the fortunate couple for whom Ellen decides to give a new home, their shock, and elation a form of public entertainment. Random acts of kindness. As random as the lottery. As random as a school shooting. Always guessing. Wondering. No rhyme or reason. I’m told that such acts of kindness are a reminder that there are good people out there. There is good in humanity still. And to a limited degree, I can subscribe to this. I certainly don’t want to discourage bold acts to help others. But randomness; it has an effect on the psyche. Always wondering, nothing to count on. Randomness. A loose synonym for inequality, for haphazardness, luck, fortune, or misfortune. It was this past Advent that I listened to an audio copy of The Tattooist of Auschwitz. I was drawn into the world and the experiences it presented, as any skillfully told story can do, causing me to see the world through its perspective. I saw randomness. The cumulative effect of being vulnerable to whims, caprices, and power, always wondering what response will come. What will happen? Extra food ra- tion? The butt of a rifle to the head? A bullet? Random. -
No Rhyme Or Reason Arbon Tracker
Initiative No Rhyme or Reason arbon Tracker Unreasonable projections in a world confronting climate change Carbon Tracker Initiative, July 2016 About Carbon Tracker The Carbon Tracker Initiative is a team of financial specialists making climate risk real in today’s financial markets. Our research to date on unburnable carbon and stranded assets has started a new debate on how to align the financial system with the energy transition to a low carbon future. This report was authored by: Rob Schuwerk and Luke Sussams. Acknowledgements This report draws heavily on internal memoranda prepared and commissioned by John Wunderlin on behalf of Carbon Tracker. The authors would also like to acknowledge the contributions of James Leaton, Mark Fulton, Tom Drew and Stefano Ambrogi for review and edits; Margherita Gagliardi for the design. Disclaimer Carbon Tracker is a non-profit company set-up to produce new thinking on climate risk. The organisation is funded by a range of European and American foundations. Carbon Tracker is not an investment adviser, and makes no representation regarding the advisability of investing in any particular company or investment fund or other vehicle. A decision to invest in any such investment fund or other entity should not be made in reliance on any of the statements set forth in this publication. While the organisations have obtained information believed to be reliable, they shall not be liable for any claims or losses of any nature in connection with information contained in this document, including but not limited to, lost profits or punitive or consequential damages. The information used to compile this report has been collected from a number of sources in the public domain and from Carbon Tracker licensors. -
First-Year Composition and Transfer: a Quantitative Study James D
First-Year Composition and Transfer: A Quantitative Study James D. Williams, Rhetoric & Linguistics, Soka University Minami Hattori, Psychology, University of Notre Dame Contact: [email protected] Abstract The present study investigated the effect of writing pedagogy on transfer by examining the effect of pedagogical orientation (WAC/WID or ‘traditional’) on content-area grades. Participants were 1,052 undergraduates from 17 schools throughout the United States. Hypothesis was that the WAC/WID orientation would lead to higher transfer levels as measured by participants’ higher content-area performance. Composition grades were collected in year one; content-area grades where collected in year two. Propensity scores were calculated to stratify the groups and minimize selection bias of writing- class assignment, thereby allowing quasi-causal inference. An ANOVA was performed on the resulting 2- by-5 stratified data. Results indicated that students who completed the WAC/WID composition classes received significantly higher content grades than those in the ‘traditional’ writing classes. The results confirmed the hypothesis. Keywords: transfer, academic performance, composition, pedagogy First-Year Composition and Transfer: A Quantitative Study Concerns about the value and intellectual rigor of first-year composition (FYC) are long standing (e.g., Bamberg, 1997; Connors, 1995; Skeffington, 2012), and various studies have reported that FYC does not help students become better writers (e.g., Arum & Roksa, 2011; Fleming, 2002; Zorn, 2013). Although conceptions of ‘better writer’ vary considerably, a consensus nevertheless has formed that FYC should, at a minimum, provide students with transferable writing skills that help them succeed in content-area courses. As Wardle (2007) noted, the FYC requirement throughout US colleges and universities ‘suggests that administrators, policy makers, parents, and students expect the course to prepare students for the writing they will do later—in the university and even beyond it. -
They'll Be Crying in Their Beer
Friday, August 7, 2020 www.rivernewsonline.com Page 12 SPORTS THEY’LL BE CRYING IN THEIR BEER DIGEST GNC makes fall 2010 Rebels sports schedule stay hot, stun changes defending champ The Great Northern Confer - ence on Tuesday made a host of Kimberly for schedule changes to a number Legion state title of its fall sports as it prepares for Second in a series an abbreviated season in the wake of the COVID-19 pan - By Jeremy Mayo demic. The most drastic sched - RIVER NEWS SPORTS EDITOR ule changes took place in football, boys’ soccer and vol - By vanquishing one of its leyball — all of which had their most stubborn opponents in first days of practice pushed dominating fashion, defeat - back to Labor Day following a ing Merrill 14-0 in the first WIAA Board of Control decision round of the 2010 Wisconsin late last month. AA American Legion Base - Details are still to be deter - ball state tournament, the mined by the conference regard - Rhinelander Post 7 Rebels ing COVID protocols and atoned for games that had restrictions at events, and will slipped through their grasp be announced at a later date. during the regular season See RiverNewsOnline.com for and regional tournament, a rundown of the changes. setting up a chain of events BOB MAINHARDT ARCHIVES that would culminate four In this Aug. 3, 2010 photo, the Rhinelander Post 7 Rebels celebrate after recording the final out in the days later in a state champi - Wisconsin American Legion Class AA state tournament championship game against Kimberly at Athletic onship. -
Composition Studies/English Education Connections
Published on The Writing Instructor (http://writinginstructor.com) English Education Mentoring Composition Studies/English Education Connections Author(s): W. Douglas Baker, Elizabeth Brockman, Jonathan Bush, and Kia Jane Richmond Publication History: The Writing Instructor, September 2007 At the 2001 CCCC, a special interest group met for the first time. Jonathan Bush and Janet Alsup were the co-founders of this SIG, and members were primarily English educators who had completed graduate studies in rhetoric and composition; why else would they be attending the C’s? Five years later, the group—currently known as Composition/English Education Connections—has plans to meet at both CCCC and NCTE, and it is still evolving; however, “professional profile” patterns of participants have begun to emerge. SIG members tend to teach writing or literacy-related methods classes for pre-service English teachers, and they often supervise field experiences and/or student teaching for English majors. In addition, they often work with in-service teachers in National Writing Project sites or graduate composition courses. However, SIG members usually combine these English education responsibilities with so-called “straight” composition roles; more specifically, they are often (or in the past have been) affiliated with first-year composition programs, WAC/WID initiatives, or writing centers. Not surprisingly, then, some SIG members teach in English departments, others teach in education departments, and still others have dual placements in both professional settings. Everyone is welcome. The SIG’s formation coincides with the publication of two significant and closely related texts: Robert Tremmel and William Broz’s Teaching Writing Teachers of High School English and First-Year Composition and a special issue of English Education (volume 31.4 to be precise). -
A Wild Stab in the Dark: Exposing Eminem's Existentialism
A Wild Stab in the Dark: Exposing Eminem’s Existentialism Daniel Ragusa AS 112 “Encountering Unbelief” Due: 12/6 1 Abstract This paper attempts to apply the principles of covenantal apologetics to today’s cultural milieu by using the latest music album by American rapper, Eminem, as a gateway into today’s postmodern thinking. The worldview of Eminem developed in his latest album, The Marshal Mathers LP2 (2013), will be shown to have deep affinity with the atheistic existentialism of Friedrich Nietzsche, the father of postmodernism. This allows the philosophical thought of Nietzsche to penetrate today’s culture without anyone actually reading his books, but simply listening to its application in the lyrics of Eminem and other influential artists that espouse a fundamentally similar philosophy. After establishing Eminem’s worldview, there will be provided an internal critique of it in terms of its metaphysics, epistemology and ethics, as well as its inability to account for the one and the many. It will become evident that Eminem’s worldview is far from a coherent system and must either borrow capital from the Christian worldview or spiral into total absurdity. Introduction The average person today is not reading thick volumes of philosophy to establish his worldview, but he does have headphones on. Within the first two weeks of its release, Eminem’s latest album—The Marshall Mathers LP2 (2013)1—went platinum with over one million people purchasing it.2 The album is an amalgam of raw anger, unwavering resolve, and deep-felt despair masterfully merged into unprecedented lyrical brilliance. The devilish fantasies of MMLP2 survey a wide spectrum of depraved thinking. -
08075Chap01 X.Pdf
Foreword CONTENTS FOREWORD: A REFLECTION ON LITERATURE AND COMPOSITION, TWENTY YEARS LATER Winifred Bryan Horner. ix PREFACE . xiii ACKNOWLEDGMENTS . xv 1 Introduction: “What Do You Folks Teach over There, Anyway?” Linda S. Bergmann . 1 I Institutional Contexts 2 Composition, Literary Studies, and the End(s) of Civic Education Dominic DelliCarpini . 17 3 Restructuring in Higher Education and the Relationship between Literature and Composition Timothy J. Doherty . 36 4 Causes and Cures for Our Professional Schizophrenia Edward A. Kearns . 54 5 Rhetoric, Literature, and the Ruined University Eve Wiederhold . 73 II Departmental Cultures 6 In this Corner . Barry M. Maid . 93 7 Along the DMZ between Composition and Literature John Heyda . 109 vii a08075_fm 7 1/18/06, 11:59 PM Foreword 8 Whole English, Whole Teachers: Maintaining the Balance between Rhetorical and Literary Expertise Dennis Ciesielski. 124 III Applications in the Classroom 9 Computer-Mediated Communication and the Confluence of Composition and Literature Katherine Fischer, Donna Reiss, and Art Young . 143 10 Composing English 102: Reframing Students’ Lives through Literature Edith M. Baker . 171 11 The Missing Voice in the Debate: What Students Say about Literature in Composition Mary T. Segall . 191 AFTERWORD: A COMPLEX AFFIRMATION OF READING AND WRITING Patricia Harkin . 205 WORKS FOR FURTHER CONSULTATION Linda S. Bergmann . 221 INDEX . 231 EDITORS . 243 CONTRIBUTORS . 245 viii a08075_fm 8 1/18/06, 11:59 PM Introduction: “What DoC YouHAPTER Folks OTeachNE over There, Anyway?” Introduction: “What Do You Folks Teach over There, Anyway?” LINDA S. BERGMANN Purdue University he title of this introduction reiterates a question I’ve spent T nearly an entire career trying to answer, a question asked (not unkindly) by colleagues across the disciplines as I worked with various Writing Across the Curriculum projects and pro- grams.