The Best of the Independent Rhetoric and Composition Journals 2011

Composition Studies is on the Web at http:// www.compositionstudies. uwinnipeg.ca/index.html Fall 2012 Volume 40, Number 2 In publication since March 1972, ...

Author: Steve Parks

Publisher: Parlor Press LLC

ISBN: 9781602353138

Category: Language Arts & Disciplines

Page: 361

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The Best of the Independent Rhetoric and Composition Journals 2011 represents the result of a nationwide conversation—beginning with journal editors, but expanding to teachers, scholars and workers across the discipline of Rhetoric and Composition—to select essays that showcase the innovative and transformative work now being published in the field’s independent journals.

Running Thinking Writing

Embodied Cognition in Composition Jackie Hoermann-Elliott. States, vol. 108, no. ... Composition Studies, vol. 40, no. 2, 2012, pp. 50–65. Kuo, CY.

Author: Jackie Hoermann-Elliott

Publisher: Parlor Press LLC

ISBN: 9781643172538

Category: Sports & Recreation

Page: 179

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For the creative fulfillment of writers who identify as runners, walkers, or movers, Running, Thinking, Writing: Embodied Cognition in Composition unveils the varied understandings of the relationship between writing activity and physical activity. Jackie Hoermann-Elliott provides an interdisciplinary overview of relevant research from the fields of composition studies, cognitive science, neuroscience, and sports psychology before proposing a new theoretical framework for explaining what happens to writers when they are moved to develop their writing while their bodies are in motion. She shares illuminating accounts from runner-writers working in the industries of journalism, academia, and youth literature. She also provides pedagogical insights from working with student writers on embodied writing assignments as well as introductory activities for instructors to try in their own classrooms. With a running metaphor guiding the chapters in this book, readers will be challenged to view writing as embodied cognition and to realize the benefits of embodiment for all writers.

The Journal of Korean Studies Volume 17 Number 2 Fall 2012

40–41). In other words, weariness of the developmental state model led to relatively easy adoption of a new ideology of inequality, simply because it ...

Author: Clark W. Sorensen

Publisher: Rowman & Littlefield

ISBN: 9781442233348

Category: History

Page: 202

View: 569

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The University of Washington-Korea Studies Program, in collaboration with Rowman & Littlefield Publishers, is proud to publish the Journal of Korean Studies. In 1979 Dr. James Palais (PhD Harvard 1968), former UW professor of Korean History edited and published the first volume of the Journal of Korean Studies. For thirteen years it was a leading academic forum for innovative, in-depth research on Korea. In 2004 former editors Gi-Wook Shin and John Duncan revived this outstanding publication at Stanford University. In August 2008 editorial responsibility transferred back to the University of Washington. With the editorial guidance of Clark Sorensen and Donald Baker, the Journal of Korean Studies (JKS) continues to be dedicated to publishing outstanding articles, from all disciplines, on a broad range of historical and contemporary topics concerning Korea. In addition the JKS publishes reviews of the latest Korea-related books. To subscribe to the Journal of Korean Studies or order print back issues, please click here.

Linguistically Diverse Immigrant and Resident Writers

TESL Canada Journal, 25(2), 40–65. Moll, L., Saez, R., & Dworin, J. (2001). ... of writing-related transfer research. Composition Forum, 26, Fall 2012.

Author: Christina Ortmeier-Hooper

Publisher: Routledge

ISBN: 9781317298038

Category: Foreign Language Study

Page: 250

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Spotlighting the challenges and realities faced by linguistically diverse immigrant and resident students in U.S. secondary schools and in their transitions from high school to community colleges and universities, this book looks at programs, interventions, and other factors that help or hinder them as they make this move. Chapters from teachers and scholars working in a variety of contexts build rich understandings of how high school literacy contexts, policies such as the proposed DREAM Act and the Common Core State Standards, bridge programs like Upward Bound, and curricula redesign in first-year college composition courses designed to recognize increasing linguistic diversity of student populations, affect the success of this growing population of students as they move from high school into higher education.

The Embodied Playbook

2012. “Bodies of Knowledge: Definitions, Delineations, and Implications of Embodied Writing in the Academy.” Composition Studies 40 (2): 50–65.

Author: J. Michael Rifenburg

Publisher: University Press of Colorado

ISBN: 9781607326892

Category: Language Arts & Disciplines

Page: 188

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The Embodied Playbook discovers a new approach to understanding student literacy in a surprising place: the university athletics department. Through analysis of a yearlong case study of the men’s basketball team at the University of North Georgia, J. Michael Rifenburg shows that a deeper and more refined understanding of how humans learn through physical action can help writing instructors reach a greater range of students. Drawing from research on embodiment theory, the nature and function of background knowledge, jazz improvisation, and other unexpected domains, The Embodied Playbook examines a valuable but unexplored form of literacy: the form used by student-athletes when learning and using scripted plays. All students’ extracurricular prior knowledge is vital for the work they undertake in the classroom, and student-athletes understand the strengths and constraints of written text much as they understand the text of game plays: through embodying text and performing it in a competitive space. The book focuses on three questions: What are plays and what do they do? How do student-athletes learn plays? How can teachers of composition and rhetoric better connect with student-athletes? The Embodied Playbook reveals the literacy of the body as a rich and untapped resource for writing instruction. Given the numbers of students who are involved in athletics, whether intramural, community-related, or extracurricular, Rifenburg’s conclusions hold important implications not only for how we define literacy but also for how writing programs can serve all of their students most effectively.

Improving Outcomes

“Because Writing Is Never Just Writing.” College Composition and Communication, vol. 69, no. 2, 2017, pp. 317–40. ... 26, Fall 2012, compositionforum.co ...

Author: Diane Kelly-Riley

Publisher: Modern Language Association

ISBN: 9781603295147

Category: Language Arts & Disciplines

Page: 280

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Students thrive when they are exposed to a variety of disciplinary genres, and their lives--and our institutions--are enriched by improving their writing outcomes. Taking account of evolving research, writing in the disciplines, and demographic and institutional shifts in higher education, this volume imagines new ways to improve writing outcomes by broadening the focus of assessment to wider issues of humanity and society. The essays--by contributors from diverse fields, from writing studies to nursing, engineering, and architecture--demonstrate innovative classroom practices and curricular design that place fairness and the situatedness of language at the center of writing instruction. Contributors reflect on a wide range of examples, from a disability-as-insight model to reckoning with postcolonial legacies, and the essays consider a variety of institutions, classrooms, and types of assessment, including culturally responsive assessment and peer feedback in digital environments.

Global History Globally

Meltem Toksöz, “The World of Mehmed Murad: Writing Histoires Universelles in Ottoman Turkish,” Journal of Ottoman Studies 40 (Fall 2012), 121–42. 6.

Author: Sven Beckert

Publisher: Bloomsbury Publishing

ISBN: 9781350036369

Category: History

Page: 320

View: 370

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In recent years historians in many different parts of the world have sought to transnationalize and globalize their perspectives on the past. Despite all these efforts to gain new global historical visions, however, the debates surrounding this movement have remained rather provincial in scope. Global History, Globally addresses this lacuna by surveying the state of global history in different world regions. Divided into three distinct but tightly interweaved sections, the book's chapters provide regional surveys of the practice of global history on all continents, review some of the research in four core fields of global history and consider a number of problems that global historians have contended with in their work. The authors hail from various world regions and are themselves leading global historians. Collectively, they provide an unprecedented survey of what today is the most dynamic field in the discipline of history. As one of the first books to systematically discuss the international dimensions of global historical scholarship and address a wealth of questions emanating from them, Global History, Globally is a must-read book for all students and scholars of global history.

Assessing and Improving Student Writing in College

Composition Forum,Fall 2012, 26. Furco, A., and Moely,B.E. “Using Learning Communities ... American Educational Research Journal, 2003, 40(3), 731–767.

Author: Barbara E. Walvoord

Publisher: John Wiley & Sons

ISBN: 9781118559185

Category: Education

Page: 144

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Step-by-step guidance for shaping better writers while keeping faculty workloads manageable Effective communication is a critical skill for many academic disciplines and careers, and so colleges and universities and their faculty members are rightfully committed to improving student writing across the curriculum. Guiding and assessing student writing in classrooms, general education, and departments takes knowledge, planning, and persistence, but it can be done effectively and efficiently. Written in the concise, accessible style Barbara Walvoord is known for, Assessing and Improving Student Writing in College: A Guide for Institutions, General Education, Departments, and Classrooms offers administrators, program chairs, general education leaders, and classroom instructors the guidance they need. The book provides concrete suggestions for how to: Articulate goals for student writing Measure student writing Improve student writing Document that improvement The book begins by addressing four basic concepts: what we mean by writing, what we mean by "good" writing, how students learn to write, and the purposes of assessment. Next, Walvoord explains the various approaches and methods for assessing writing, urging a combination of them adapted to the institution's purposes and political context. After this introduction, successive chapters offer realistic, practical advice to institution-wide and general education leaders, department members, and classroom instructors. Walvoord addresses issues such as how to engage faculty, how to use rubrics, how to aggregate assessment information at the department and institutional levels, and how to report assessment information to accreditors. The chapter for classroom instructors offers practical suggestions: how to add more writing to a course without substantially increasing the grading load; how to construct writing assignments, how to make grading and responding more effective and time-efficient, how to address grammar and punctuation, and how to support students whose native language is not English. The book also includes four helpful appendices: a taxonomy of Writing Across the Curriculum (WAC) and Writing in the Disciplines (WID) programs; sample outlines for faculty development workshops; a student survey on teaching methods instructors can use to inform their choices in the classroom; and a student self-check cover sheet designed to help students take ownership of their own learning and responsibility for turning in complete, correct assignments. Practical, step-by-step guidance for each point in the assessment and improvement process creates a cohesive, institution-wide system that keeps students, faculty, and administrators on the same page.

Securing a Place for Reading in Composition

Reconceiving Writing, Rethinking Writing Instruction, ed. ... and Communication 4 (2): 38–40. http://dx.doi.org/10.2307/354041. Tim [pseud]. 2012.

Author: Ellen C. Carillo

Publisher: University Press of Colorado

ISBN: 9780874219609

Category: Language Arts & Disciplines

Page: 224

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Securing a Place for Reading in Composition addresses the dissonance between the need to prepare students to read, not just write, complex texts and the lack of recent scholarship on reading-writing connections. Author Ellen C. Carillo argues that including attention-to-reading practices is crucial for developing more comprehensive literacy pedagogies. Students who can read actively and reflectively will be able to work successfully with the range of complex texts they will encounter throughout their post-secondary academic careers and beyond. Considering the role of reading within composition from both historical and contemporary perspectives, Carillo makes recommendations for the productive integration of reading instruction into first-year writing courses. She details a “mindful reading” framework wherein instructors help students cultivate a repertoire of approaches upon which they consistently reflect as they apply them to various texts. This metacognitive frame allows students to become knowledgeable and deliberate about how they read and gives them the opportunity to develop the skills useful for moving among reading approaches in mindful ways, thus preparing them to actively and productively read in courses and contexts outside first-year composition. Securing a Place for Reading in Composition also explores how the field of composition might begin to effectively address reading, including conducting research on reading, revising outcome statements, and revisiting the core courses in graduate programs. It will be of great interest to writing program administrators and other compositionists and their graduate students.

The Journal of Korean Studies Volume 18 Number 2 Fall 2013

Korean Studies 29 (2005): 55–94. doi:10.1353/ks.2006.0005. ———. “Self-Sacrifice in North Korean Creative Writing.” The Journal of Korean Studies 13, no.

Author: Clark W. Sorensen

Publisher: Rowman & Littlefield

ISBN: 9781442233362

Category: History

Page: 256

View: 698

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The University of Washington-Korea Studies Program, in collaboration with Rowman & Littlefield Publishers, is proud to publish the Journal of Korean Studies. In 1979 Dr. James Palais (PhD Harvard 1968), former UW professor of Korean History edited and published the first volume of the Journal of Korean Studies. For thirteen years it was a leading academic forum for innovative, in-depth research on Korea. In 2004 former editors Gi-Wook Shin and John Duncan revived this outstanding publication at Stanford University. In August 2008 editorial responsibility transferred back to the University of Washington. With the editorial guidance of Clark Sorensen and Donald Baker, the Journal of Korean Studies (JKS) continues to be dedicated to publishing outstanding articles, from all disciplines, on a broad range of historical and contemporary topics concerning Korea. In addition the JKS publishes reviews of the latest Korea-related books. To subscribe to the Journal of Korean Studies or order print back issues, please click here.

Sixteen Teachers Teaching

College Composition and Communication 69 (2): 317–340. ... https:// www .insidehighered.com/views/2012/03/16/essay-value-first-year-writing-courses.

Author: Patrick Sullivan

Publisher: University Press of Colorado

ISBN: 9781607329305

Category: Language Arts & Disciplines

Page: 324

View: 954

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Sixteen Teachers Teaching is a warmly personal, full-access tour into the classrooms and teaching practices of sixteen distinguished two-year college English professors. Approximately half of all basic writing and first-year composition classes are now taught at two-year colleges, so the perspectives of English faculty who teach at these institutions are particularly valuable for our profession. This book shows us how a group of acclaimed teachers put together their classes, design reading and writing assignments, and theorize their work as writing instructors. All of these teachers have spent their careers teaching multiple sections of writing classes each semester or term, so this book presents readers with an impressive—and perhaps unprecedented—abundance of pedagogical expertise, teaching knowledge, and classroom experience. Sixteen Teachers Teaching is a book filled with joyfulness, wisdom, and pragmatic advice. It has been designed to be a source of inspiration for high school and college English teachers as they go about their daily work in the classroom. Contributors: Peter Adams, Jeff Andelora, Helane Adams Androne, Taiyon J. Coleman, Renee DeLong, Kathleen Sheerin DeVore, Jamey Gallagher, Shannon Gibney, Joanne Baird Giordano, Brett Griffiths, Holly Hassel, Darin Jensen, Jeff Klausman, Michael C. Kuhne, Hope Parisi, and Howard Tinberg

The Oxford Handbook of American Immigration and Ethnicity

2 (Fall 2012): 321–337. 39. Ibid. 40. ... Mobility in Laotian and Vietnamese Immigrant Communities: A Study of Religious Institutions and Economic Change.

Author: Ronald H. Bayor

Publisher: Oxford University Press

ISBN: 9780190612887

Category: History

Page: 640

View: 822

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Scholarship on immigration to America is a coin with two sides: it asks both how America changed immigrants, and how they changed America. Were the immigrants uprooted from their ancestral homes, leaving everything behind, or were they transplanted, bringing many aspects of their culture with them? Although historians agree with the transplantation concept, the notion of the melting pot, which suggests a complete loss of the immigrant culture, persists in the public mind. The Oxford Handbook of American Immigration and Ethnicity bridges this gap and offers a comprehensive and nuanced survey of American racial and ethnic development, assessing the current status of historical research and simultaneously setting the goals for future investigation. Early immigration historians focused on the European migration model, and the ethnic appeal of politicians such as Fiorello La Guardia and James Michael Curley in cities with strong ethno-political histories like New York and Boston. But the story of American ethnicity goes far beyond Ellis Island. Only after the 1965 Immigration Act and the increasing influx of non-Caucasian immigrants, scholars turned more fully to the study of African, Asian and Latino migrants to America. This Handbook brings together thirty eminent scholars to describe the themes, methodologies, and trends that characterize the history and current debates on American immigration. The Handbook's trenchant chapters provide compelling analyses of cutting-edge issues including identity, whiteness, borders and undocumented migration, immigration legislation, intermarriage, assimilation, bilingualism, new American religions, ethnicity-related crime, and pan-ethnic trends. They also explore the myth of "model minorities" and the contemporary resurgence of anti-immigrant feelings. A unique contribution to the field of immigration studies, this volume considers the full racial and ethnic unfolding of the United States in its historical context.

Writing Arizona 1912 2012

2. Metuchen, N.J.: Scarecrow Press, 1991. Heidinger, Lisa Schnebly. Arizona: 100 Years Grand. ... Environment and Planning 40 (2008): 1796–810.

Author: Kim Engel-Pearson

Publisher: University of Oklahoma Press

ISBN: 9780806159188

Category: History

Page: 308

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From the year of Arizona’s statehood to its centennial in 2012, narratives of the state and its natural landscape have revealed—and reconfigured—the state’s image. Through official state and federal publications, newspapers, novels, poetry, autobiographies, and magazines, Kim Engel-Pearson examines narratives of Arizona that reflect both a century of Euro-American dominance and a diverse and multilayered cultural landscape. Examining the written record at twenty-five-year intervals, Writing Arizona, 1912–2012 shows us how the state was created through the writings of both its inhabitants and its visitors, from pioneer reminiscences of settling the desert to modern stories of homelessness, and from early-twentieth-century Native American “as-told-to” autobiographies to those written in Natives’ own words in the 1970s and 1980s. Weaving together these written accounts, Engel-Pearson demonstrates how government leaders’ and boosters’ promotion of tourism—often at the expense of minority groups and the environment—was swiftly complicated by concerns about ethics, representation, and conservation. Word by word, story by story, Engel-Pearson depicts an Arizona whose narratives reflect celebrations of diversity and calls for conservation—yet, at the same time, a state whose constitution declares only English words “official.” She reveals Arizona to be constructed, understood, and inhabited through narratives, a state of words as changeable as it is timeless.

Exercise Oncology

... quality of life, and lower limb lymphedema: Pilot Study. ... in older adults with malignancy: results from the health, aging and body composition study.

Author: Kathryn H. Schmitz

Publisher: Springer Nature

ISBN: 9783030420116

Category: Medical

Page: 441

View: 808

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This groundbreaking book presents a unique and practical approach to the evolving field of exercise oncology - the study of physical activity in the context of cancer prevention and control. Presenting the current state of the art, the book is sensibly divided into four thematic sections. Following an opening chapter presenting an overview and timeline of exercise oncology, the chapters comprising part I discuss primary cancer prevention, physical activity and survivorship, and the mechanisms by which these operate. Diagnosis and treatment considerations are discussed in part II, including prehabilitation, exercise during surgical recovery, infusion and radiation therapies, and treatment efficacy. Post-treatment and end-of-life care are covered in part III, including cardio-oncology, energetics and palliative care. Part IV presents behavioral, logistical and policy-making considerations, highlighting a multidisciplinary approach to exercise oncology as well as practical matters such as reimbursement and economics. Written and edited by experts in the field, Exercise Oncology will be a go-to practical resource for sports medicine clinicians, family and primary care physicians, oncologists, physical therapy and rehabilitation specialists, and all medical professionals who treat cancer patients.

Labored

Charlton, Jonikka, and Shirley K. Rose. “Twenty More Years in the WPA's Progress.” WPA: Writing Program Administration, vol. 33, no. 1–2, Fall/ Winter 2009, ...

Author: Randall McClure

Publisher: Parlor Press LLC

ISBN: 9781602358935

Category: Business & Economics

Page: 345

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Labored: The State(ment) and Future of Work in Composition, edited by Randall McClure, Dayna V. Goldstein, and Michael Pemberton, offers both a retrospective and a prospective look at the 1989 Statement of Principles and Standards for the Postsecondary Teaching of Writing and its relation to the changing nature of work in composition. Stemming from an investigative project to strengthen the Statement with data culled from national reports on labor conditions, this collection draws on the expertise of scholars whose research agendas and lived experiences afford fresh insights and critical analyses on labor issues in composition and writing program administration.

Trauma and Recovery in the Twenty First Century Irish Novel

Studies in Canadian Literature 40, no. 2 (2015): 5–24. Moynihan, Sinéad. ... Studies in American Fiction 39, no. 2 (Fall 2012): 269–90. Mulhall, Anne.

Author: Kathleen Costello-Sullivan

Publisher: Syracuse University Press

ISBN: 9780815654339

Category: Literary Criticism

Page: 194

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The desire to engage and confront traumatic subjects was a facet of Irish literature for much of the twentieth century. Yet, just as Irish society has adopted a more direct and open approach to the past, so too have Irish authors evolved in their response to, and literary uses of, trauma. In Trauma and Recovery in the Twenty-First-Century Irish Novel, Costello-Sullivan considers the ways in which the Irish canon not only represents an ongoing awareness of trauma as a literary and cultural force, but also how this representation has shifted since the end of the twentieth and beginning of the twenty-first century. While earlier trauma narratives center predominantly on the role of silence and the individual and/or societal suffering that traumas induce, twenty-first-century Irish narratives increasingly turn from just the recognition of traumatic experiences toward exploring and representing the process of healing and recovery both structurally and narratively. Through a series of keenly observed close readings, Costello-Sullivan explores the work of Colm Tóibín, John Banville, Anne Enright, Emma Donohue, Colum McCann, and Sebastian Barry. In highlighting the power of narrative to amend and address memory and trauma, Costello-Sullivan argues that these works reflect a movement beyond merely representing trauma toward also representing the possibility of recovery from it.

Writing to the World

2 (Fall 2011): 441, 443. 34. Jean Marie Lutes, “Beyond the Bounds of the Book: Periodical Studies and Women Writers of the Late Nineteenth and Early ...

Author: Rachael Scarborough King

Publisher: JHU Press

ISBN: 9781421425498

Category: Literary Criticism

Page: 272

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Ultimately, Writing to the World is a sophisticated look at the intersection of print and the public sphere.

Journal of Early Modern Studies Volume 3 Issue 2 Fall 2014

2. The Anaclastic Line Example There are no definitive examples of Descartes' method in the Regulae, at least, not until Descartes' composition of Rule VIII ...

Author: Vlad Alexandrescu

Publisher: Zeta Books

ISBN: 9786068266893

Category:

Page:

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ISBN: 978-606-8266-88-6 (paper) ISBN: 978-606-8266-89-3 (online)