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, Composition Studies holds the distinction of being the oldest independent ...

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

Composition Studies, vol. 40, no. 2, 2012, pp. 50–65. Kuo, CY. “Sensorimotor-Conceptual Integration in Free Walking Enhances Divergent Thinking for Younger and Older Adults.” Frontiers in Psychology, vol. 7, Fall 2016, p. 1580.

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.

Linguistically Diverse Immigrant and Resident Writers

TESL Canada Journal, 25(2), 40–65. Moll, L., Saez, R., & Dworin, J. (2001). ... Mapping the questions: The state of writing-related transfer research. Composition Forum, 26, Fall 2012. Retrieved from http://compositionforum.com/ ...

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

Signs, Genres, and Communication in Technical Communication. New York: Baywood. Knoblauch, A. Abby. 2012. “Bodies of Knowledge: Definitions, Delineations, and Implications of Embodied Writing in the Academy.” Composition Studies 40 (2): ...

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 m/issue/26/troublesome-knowledge-threshold.php. Accessed 4 Dec. 2019.

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

Unpublished report to the Turkish Academy of Science (TÜBA), on the state of history writing in Turkey, ... 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

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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 ... Journal of General Education, 2005, 54(2), 139–149. Gess-Newsome, J., Southerland,S.A., ... 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

“Reading and Writing a Text: Correlations between Reading and Writing Patterns. ... 2012. “Stories about Reading: Appearance, Disappearance, Morphing, and Revival.” College English 75 (2): 199–217. Scholes, Robert. ... Fall of English.

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.

Sixteen Teachers Teaching

Inside Higher Education. https:// www .insidehighered.com/views/2012/03/16/essay-value-first-year-writing-courses. ... 2012. “The End of the Community College Profession.” Teaching English in the Two- Year College 40 (2): 118–129.

Author: Patrick Sullivan

Publisher: University Press of Colorado

ISBN: 9781607329305

Category: Language Arts & Disciplines

Page: 324

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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. Ajantha Subramanian, “North Carolina's Indians: Erasing Race to Make a Citizen ... “De Facto Congregationalism and Socioeconomic Mobility in Laotian and Vietnamese Immigrant Communities: A Study of ...

Author: Ronald H. Bayor

Publisher: Oxford University Press

ISBN: 9780190612887

Category: History

Page: 640

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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.

Exercise Oncology

2012;16(3):293–300. 24. Gerritsen JK, Vincent AJ. Exercise improves quality of life in patients with cancer: a systematic review and meta-analysis of randomised controlled trials. Br J Sports Med. 2016;50(13):796–803. 25.

Author: Kathryn H. Schmitz

Publisher: Springer Nature

ISBN: 9783030420116

Category: Medical

Page: 441

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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.

Medical Writing and Research Methodology for the Orthopaedic Surgeon

Leisure-time physical activity, falls and fall injuries in middle-aged adults. ... 2015;44:402. 9. Paraliticci G, Rodríguez-Quintana R, Dávilla A, Otero-López A. Atraumatic bilateral femoral neck fractures in a ... 2012;94-A:1833–8.

Author: Cyril Mauffrey

Publisher: Springer

ISBN: 9783319693507

Category: Medical

Page: 86

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This unique guide is designed to facilitate the complex task of getting a paper published in an orthopaedics journal. The editors have enlisted expert orthopaedic surgeons from prestigious academic institutions, who share essential advice on how to set up and write on your research. The book addresses fraud issues, the correct use of English and editing, how to develop a sound research methodology, and editors’ and reviewers’ expectations, along with the main reasons for rejection. The future of the Impact Factor, altmetrics and Open Access journals are also discussed, and will be of special interest to young faculty who are starting their research career. The chapters are structured in a reproducible and easy-to-follow format. In addition, the editors offer tips and tricks for non-native speakers writing in English. As such, the book provides an accessible and comprehensive resource for all those seeking guidance on how to publish their research work in the field of orthopaedics.

Labored

College Composition and Communication, vol. 40, no. 3, 1989, pp. 329–36. 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, pp.

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. ... 2 (Fall 2012): 269–90. Mulhall, Anne. ... “The Caoineadh, Psychoanalytic Theory, and Contemporary Irish Writing: Anne Enright's The Gathering.

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 Twentieth Centuries,” Legacy 27, no. 2 (2010): 339–40. 35. Manushag Powell, “See No ...

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.

Writing at the State U

2012. “New College of Florida—Our Academic Program.” Accessed July 26, 2012. www.ncf.edu/our-academic-program. North, Stephen M. 2011. ... A Field of Dreams: Independent Writing Programs and the Future of Composition Studies.

Author: Emily Isaacs

Publisher: University Press of Colorado

ISBN: 9781607326397

Category: Language Arts & Disciplines

Page: 256

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Writing at the State U presents a comprehensive, empirical examination of writing programs at 106 universities. Rather than using open survey calls and self-reporting, Emily Isaacs uses statistical analysis to show the extent to which established principles of writing instruction and administration have been implemented at state comprehensive universities, the ways in which writing at those institutions has differed from writing at other institutions over time, and how state institutions have responded to major scholarly debates concerning first-year composition and writing program administration. Isaacs’s findings are surprising: state university writing programs give lip service to important principles of writing research, but many still emphasize grammar instruction and a skills-based approach, classes continue to be outsized, faculty development is optional, and orientation toward basic writing is generally remedial. As such, she considers where a closer match between writing research and writing instruction might help to expose and remedy these difficulties and identifies strategies and areas where faculty or writing program administrators are empowered to enact change. Unique in its wide scope and methodology, Writing at the State U sheds much-needed light on the true state of the writing discipline at state universities and demonstrates the advantages of more frequent and rigorous quantitative studies of the field.

Food and Masculinity in Contemporary Autobiographies

World Literature in English 40 (2): 77–90. de Maeseneer, Rita. “Miguel Barnet's Cimarrón The Real Thing? A Gastrocritical Approach” Afro-Hispanic Review 30, no. 2, Fall (2011): 59–68. Majors, Kerri. 2012. Out of the Frying Pan: Food in ...

Author: Nieves Pascual Soler

Publisher: Springer

ISBN: 9783319709239

Category: Literary Criticism

Page: 126

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This book is concerned with food autobiographies written by men from the 1980s to the present. It concentrates on how food has transformed autobiographical narratives and how these define the ways men eat and cook nowadays. After presenting a historical overview of the place of food within men ́s autobiography, this volume analyzes the reasons for our present interest in food and the proliferation of life narratives focused on cooking. Then it centers around the identities that male chefs are taking on in the writing of their lives and the generic models they use: the heroic, the criminal and the hunting autobiographical scripts. This study gives evidence that autobiographies are crucial in the redefinition of the new masculinities emerging in the kitchen. It will appeal to readers interested in Food Studies, Autobiographical Studies, Men's Studies and American Literature and Culture.

Pathways Through Writing Blocks in the Academic Environment

Writing and Identity: The discourse construction of identity in academic writing. ... Journal of Teaching Writing, 2(2), Fall, 155–165. Jones, A. (2010). Not Some Shrink-Wrapped ... Academic Writing Course: Study skills in English.

Author: Kate Evans

Publisher: Springer Science & Business Media

ISBN: 9789462092426

Category: Education

Page: 148

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Writing blocks are likely to strike any writer, even experienced ones, at sometime or another. Academia has its own challenges which can provoke blocks particular to that environment. Drawing on her knowledge as writer, psychotherapeutic counsellor and university tutor, Kate Evans has put together a book which addresses many of the differing aspects of writing blocks, including looking at their emotional and psychological foundations. With discussion and practical exercises, this volume suggests that an infusion of creative techniques can offer pathways through writing blocks in the academic environment. The case studies provide an in-depth consideration of varying experiences of writing blocks. The book is aimed at students with essays, projects or reports to write, or theses to tackle; as well as academics who are working on articles and books. It will also offer insights for supervisors who wish to support those who are writing and guidance for people running writing groups within academia. Over-all the book encourages a creative, collaborative approach which aims to equip academics for writing within the context of the twenty-first century. “This book offers something for every academic writer, whether budding or experienced. Students struggling with essays and dissertations will find many practical exercises along with invaluable advice. More practised writers will encounter fresh insights.... I am confident that you, the reader, will enjoy this book, which is itself a model of good writing.” Dr Linda Finlay, the Open University, UK.

Inhospitable World

In Reflections: Essay, Aphorisms, Autobiographical Writings, edited by Peter Demetz, 301–303. Translated by Edmund Jephcott. ... Journal of American Studies 40, no. 3 (December 2006): 487–502. ... 2 (Fall 2012): 52–93. Camper, Fred.

Author: Jennifer Fay

Publisher: Oxford University Press

ISBN: 9780190696801

Category: Performing Arts

Page: 256

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In recent years, environmental and human rights advocates have suggested that we have entered the first new geological epoch since the end of the ice age: the Anthropocene. In this new epoch, humans have come to reshape unwittingly both the climate and natural world; humankind has caused mass extinctions of plant and animal species, polluted the oceans, and irreversibly altered the atmosphere. Ironically, our efforts to make the planet more hospitable to ourselves seem to be driving us toward our inevitable extinction. A force of nature, humanity is now decentered as the agent of history. As Jennifer Fay argues, this new situation is to geological science what cinema has always been to human culture. Film, like the Anthropocene, is a product of the industrial revolution, but arises out of a desire to preserve life and master time and space. It also calls for the creation of artificial worlds, unnatural weather, and deadly environments for entertainment, scientific study, and devising military strategy. Filmmaking stages, quite literally, the process by which worlds and weather come into being and meaning, and it mimics the forces that are driving this new planetary inhospitality. Cinema, in other words, provides an image of "nature" in the age of its mechanical reproducability. Fay argues that cinema exemplifies the philosophical, political, and perhaps even logistical processes by which we can adapt to these forces and also imagine a world without humans in it. Whereas standard ecological criticism attends to the environmental crisis as an unraveling of our natural state, this book looks to film (from Buster Keaton, to Jia Zhangke, to films of atomic testing and early polar exploration) to consider how it reflects upon the creation and destruction of human environments. What are the implications of ecological inhospitality? What role might cinema and media theory play in challenging our presumed right to occupy and populate the world? As an art form, film enjoys a unique relationship to the material, elemental world it captures and produces. Through it, we may appreciate the ambitions to design an unhomely planet that may no longer accommodate us.

Getting Children Writing

Finch, S. (2003) An Eye for an Eye Leaves Everyone Blind: Teaching Young Children to Settle Conflicts Without ... (Accessed: 2 September 2012). ... study into combating boys' negative attitudes to writing in the primary classroom.

Author: Simon Brownhill

Publisher: SAGE

ISBN: 9781473903166

Category: Juvenile Nonfiction

Page: 304

View: 937

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'This is a fantastic book which provides creative and practical suggestions of how to engage all children in writing' - Sarah Martin-Denham, Senior Lecturer in Primary Education, University of Sunderland This book is a practical guide designed to stimulate story writing in the early years and primary classroom. It offers a collection of novel and effective Ideas which can be used by educators to energise, excite and motivate children to willingly write stories across the 3-11 age phase. Each chapter offers creative and innovative Ideas to get children writing stories, including: - how to help children 'see the point' of story writing - how speaking and listening, reading and phonics can be utilised to enhance written stories - how technology can facilitate refreshing story writing - how story writing can be physically interactive. By combining theory with practice, this book is ideal for those training to teach the 3 to 11 age range, those beginning their teaching career, and those who are established in their professional role. Simon Brownhill is Senior Teaching Associate at the University of Cambridge.