Across the Disciplines最新文献

{"title":"Rhetorical Reading and the Development of Disciplinary Literacy across the High School Curriculum.","authors":"James E. Warren","doi":"10.37514/ATD-J.2013.10.1.01","DOIUrl":"https://doi.org/10.37514/ATD-J.2013.10.1.01","url":null,"abstract":"Education researchers and literacy specialists have responded to declining reading scores among high school students by calling on teachers across subject areas to teach \"disciplinary literacy,\" which introduces students to the ways discipline-specific knowledge is produced and communicated and teaches students to apply different reading strategies depending on the discipline from which a text originates. Disciplinary literacy programs have the potential to raise reading achievement among high school students, but they put English Language Arts (ELA) teachers in a paradoxical position: on the one hand, ELA teachers are discouraged from teaching general reading strategies that fail to account for discipline-specific text features, but on the other hand, ELA teachers are discouraged from teaching the discourse conventions of math, science, history, and social studies because they lack the specialized knowledge of teachers in those subjects. This paper proposes that \"rhetorical reading,\" a construct that sparked a flurry of CAC studies some twenty years ago but that never influenced high school instruction, could be the solution to this impasse. Rhetorical reading is a strategy common to all academic disciplines but by its very nature demands discipline-specific adaptations when applied to specific subject areas. Those of us who help train future English Language Arts (ELA) teachers are often frustrated by the isolation of English instruction in high schools. Generally considered a discrete subject area, ELA has rarely influenced literacy practices in other subject areas such as math, science, or social studies. This situation may be changing with the emergence of \"disciplinary literacy,\" a term coined recently by education researchers and literacy specialists (e.g., Lee & Spratley, 2010; Moje, 2008; NCTE, 2011; Shanahan & Shanahan, 2008) to describe programs that introduce students to the ways disciplinespecific knowledge is produced and communicated and teach students to apply different reading strategies depending on the academic discipline from which a text originates. Disciplinary literacy programs have taken off in recent years, and their influence can even be found in the Common Core State Standards (CCSS), which not only require literacy instruction across content areas but also recommend that this instruction account for the discipline-specific nature of academic texts. For example, the math standards ask students to \"construct viable arguments and critique the reasoning of others\" (2010b, p. 6), whereas the science standards expect students to \"analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text\" (2010a, p. 62). The history/social studies standards call for students to \"evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132655476","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Attitudes about Graduate L2 Writing in Engineering: Possibilities for More Integrated Instruction.","authors":"J. Jordan, A. Kedrowicz","doi":"10.37514/ATD-J.2011.8.4.24","DOIUrl":"https://doi.org/10.37514/ATD-J.2011.8.4.24","url":null,"abstract":"","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131136844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Where to Put the Manicules: A Theory of Expert Reading.","authors":"Alice S. Horning","doi":"10.37514/atd-j.2011.8.2.08","DOIUrl":"https://doi.org/10.37514/atd-j.2011.8.2.08","url":null,"abstract":"Manicules are hand-drawn symbols used by medieval readers to mark important parts of a text. Knowing where to place manicules is one characteristic of an expert reader. A meta-cognitive theory of expert reading helps to account for what readers know that allows them to place manicules appropriately. This theory proposes that expert readers are meta-readers who have awarenesses and skills enabling them to read texts efficiently and effectively. The awarenesses of experts include meta-textual awareness of organization and structure, meta-contextual awareness of how the text fits into its discipline or area, and meta-linguistic awareness of the linguistic characteristics of the text such as specialized vocabulary. The skills of expert meta-readers include analysis of main ideas, details and other aspects of the substance of the points presented, synthesis of points in a single text or multiple texts on the same topic or issue, evaluation for authority, accuracy, currency, relevance and bias, and application or creation for the readers' own purposes. The theory, supported by a variety of research findings, helps to distinguish experts from novices; teachers can use specific intensive and extensive teaching techniques in any discipline to help novices learn to read well in order to place their manicules successfully. I'm reading now for new courses I am teaching this coming academic year. The texts are informational prose, some textbooks per se and some not. As always when I read this kind of material, I am marking the text in a very particular way, following a strategy used in medieval texts. I sometimes underline or draw boxes around important ideas, but for key points, I draw a little hand in the margin with the index finger pointing to the passage. When I review the text, the little hands make it easy to find the key points without re-reading the whole text. I've been reading this way since I studied with a medieval literature scholar in college who told me about this text-marking scheme; the little hands are called manicules, according to Renaissance scholar William Sherman of the University of York in Britain (Sherman, 2005, p. 28). Part of what makes me a good reader is that I know what to mark and where to put the little hands. It is this ability and related skills in text processing, analysis, evaluation and application that distinguish expert from novice readers. A theory of readers' awarenesses and skills accounts for experts' appropriate placement of their manicules; the theory reveals the abilities student novices lack and urgently need to develop in order to be successful in any major in college and in their personal and professional lives.","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130218979","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Online Tutoring: A Symbiotic Relationship with Writing across the Curriculum Initiatives.","authors":"Judy Arzt, Kristine E. Barnett, J. Scoppetta","doi":"10.37514/ATD-J.2009.6.2.12","DOIUrl":"https://doi.org/10.37514/ATD-J.2009.6.2.12","url":null,"abstract":"This article emphasizes the need for writing centers to give continued attention to online tutoring to achieve writing across curriculum (WAC) goals. The article offers a literature review covering the history and state of online tutoring and its relation to the WAC movement and writing fellows programs. We at Saint Joseph College have found that by expanding our online tutorial services, we have significantly increased our abilities to support the teaching of writing across the disciplines. The Saint Joseph College writing associates program, our writing fellows program, is described in the article, with an emphasis on the inclusion of online tutoring. Overall, we believe the technology holds great promise for bolstering WAC initiatives and helping writing centers achieve increased prominence on their campuses. Data from surveys administered to students who used online tutoring, writing associates, and faculty who collaborated with the associates support this belief. Providing online tutoring to supplement our in-person tutorials, especially within the writing associates program, has myriad benefits, including extending the writing center's reach in the campus community, contributing to students' understanding of discipline-specific writing conventions, and promoting the belief that writing is essential to academic success. Over the last several decades, trends have converged regarding the teaching of writing in higher education in relation to writing across the curriculum (WAC), writing in the disciplines (WID), writing centers, and writing fellows programs. These trends reveal that often fellows programs are run through writing centers and that fellows attend classes, read course texts, and collaborate on assignment design. Invariably, fellows, like writing tutors, help students with papers in progress. Although WAC, WID, writing centers, and writing fellows form a natural nexus, the value of technology in this mix is not firmly established. In addition, as was noted in a review of the 2006 WAC Conference at Clemson University, the WAC movement is at a stage of midlife crisis characterized by a stasis (Thew & Gustafsson, 2007). On the other hand, technology on college campuses is rapidly changing. The role that online tutoring and other technology tools will play in supporting WAC, WID, writing centers, and fellows work, is thus still evolving. We at Saint Joseph College have found technology, particularly in the form of online tutoring, has raised the status of the writing center, contributed to WAC initiatives, and helped build a successful, wellrespected writing associates (fellows) program. We began the writing associates program in 2007 after firmly establishing our online tutoring program, and thus online tutoring was integrated as part of the program. The writing associates program provided us with a way to mix face-to-face and online tutoring, Arzt, Barnett, and Scoppetta 2 creating a hybrid tutoring format that combines the benefits o","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"128 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121308048","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Writing as Situated Thinking in General Education.","authors":"Yvonne Y. Merrill","doi":"10.37514/atd-j.2004.1.1.09","DOIUrl":"https://doi.org/10.37514/atd-j.2004.1.1.09","url":null,"abstract":"Across the Disciplines is an open-access, peer-review scholarly journal published on the WAC Clearinghouse and supported by Colorado State University and Georgia Southern University. Articles are published under a Creative Commons BY-NC-ND license (Attribution-NonCommercial-NoDerivs) ISSN 15548244. Copyright © 1997-2017 The WAC Clearinghouse and/or the site's authors, developers, and contributors. Some material is used with permission. Writing as Situated Thinking in General Education","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132209537","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Continuum of Archival Custody: Community-Driven Projects as a Path toward Equity","authors":"Chaitra Powell, Kim Heinz, Kimberly A. Thomas, Alex Cody","doi":"10.37514/atd-j.2021.18.1-2.07","DOIUrl":"https://doi.org/10.37514/atd-j.2021.18.1-2.07","url":null,"abstract":"","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125037109","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"CCCC 2004 Interactive Review","authors":"Will Hochman, J. Alexander, C. Dean","doi":"10.37514/ATD-J.2004.1.1.10","DOIUrl":"https://doi.org/10.37514/ATD-J.2004.1.1.10","url":null,"abstract":"","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129595199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Preserving Hope: Reanimating Working-Class Writing through (Digital) Archival Co-Creation","authors":"Jessica Pauszek","doi":"10.37514/atd-j.2021.18.1-2.12","DOIUrl":"https://doi.org/10.37514/atd-j.2021.18.1-2.12","url":null,"abstract":"In this article, I use concepts of provenance, value, and representation to trace how a working-class writing network, the Federation of Worker Writers and Community Publishers, hoped and tried to preserve their writing for nearly forty years. Ultimately, their hope for an archive turned into a reality, as they participated in the co-curation of print and digital archives. But each step along the way was met with struggles of labor, finances, and resources. With a focus on materiality and class, I argue that in order to reanimate community literacies digitally, we must also make visible the conditions that allow, exclude, structure, and impede this work. I’d like to tell a story about preservation—about curating digital archives alongside community members in the Federation of Worker Writers and Community Publishers, or the FWWCP. The FWWCP was a working-class, community writing and publishing network that began in London in 1976 and spread transnationally until 2007, often bringing together writers who felt marginalized based on their workingclass backgrounds. As one member Roger Mills (2018) noted, “We wrote despite people sneering at us, and we created a community.” Indeed, the FWWCP created a community that was committed to publishing, circulating, and preserving their writing as an act of resistance against people and institutions who dismissed the value of worker writers’ testimony. But, alongside the story of preservation, I need to tell a story about materiality, about the precariousness of building archives with working-class communities when resources are unstable: when there is no archival space, no archivist, little money, and sometimes not even the belief that working-class writing is worthy of publishing, let alone preserving. This story, then, is about an unsettling of which voices get archived, how community members responded to social conditions by advocating for archival curation, and ultimately how community-led actions across decades paved the way for a co-curated digital archive of working-class writing. In this essay, I draw from work in the areas of community literacy, critical archival studies, and workingclass studies to focus on the material factors of co-constructing archives from scratch with FWWCP/FED1 members. Since 2013, I have worked alongside FWWCP/FED members collecting archival documents and publications, and I have led the effort to sort, organize, index, box, digitize, publicize, and create finding aids so their histories are preserved2 ethically and collaboratively. Ultimately, during this partnership, we established the FWWCP Collection at the Trades Union Congress Library in London, housing over 2,350 individual print publications (roughly eighty-five boxes) and more than twenty boxes’ worth of administrative material, including meeting minutes, membership files, mission statements, constitutional documents, letters, and more. When I say we here, I am referring to some previous FWWCP members, the FED Execut","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131166261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Notes from the Margins: WAC/WID and the Institutional Politics of Plac(ment)","authors":"Paul G. Cook","doi":"10.37514/ATD-J.2014.11.3.12","DOIUrl":"https://doi.org/10.37514/ATD-J.2014.11.3.12","url":null,"abstract":"","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127285788","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Review of Literacy as Conversation: Learning Networks in Urban and Rural Communities","authors":"Alan C. Evans","doi":"10.37514/atd-j.2022.19.3-4.09","DOIUrl":"https://doi.org/10.37514/atd-j.2022.19.3-4.09","url":null,"abstract":"","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"2014 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130087724","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}