Across the Disciplines最新文献_第5页

Mapping Rhetorical Knowledge in Advanced Academic Writers: The Affordances of a Transactional Framework to Disciplinary Communication 高级学术作家修辞知识的映射:交易框架对学科交流的启示

Across the Disciplines Pub Date : 1900-01-01 DOI: 10.37514/atd-j.2020.17.3.03

S. Rabbi

引用次数: 1

Counter-Amnestic Street Signs and In Situ Resistance Rhetoric: Grupo de Arte Callejero 反遗忘的街道标志和原位抵抗修辞:Callejero艺术团体

Across the Disciplines Pub Date : 1900-01-01 DOI: 10.37514/atd-j.2021.18.1-2.13

K. Wilson

{"title":"Counter-Amnestic Street Signs and In Situ Resistance Rhetoric: Grupo de Arte Callejero","authors":"K. Wilson","doi":"10.37514/atd-j.2021.18.1-2.13","DOIUrl":"https://doi.org/10.37514/atd-j.2021.18.1-2.13","url":null,"abstract":"During the 1970s and 1980s, several Latin American countries went through U.S.-backed military dictatorships. In Argentina alone the number of people who disappeared between 1976 and 1983 is estimated to be at around 30,000. In the late-1980s activist and artistic efforts to preserve, archive and make memory visible began to take shape alongside criminal prosecutions of military perpetrators of crimes against humanity. An ongoing city-wide network of memory projects in Buenos Aires continues to function alongside the pursuit of justice and human rights in the courts. In this photo essay, I explore the activist art project known as the Carteles de la Memoria, a series of 53 street signs created by the Grupo de Arte Callejero (Street Art Group). These unsettling street signs are designed to confront passersby at various points throughout Buenos Aires with active memories of dictatorship violence. Like sentries of memory, these signs now line the edge of the very river that served as a place of disappearance for thousands of people. This open-air archive joins the network of memory projects that make willful amnesia impossible. First we kill all the subversives, then we kill their collaborators, then...their sympathizers, then... those who remain indifferent; and finally, we kill the timid. —Buenos Aires Governor Ibérico Saint-Jean, 1976 The fault line between the mythic past and the real past is not always that easy to draw— which is one of the conundrums of any politics of memory anywhere. The real can be mythologized just as the mythic may engender strong reality effects. —Andreas Huyssen Every landscape is haunted by past ways of life. —Anna Tsing, et. al. Figure 1: Grupo de Arte Callejero sign at the Parque de la MemoriaMonumento a las Víctimas del Terrorismo de Estado/Memory ParkMonument to Victims of State Terrorism, Buenos Aires, Argentina. Counter-Amnestic Street Signs and In Situ Resistance Rhetoric 163 ATD, VOL18(ISSUE1/2) Warning Signs Signs have the ability to make us stop and think. They can warn us of impending danger or offer the promise of an alternate route.1 Along a pathway that flanks Laguna Beach, near my home in Southern California, sharp-eyed strollers will notice an inconspicuous street sign directed at the flow of people rather than cars. The sign (which looks like any other mundane sign) is out of place and might be lost on the unobservant. It might also be lost on passersby looking at their phones rather than enjoying the scenery. The street sign lurks in the shrubs just off the walking path and commands strollers to take a breath and ‘be in the moment’; a message that resonates with my home state’s laid-back ethos. In Argentina, where I have spent two months out of each year for the past 28 years, there are similar out-of-place street signs, designed to direct people’s thoughts rather than traffic. However, these signs are political in nature and rooted in the context of the traffic of history. They have the power to bloc","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"14 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":"131907744","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}

引用次数: 0

A Review of Leading Academic Change: Vision, Strategy, Transformation 主导学术变革述评:愿景、战略、转型

Across the Disciplines Pub Date : 1900-01-01 DOI: 10.37514/atd-j.2019.16.2.11

Caitlin Martin

引用次数: 1

Editor's Note: Reflections on ATD 编者注:对ATD的思考

Across the Disciplines Pub Date : 1900-01-01 DOI: 10.37514/ATD-J.2007.4.1.01

Michael Pemberton

引用次数: 0

Introduction to Volume 17, Issue 3/4 第17卷第3/4期导言

Across the Disciplines Pub Date : 1900-01-01 DOI: 10.37514/atd-j.2020.17.1-2.01

Michael J. Cripps

引用次数: 0

Lecture, Discussion, Group Work, Repeat: Using Aerial Photography and Machine Learning to Study the Use of Writing-Related Pedagogies in STEM Courses and Their Impact on Different Student Subgroups 讲座，讨论，小组工作，重复:使用航空摄影和机器学习来研究STEM课程中写作相关教学法的使用及其对不同学生小组的影响

Across the Disciplines Pub Date : 1900-01-01 DOI: 10.37514/atd-j.2022.19.1-2.07

Julia Voss, Navid Shaghaghi, A. Calle, Kristin Lee, Liam Abbate

{"title":"Lecture, Discussion, Group Work, Repeat: Using Aerial Photography and Machine Learning to Study the Use of Writing-Related Pedagogies in STEM Courses and Their Impact on Different Student Subgroups","authors":"Julia Voss, Navid Shaghaghi, A. Calle, Kristin Lee, Liam Abbate","doi":"10.37514/atd-j.2022.19.1-2.07","DOIUrl":"https://doi.org/10.37514/atd-j.2022.19.1-2.07","url":null,"abstract":": Although Writing Across the Curriculum (WAC) has long focused on incorporating writing and related literacy activities into STEM education, the extent to which these pedagogies are widely used in STEM teaching remains unclear, as does their impact on student course performance, especially for underrepresented and marginalized student groups. Using a sample of 18 STEM courses at a private liberal arts university, this study uses unique empirical methods to reconsider, for STEM disciplines, Russell’s (1990) claim that WAC has failed to make a “permanent impact” on higher education by a) using photography to document classroom activities in real time and b) using machine learning to categorize these images to determine which learning activities are used in STEM instruction and in what proportions. We find that (a) lecture continues to dominate in STEM education and that (b) some active learning pedagogies (discussion and group work) have ambivalent relationships to course performance (which differ according to student subgroups defined by gender, race, national origin, and other factors) while WAC pedagogies like reading and writing, although rare, are associated with improved student course performance. In light of these findings, we suggest implications for STEM pedagogy, best practices, and future research to prioritize equitably designed pedagogy in STEM. informal writing; (b) using innovative assignment types; and (c) project-based learning,","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"32 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":"129693545","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}

引用次数: 0

Terror, Memory, and Meaning. 恐怖、记忆和意义。

Across the Disciplines Pub Date : 1900-01-01 DOI: 10.37514/atd-j.2004.1.2.07

T. Draper

引用次数: 0

Introduction to Part I: Unsettling Archival Studies 第一部分导论:令人不安的档案研究

Across the Disciplines Pub Date : 1900-01-01 DOI: 10.37514/atd-j.2021.18.1-2.01

Walker P. Smith, G. Kirsch

引用次数: 0

The WAC-driven Writing Center: The Future of Writing Instruction in Australasia? wac驱动的写作中心:澳大拉西亚写作教学的未来?

Across the Disciplines Pub Date : 1900-01-01 DOI: 10.37514/atd-j.2019.16.3.16

Susan Thomas

{"title":"The WAC-driven Writing Center: The Future of Writing Instruction in Australasia?","authors":"Susan Thomas","doi":"10.37514/atd-j.2019.16.3.16","DOIUrl":"https://doi.org/10.37514/atd-j.2019.16.3.16","url":null,"abstract":"While a national agenda seeks to make Australian higher education more inclusive for an increasingly diverse student population, the contribution that writing instruction can make to achieving these goals has been overlooked. This article outlines the rationale, development, and growth of the Writing Hub at the University of Sydney to advocate for writing center/WAC collaborations as the future of literacy and writing instruction in a culture where writing instruction is still largely viewed as product-based and remedial. If thought is internalized public and social talk, then writing is internalized talk made public and social again. Kenneth Bruffee, 1984 And with our knowledge comes responsibility, for writing, yes, but more for writers. And so it is that we singly and we together must own and own up to writing, not as colonists or profiteers, but as stewards. Doug Hesse, 2005 This is the story of a writing center that housed a writing program that became a writing department that housed a writing center – and then didn’t. Well, sort of. The complicated history of the Writing Hub at the University of Sydney and its various twists and turns have left me contemplating anew the future of writing instruction in the Antipodes. In his 2005 CCCC Chair’s address “Who Owns Writing?,” Doug Hesse juxtaposes the terms “responsibility” and “ownership” to demonstrate that this is not a question of claiming intellectual property but rather one of determining \"the conditions under which writing is taught\" (p. 337). As to who should serve as “stewards” of the discipline, Hesse argues that compositionists, who are knowledgeable about \"the whole of” writing, are responsible for writing and writers (355). However, in my experience as the sole compositionist at an Australian “sandstone” (comparable to a U.S. “ivy league”), it is evident that this responsibility must be shared by a variety of stakeholders, lest “stewards” be perceived as “colonists,” as Hesse warns. This is particularly true in a British institutional model, with no general education sequence or “core” writing requirement, and where English departments teach mainly literature. In such an environment, writing centers and WAC programs (preferably working together) are far better placed than individual departments to share institutional responsibility for writing and writers. But beyond questions of who owns writing or who should be responsible for writing instruction, I am more concerned with how writing in Australian universities can shake its remedial stigma and be accepted as a discipline unto itself. The WAC-driven Writing Center 81 While my theoretical convictions have, admittedly, been shaped by my North American training in rhetoric and composition, my pedagogical and administrative choices as a WPA, Writing Center Director, and de facto WAC coordinator have been influenced every bit as much by what I have learned on the job through my exposure to diverse disciplinary cultures, theories, and ap","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"7 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":"121906900","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}

引用次数: 2

More Useful Beyond College?: The Case for a Writing in the Professions Curriculum in WAC/WID 大学之外更有用吗?: WAC/WID专业课程中写作的案例

Across the Disciplines Pub Date : 1900-01-01 DOI: 10.37514/atd-j.2022.18.3-4.08

Rebecca Hallman Martini

引用次数: 0