Across the Disciplines最新文献

{"title":"Like Speaking a Blueprint: STEM Writing Tutors� Disciplinary and Writing Identities","authors":"Meghan Velez","doi":"10.37514/atd-j.2022.19.1-2.04","DOIUrl":"https://doi.org/10.37514/atd-j.2022.19.1-2.04","url":null,"abstract":": This paper argues that undergraduate peer-to-peer instruction in STEM writing provides valuable insights into the relationship between writing and disciplinary identity. Drawing on observation and interview data from a writing center staffed by undergraduate STEM students, I argue that STEM writing tutors construct disciplinary identities by drawing on coursework and extracurricular writing experiences that contribute to rhetorical knowledge. Tutors then leverage this knowledge and experience within tutoring sessions by engaging in explicit genre instruction and disciplinary socialization. mean, how do I a tech the results of best coursework and extracurricular writing experiences that contribute to rhetorical knowledge, and (b) leverage this knowledge and experience within tutoring sessions by engaging in explicit genre instruction and disciplinary socialization.","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"3 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":"126804418","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 Next Steps: New Directions for/in Writing about Writing","authors":"Alissa Winn","doi":"10.37514/atd-j.2019.16.4.21","DOIUrl":"https://doi.org/10.37514/atd-j.2019.16.4.21","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 (AttributionNonCommercial-NoDerivs) ISSN 1554-8244. Copyright © 1997-2019 The WAC Clearinghouse and/or the site's authors, developers, and contributors. Some material is used with permission. ATD Reviews A Review of Next Steps: New Directions for/in Writing about Writing","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"28 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":"115251238","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":"An Exploratory Study of Far Transfer: Understanding Writing Transfer from First-Year Composition to Engineering Writing-in-the Major Courses","authors":"Wendy M. Olson, Dave Kim","doi":"10.37514/atd-j.2022.18.3-4.04","DOIUrl":"https://doi.org/10.37514/atd-j.2022.18.3-4.04","url":null,"abstract":"This study aims to investigate how engineering undergraduates perform writing transfer from first-year composition (FYC) to engineering writing-in-the major courses. A sample of seventeen engineering students’ Junior Writing Portfolios, containing FYC research papers and engineering lab reports, was chosen for analysis in five broad rhetorical categories including invention, disciplinary knowledge, audience awareness, arrangement, and style. Informed by Yancey, Roberston, and Taczack’s 2014 study of writing transfer in composition courses, we grouped 17 engineering writing samples into three types of prior knowledge as identified in their study: remix, assemblage, and critical incidents. We found that the remix group students (n = 9) demonstrated an ability to integrate new engineering disciplinary knowledge into the schema of the old FYC knowledge. We observed a mixture of productive and unproductive transfer from FYC courses to engineering major courses with the assemblage group (n = 3). The critical incident students (n=5) struggled with multiple aspects of rhetorical principles, and they received the lowest scores in audience awareness and arrangement. Results from an accompanying focus group comprised of engineering students reported their perceptions of the similarities and distinctions between FYC assignments and engineering lab reports. These combined results suggest that students developed an understanding that genre features are genre specific and informed by disciplinary contexts.","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"174 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":"115262894","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":"Archival Imperialism: Examining Israel�s Six Day War Files in the Era of �Decolonization�","authors":"Tamara X. Rayan","doi":"10.37514/atd-j.2021.18.1-2.09","DOIUrl":"https://doi.org/10.37514/atd-j.2021.18.1-2.09","url":null,"abstract":"This research investigates how the interventions of records’ creators and archivists have shaped the Six Day War Files Collection to sustain Israel’s own narrative of the War. Using a theoretical framework of settler colonialism, epistemic delinking, and symbolic annihilation, this narrative is deconstructed to showcase how it has served to further Israeli colonialism at the expense of Palestinians being marginalized as a people and Palestine being erased as an autonomous state. In constructing this narrative, Palestinians were excluded from the telling of the Six Day War, and in instances where they could not be erased, they were misrepresented or maligned. By delinking the records from their colonial context and unsettling this narrative, Palestinians’ experience of coloniality can be reinstated where it was excluded. This paper offers a novel perspective to the current archival scholarship regarding Palestine, revealing how symbolic annihilation in the archive extends and is an extension of systemic annihilation. Moreover, it challenges traditional archival practices which have historically paved the way for acts of imperialism to occur unquestioned. A common tactic that imperial nations use to assert their sovereignty within another nation is to construct and perpetuate representations that depict that nation and its people as inferior. Colonization is a devious system. As a territory is appropriated and exploited for another nation’s gain, the colonizer is exonerated from any wrongdoings because they employ “a racialism that systematically devalues the self-worth, culture and history of the colonized” (Ghaddar and Caswell, 2019, p. 72). While the colonizer interjects their own invasive settler society, this denial of the worth of the colonized “justifie[s] various policies of either extermination or domestication” (Tuhiwai Smith, 2012, p. 27). The continued existence of indigenous1 populations over time comes to be seen as a threat while the existence of the settler is safeguarded using apartheid walls, security fences, and reserves. Controlling the idea of the colonized, however, goes beyond misrepresentation, extending into the archive and becoming truth in a nation’s official documentation. The monopolization of archival material is the colonization of information, an intentional tactic used to regulate, control, and subjugate the colonized alongside the theft and remapping of their territory (Stoler, 2002, p. 97). How do we as archivists engage with problematic archival materials knowing that they are still valuable sites of inquiry despite being moored to imperialism? It begins with a shift—an “epistemic ‘delinking’ from the colonial matrix of power” (Cushman et al., 2019, p. 2), used to interrogate the records against their context of settler colonialism. The epistemology of the archive has been recontextualized through the vantage points of many different colonized groups, but the Archival Imperialism 109 ATD, VOL18(ISSUE1/2) predomin","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"47 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":"128303492","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":"Designing Your Writing/Writing Your Design: Art and Design Students Talk about the Process of Writing and the Process of Design.","authors":"Susan Orr, Margo Blythman, J. Mullin","doi":"10.37514/ATD-J.2006.3.2.05","DOIUrl":"https://doi.org/10.37514/ATD-J.2006.3.2.05","url":null,"abstract":"How to write, and the relationship between images and writing, has been changing within the academy. Some indication of this can be seen in the new composition texts that emphasize reading visuals or teaching students in our largely visual culture (e.g. Faigley, George, Selfe, & Palchik , 2004; Alfano & O'Brien, 2005; Ruszkiewicz, Anderson, & Friend, 2006). However, little account has been taken of students' perceptions of the visual and the written. In order to determine whether such perceptions might alter our understandings of the relationship between the image and the word, as well as revise our pedagogy, we conducted joint research with art and design students in the UK and US. We address here four of the areas of interest that emerged from our data: students' personal relationship with writing/art and design, the role of peers and audience, engagement with process, and conceptions of time. The research supported some common assumptions about teaching writing to students with visual preferences, and challenged others. As a result of these student voices, we offer some reflections that reinforce current pedagogies and suggest changes of our classroom methods.","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"3 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":"131149472","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":"Low-Stakes Writing as a High-Impact Education Practice in MBA Classes","authors":"Adele Leon","doi":"10.37514/atd-j.2020.17.3.02","DOIUrl":"https://doi.org/10.37514/atd-j.2020.17.3.02","url":null,"abstract":"Studies examining writing as a High-Impact Education Practice (HIP) have focused primarily on writing in terms of major project assignments, thus directing attention away from the promising high impacts that low-stakes writing (LSW) assignments have on student learning. This study piloted assigning LSW in two MBA classes to test the extent to which LSW assignments align with Anderson et al.'s (2016) study on high-impact writing assignments, and further, how accessible and beneficial LSW assignments are for non-WAC faculty and their curricula. Interview data from this study shows encouraging potential for WAC expansion and recruitment, and student survey data shows a promising relationship between LSW and the HIPs. This study ultimately shows low-stakes writing to function as a HIP, recruitment tool, and resource for correcting misconceptions about assigning writing. At the end of a seven-week semester, a business professor sits at his desk, careful not to knock over stacks of paper that have been systematically piled into an organized mess. He has submitted final grades, and finally has time to be interviewed about his first time assigning low-stakes writing (LSW) in his MBA leadership courses. The inevitable technical difficulties of video chatting gave me time to recount the less-than-positive assumptions the professor (who I'll refer to as Lee) had initially shared with me about assigning writing. When Lee first agreed to participate in my case study, he was hesitant about assigning LSW tasks because he thought they “felt a little bit too much like just traditional homework.” This idea of “traditional homework” having only a small impact on student learning is common, and Lee projected that in our interview when he talked about his expectations for students' tacit knowledge: He associated the LSW prompts I'd designed – from the course textbook – with “conversational knowledge” that he expected his students to already have. Over the next 45 minutes, though, I learned that these small writing tasks had completely shifted Lee's assumptions about the impact that writing can have in a non-writing classroom. I would argue that Lee demonstrated irreversible and transformative change in the context of Meyer and Land's (2003) formative theory on threshold concepts. These alternative experiences of labor show that while an increase of time could be spent reading student work in preparation for class, a significant decrease in time was spent probing students to engage in discussion during class. Bridging student labor to instructor labor, writing studies scholars understand that traditional low-stakes writing supports the goals of AAC&U's High-Impact Education Practices [HIPs] (Kuh, 2008) and that practitioners of both writing and other disciplines often assign various forms of minor writing tasks throughout the semester to supplement major projects and achieve writing requirements. Furthermore, relying solely on major projects to engage students in","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"37 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":"114772247","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":"Digital Repatriation as a Decolonizing Practice in the Archaeological Archive","authors":"Krystiana L. Krupa, Kelsey T. Grimm","doi":"10.37514/atd-j.2021.18.1-2.05","DOIUrl":"https://doi.org/10.37514/atd-j.2021.18.1-2.05","url":null,"abstract":"Repatriation of archival materials holds great potential for decolonizing archaeological archives. This paper argues that while repatriation of human remains and cultural objects is required by law under the Native American Graves Protection and Repatriation Act (NAGPRA), traditional manuscript archives can and should be subject to the same standards for repatriation. The entirety of the archaeological archive can therefore be repatriated to descendant communities. In fact, many museums and other institutions have adopted the practice of digital repatriation of both documents and artifacts. By repatriating a facsimile of an important cultural item, institutions may actually perpetuate the colonial perspective that the original item’s proper place is with the institution instead of with its community of origin. This paper addresses situations in which it is both appropriate and inappropriate to repatriate a digital copy instead of the original object. As part of efforts to be more inclusive and to become better stewards of the collections housed at curating institutions, we look to repatriation—the return of cultural heritage to source or descendant communities— as one component in the complex process of decolonizing archives. The concept of “decolonization” has become hypervisible in academic and museum spheres, and we interpret it here as the process of removing or reducing colonial structure and influence to the greatest extent possible. Colonial influences in institutional archival spaces are vast and multifaceted, and repatriation addresses only one piece of this puzzle. Legal requirements for the repatriation of cultural heritage materials exist in the United States through legislation such as the Native American Graves Protection and Repatriation Act (NAGPRA), which focuses on historical and archaeological cultural heritage. Here we apply similar concepts to archival collections and present a case study describing such a process. In this paper we refer particularly to the repatriation of those archival collections which document Native American histories and experiences. Archives of Native American materials are not limited to those found in tribal museums or archaeological repositories. Collections related to Native communities vary drastically and can be found just about anywhere: in 2016, fourteen of seventeen responding units at Indiana University Bloomington self-reported “physical or digital artifacts, objects, images, audio-visual materials, archives, books, maps, manuscripts, and artworks that depict, discuss, or relate to American Indian historical and contemporary issues” (Sievert, 2017). Native American materials were identified in repositories ranging from the Archives of Traditional Music to the campus Herbarium. By identifying Native materials from collections originally gathered without consent, described without consultation, and shared without collaboration and returning them to their source communities, decisions related t","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":"129890850","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":"Experiences of Publishing in English: Vietnamese Doctoral Students' Challenges and Strategies","authors":"Thi Bach Yen Hoang, Lai Ping Florence Ma","doi":"10.37514/atd-j.2019.16.3.14","DOIUrl":"https://doi.org/10.37514/atd-j.2019.16.3.14","url":null,"abstract":"Writing for publication in English-medium refereed academic journals can be a challenging task for doctoral students who use English as an Additional Language (EAL). Limited research, however, has been conducted in the Australian context to explore this practice among EAL doctoral students. Adopting a qualitative research approach with semi-structured interviews for data collection, this study aims to investigate the experiences of seven Vietnamese international students studying doctoral programs in Australian universities when writing for publication in English. Particularly, it seeks to find out what challenges this group of students encountered and the strategies they employed for scholarly publishing. The results show that these Vietnamese students faced similar linguistic and rhetorical challenges in scholarly writing with other groups of EAL doctoral students. Yet, some of their difficulties (for example, linguistic bias in journal gatekeeping, power inequality between co-authors) as well as some of their adopted strategies, are quite different from those of students in non-Anglophone contexts. It is possible that the close connection to the English-based academic discourse community gives Vietnamese students more confidence than those in non-Anglophone contexts. This study provides practical recommendations for writing support programs for this cohort of doctoral students in Australian universities.","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"6 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":"132047901","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":"Reshaping Public Memory through Hashtag Curation","authors":"Kelli R. Gill, Ruba H. Akkad","doi":"10.37514/atd-j.2021.18.1-2.15","DOIUrl":"https://doi.org/10.37514/atd-j.2021.18.1-2.15","url":null,"abstract":"Social media campaigns such as #BlackLivesMatter have demonstrated Twitter as a powerful tool for anti-racist social activism. This article traces one local hashtag, #BeingMinorityatTCU, which has resurged on the TCU campus in the wake of a university lawsuit. Drawing from Critical Race Theory (Delgado, 1989; Martinez, 2014; Yosso, 2013), specifically counterstory, and public memory scholarship (Greer, 2017; Grobman, 2017; Crawford et al., 2020), this essay argues that digitally archiving tweets is one approach to amplifying marginalized voices that speak out against institutional racism. Curating hashtags is not just as an alternative to official university record keeping, but also an opportunity for both archivists and users to reflect, process, and move towards change together. “Those who benefit from white privilege can use their fragility as a weapon to take down #BLM protest posters, close off city streets to protect confederate monuments, and threaten minority movements with violent over-policing, but white fragility cannot stop hashtags.” —Stephanie Jones, “#BlackStudy the Past to Find Hope in the Future” This is an institutional narrative:","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"33 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":"130840037","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":"Sustainable Writing Support in a Second Year Pharmacy Course","authors":"Cristina Hanganu-Bresch, J. Everett, P.F.J. Egbert, Lisa Charneski, G. Sloskey","doi":"10.37514/atd-j.2022.19.1-2.03","DOIUrl":"https://doi.org/10.37514/atd-j.2022.19.1-2.03","url":null,"abstract":": In this article, we describe a multi-year writing intervention in a high-enrollment professional pharmacy course, implemented by a multidisciplinary team of pharmacy and writing instructors. Built around one capstone writing assignment, the “drug information question” paper, the intervention was designed to specifically improve students’ writing and health science reasoning skills and their overall scores in the course, since historically students scored low on this assignment. We provide a background of our pharmacy program and an overview of writing in pharmacy, describe the history of the intervention and collaboration between pharmacy and writing faculty, and explain the design and principles of the intervention, the results, and the implications of the study for STEM writing pedagogy. Over the course of four years, starting with a peer-review model, we have gradually added lectures, workshops, and optional and mandatory Writing Center sessions in an effort to improve students’ learning and health science reasoning skills. Over the same period of time, student scores on their written capstone in the course improved significantly, and survey results indicated that the students viewed the peer review process and the writing program interventions favorably.","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":"128829214","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}