Thompson Writing Program Faculty: Publications since January 2023


%% Ahern Dodson, Jennifer   
@misc{fds372104,
   Author = {Ahern Dodson and J},
   Title = {Stuck in Your Writing? Invite Readers into Your Writing
             Process.},
   Journal = {Inside Higher Ed},
   Year = {2023},
   Month = {August},
   Abstract = {Feedback can be an important and healthy part of the writing
             process. We don’t have to wait until we are at a late
             stage. And we don’t have to settle for just any feedback
             that’s offered. Instead, we can cultivate readers for our
             work and build a network of readers that we can draw upon
             throughout our writing process.},
   Key = {fds372104}
}

@article{fds369636,
   Author = {Ahern-Dodson, J and Dufour, M},
   Title = {The Productivity Trap: Why We Need a New Model of Faculty
             Writing Support},
   Journal = {Change: The Magazine of Higher Learning},
   Volume = {55},
   Number = {1},
   Pages = {24-30},
   Publisher = {Informa UK Limited},
   Year = {2023},
   Month = {January},
   url = {http://dx.doi.org/10.1080/00091383.2023.2151800},
   Abstract = {When we shift the primary goal of writing support to
             sustainability, we acknowledge that faculty writers are
             valuable resources worth protecting. From this perspective,
             valorizing peak productivity is extractive and
             exploitative—of individual writers, one another, and the
             larger scholarly ecosystem.},
   Doi = {10.1080/00091383.2023.2151800},
   Key = {fds369636}
}


%% Comer, Denise K.   
@article{fds375169,
   Author = {Comer, D},
   Title = {Providing Peer Feedback as a Threshold Concept for Writing
             Transfer},
   Journal = {Composition Forum},
   Volume = {52},
   Publisher = {Association of Teachers of Advanced Composition},
   Year = {2023},
   Month = {December},
   Key = {fds375169}
}


%% Landes, David B.   
@article{fds374176,
   Author = {Landes, D},
   Title = {Kenneth Burke’s Theory of Attention: Homo Symbolicus’
             Experiential Poetics},
   Journal = {KB Journal: The Journal of the Kenneth Burke
             Society},
   Volume = {16},
   Number = {1},
   Year = {2023},
   Abstract = {In light of cross-disciplinary interest in rethinking the
             conceptions of attention and attention economy, this paper
             conducts an archeology of Kenneth Burke’s concepts in
             order to construct a theory of attention implicit in his
             work. First, I overview key parts of rhetorical studies
             highlighting calls for reexamining and developing the idea
             of attention. Then, I read Burke’s concepts for their
             implicit attentional aspects and implications. These
             findings are collected, listed into a glossary, and
             extrapolated into an account of Burkean attention, which I
             reframe as “symbol-formed attention” to complement and
             round out the reigning empirical theories of attention often
             borrowed from the sciences. I conclude by formalizing a
             rhetorical idea of attention itself: a terministic screen
             adaptively re-configurable to situation and strategy. This
             project is useful for rhetorical analyses, creative
             engagement with communication, and reforming attention
             structures via symbols.},
   Key = {fds374176}
}


%% Moskovitz, Cary   
@article{fds371300,
   Author = {Moskovitz, C and Hansen, DR and Yelverton, M},
   Title = {Legalize text recycling},
   Journal = {Learned Publishing},
   Volume = {36},
   Number = {3},
   Pages = {473-476},
   Year = {2023},
   Month = {July},
   url = {http://dx.doi.org/10.1002/leap.1550},
   Abstract = {Text recycling is the reuse of material from an author's own
             prior work in a new document. While the ethical aspects of
             text recycling have received considerable attention, the
             legal aspects have been largely ignored or inaccurately
             portrayed. Copyright laws and publisher contracts are
             difficult to interpret and highly variable, making it
             difficult for authors or editors to know when text recycling
             in research writing is legal or illegal. We argue that
             publishers should revise their author contracts to make text
             recycling explicitly legal as long as authors follow
             ethics-based guidelines.},
   Doi = {10.1002/leap.1550},
   Key = {fds371300}
}

@article{fds369176,
   Author = {Moskovitz, C},
   Title = {Beyond “See Figure 1”: A Heuristic for Writing About
             Figures and Tables},
   Journal = {Journal of College Science Teaching},
   Volume = {52},
   Number = {3},
   Pages = {67-74},
   Publisher = {NSTA},
   Year = {2023},
   Month = {February},
   Abstract = {Visual elements such as graphs, tables, and diagrams are
             essential components of scientific writing. Although
             scientific writing textbooks and guides often contain
             information on how to design such visuals, little has been
             written on how to effectively discuss those visuals within
             the text. This article offers a novel heuristic for teaching
             students how to effectively execute these “passages about
             visuals” in a way that is both conceptually simple enough
             to be understood by novices yet rich enough to accommodate
             the complexity of expert scientific writing. The heuristic
             consists of a set of “moves”: announce, orient, observe,
             and explain. Following an explanation of the moves, readers
             are walked through a variety of examples showing the moves
             in context and noting the different ways the moves are
             arranged and executed in published scientific research
             articles. Pedagogical implications and approaches for using
             the heuristic in the classroom are then discussed.},
   Key = {fds369176}
}

@article{fds371513,
   Author = {Moskovitz, C and Harmon, B and Saha, S},
   Title = {The Structure of Scientific Writing: An Empirical Analysis
             of Recent Research Articles in STEM},
   Journal = {Journal of Technical Writing and Communication},
   Year = {2023},
   Month = {January},
   url = {http://dx.doi.org/10.1177/00472816231171851},
   Abstract = {While the IMRAD (Introduction, Methods, Results, and
             Discussion) format is common in scientific writing, it may
             not currently be as ubiquitous as often thought. We
             undertook a systematic, corpus-based study of primary
             section headings in research articles across a range of STEM
             disciplines to investigate adherence to the IMRAD structure
             in relation to type of study (computational, empirical, or
             theoretical) and field. We identified four categories of
             structure: IMRAD, IMRAD+ (IMRAD with additional sections
             and/or different order), Nested IMRAD (multi-part studies),
             and Non-IMRAD. Papers in biology mainly used an IMRAD
             format, while less than half in engineering or social
             sciences did so. While empirical papers tended to use IMRAD
             formats, most computational papers did not. Thus, our
             findings show that IMRAD is a common but not universal
             structure for contemporary scientific writing. Awareness of
             these differences should encourage teachers of scientific
             and technical writing and scholars of writing studies to pay
             closer attention to the actual structural forms used in
             different STEM disciplines and with different methodological
             types of research studies.},
   Doi = {10.1177/00472816231171851},
   Key = {fds371513}
}


%% Ossi-Lupo, Kerry   
@article{fds374613,
   Author = {Borries, C and Lu, A and Ossi-Lupo, K and Koenig,
             A},
   Title = {Timing of conceptions in Phayre's leaf monkeys: Energy and
             phytochemical intake.},
   Journal = {American journal of biological anthropology},
   Volume = {183},
   Number = {2},
   Pages = {e24881},
   Year = {2024},
   Month = {February},
   url = {http://dx.doi.org/10.1002/ajpa.24881},
   Abstract = {<h4>Objectives</h4>Raising offspring imposes energetic
             costs, especially for female mammals. Consequently, seasons
             favoring high energy intake and sustained positive energy
             balance often result in a conception peak. Factors that may
             weaken this coordinated effect include premature offspring
             loss and adolescent subfertility. Furthermore, seasonal
             ingestion of phytochemicals may facilitate conception peaks.
             We examined these factors and potential benefits of a
             conception peak (infant survival and interbirth interval) in
             Phayre's leaf monkeys (Trachypithecus phayrei
             crepusculus).<h4>Materials and methods</h4>Data were
             collected at Phu Khieo Wildlife Sanctuary, Thailand (78
             conceptions). We estimated periods of high energy intake
             based on fruit and young leaf feeding and via monthly energy
             intake rates. Phytochemical intake was based on fecal
             progestin. We examined seasonality (circular statistics and
             cox proportional hazard models) and compared consequences of
             timing (infant survival and interbirth intervals, t-test,
             and Fisher exact test).<h4>Results</h4>Conceptions occurred
             in all months but peaked from May to August. This peak
             coincided with high fecal progestin rather than presumed
             positive energy balance. Primipara conceived significantly
             later than multipara. Neither infant survival nor interbirth
             intervals were related to the timing of conception.<h4>Discussion</h4>Periods
             of high energy intake may not exist and would not explain
             the conception peak in this population. However, the
             presumed high intake of phytochemicals was tightly linked to
             the conception peak. Timing conceptions to the peak season
             did not provide benefits, suggesting that the clustering of
             conceptions may be a mere by-product of phytochemical
             intake. To confirm this conclusion, seasonal changes in
             phytochemical intake and hormone levels need to be studied
             more directly.},
   Doi = {10.1002/ajpa.24881},
   Key = {fds374613}
}


%% Reynolds, Julie   
@article{fds371105,
   Author = {Marion, SB and Reynolds, JA and Schmid, L and Carter, BE and Willis, JH and Mauger, L and Thompson, RJ},
   Title = {Beyond Content, Understanding What Makes Test Questions Most
             Challenging},
   Journal = {BioScience},
   Volume = {73},
   Number = {3},
   Pages = {229-235},
   Year = {2023},
   Month = {March},
   url = {http://dx.doi.org/10.1093/biosci/biad007},
   Abstract = {When students answer test questions incorrectly, we often
             assume they don’t understand the content; instead, they
             may struggle with certain cognitive skills or with how
             questions are asked. Our goal was to look beyond content to
             understand what makes assessment questions most challenging.
             On the basis of more than 76,000 answers to multiple-choice
             questions in a large, introductory biology course, we
             examined three question components—cognitive skills,
             procedural knowledge, and question forms—and their
             interactions. We found that the most challenging questions
             require the students to organize information and make
             meaning from it—skills that are essential in science. For
             example, some of the most challenging questions are
             presented as unstructured word problems and require
             interpretation; to answer correctly, the students must
             identify and extract the important information and construct
             their understanding from it. Our results highlight the
             importance of teaching students to organize and make meaning
             from the content we teach.},
   Doi = {10.1093/biosci/biad007},
   Key = {fds371105}
}

@article{fds372758,
   Author = {Thompson, RJ and Schmid, L and Mburi, M and Dowd, JE and Finkenstaedt-Quinn, SA and Shultz, GV and Gere, AR and Schiff, LA and Flash, P and Reynolds, JA},
   Title = {Diversity of undergraduates in STEM courses: individual and
             demographic differences in changes in self-efficacy,
             epistemic beliefs, and intrapersonal attribute
             profiles},
   Journal = {Studies in Higher Education},
   Pages = {1-22},
   Publisher = {Informa UK Limited},
   Year = {2023},
   Month = {January},
   url = {http://dx.doi.org/10.1080/03075079.2023.2250385},
   Abstract = {Across undergraduate STEM learning contexts in several
             countries, students’ intrapersonal attributes of epistemic
             beliefs, self-efficacy beliefs, intrinsic motivation, and
             sense of identity have been found to influence learning and
             to change in response to educational practices. However,
             research can mask individual and demographic differences in
             student's attributes that may moderate or mediate the
             relationship between educational practices and learning
             outcomes. We employed variable-centered and person-centered
             methods to examine individual and demographic differences in
             changes in students’ intrapersonal attributes and patterns
             of interrelationship among attributes with a study sample of
             students (N = 4,500) in 14 STEM undergraduate courses (8
             biology, 4 chemistry, and 2 statistics) at three research
             universities in the United States. Variable-centered
             analyses revealed overall increases in students’ science
             self-efficacy beliefs and epistemic beliefs even though
             these outcomes were not intentionally targeted as learning
             objectives. However, person-centered analyses indicated that
             not all students experienced these gains. For example,
             self-identified Asian/Pacific Islander and Black students
             were more likely to be members of groups demonstrating a
             decrease in science self-efficacy, whereas Asian/Pacific
             Islander students and men were less likely to be members of
             the subgroup with consistently evaluativist epistemic
             beliefs and higher GPAs. Using latent profile analysis
             (LPA), we identified five distinct student profiles that
             reflected different patterns of interrelationship of
             epistemic beliefs, science and writing self-efficacy
             beliefs, and science identity. We discuss the implications
             of these findings for educational practices, particularly
             with regard to intentionally fostering diverse students’
             self-efficacy, sense of identity, and adaptive epistemic
             beliefs.},
   Doi = {10.1080/03075079.2023.2250385},
   Key = {fds372758}
}


%% Scharnhorst, Rhiannon   
@misc{fds374009,
   Author = {Scharnhorst, R},
   Title = {Menus as Artifacts for Rhetorical Analysis},
   Year = {2023},
   Key = {fds374009}
}


%% Schonberg, Eliana J.   
@article{fds373999,
   Author = {Schonberg, E and Colton, A and Bhattarai, P and Kim, E-H and Manning, A and Zhou, X},
   Title = {Reading the Online Writing Center: The Affordances and
             Constraints of WCOnline},
   Journal = {Praxis: A Writing Center Journal},
   Volume = {20},
   Number = {2},
   Pages = {56-67},
   Year = {2023},
   Key = {fds373999}
}


%% Summers, Jesse S   
@article{fds373672,
   Author = {Dasgupta, J and Lockwood Estrin and G and Summers, J and Singh,
             I},
   Title = {Cognitive Enhancement and Social Mobility: Skepticism from
             India},
   Journal = {AJOB Neuroscience},
   Volume = {14},
   Number = {4},
   Pages = {341-351},
   Publisher = {Informa UK Limited},
   Year = {2023},
   Month = {October},
   url = {http://dx.doi.org/10.1080/21507740.2022.2048723},
   Doi = {10.1080/21507740.2022.2048723},
   Key = {fds373672}
}


%% Tan, Xiao   
@article{fds372626,
   Author = {Tan, X},
   Title = {An exploratory study of English as a Second Language
             students’ “citation” patterns in multimodal
             writing},
   Journal = {Journal of English for Academic Purposes},
   Volume = {66},
   Pages = {101294-101294},
   Publisher = {Elsevier BV},
   Year = {2023},
   Month = {November},
   url = {http://dx.doi.org/10.1016/j.jeap.2023.101294},
   Abstract = {This study explores how English as a Second Language (ESL)
             students make reference to outside sources and incorporate
             textual repetition using multimodal resources in a video
             project. ESL students’ source use and citation practices
             have been studied extensively in the context of traditional
             text-based writing. However, little attention is paid to the
             issue of making citations in multimodal writing, despite the
             fact that multimodal writing has been a popular topic in
             recent decades. The current study bridges this gap by
             analyzing the cases of multimodal citation in 14 videos
             created by ESL students in a first-year composition course,
             accompanied by insights from two students. The analysis
             yields three patterns of incorporating sources—concurrently
             afforded, verbally afforded, and visually afforded
             citations—that employ different combinations of visual and
             audio resources. Direct quotations are incorporated as part
             of the narration as well as the visual representation. These
             multimodal citations and quotations fulfill three broad
             rhetorical functions: attribution, exemplification, and
             establishing links between sources. There is also evidence
             of knowledge transfer across genre and cultural boundaries.
             This study provides insights into how modal affordances
             could be leveraged to acknowledge propositional content in
             creative and rhetorically effective ways. It provides
             pedagogical ideas for designing multimodal assignments to
             engage students in the critical discussion of audience,
             intertextuality, and discourse community.},
   Doi = {10.1016/j.jeap.2023.101294},
   Key = {fds372626}
}

@article{fds372026,
   Author = {Tan, X},
   Title = {Stories behind the scenes: L2 students’ cognitive
             processes of multimodal composing and traditional
             writing},
   Journal = {Journal of Second Language Writing},
   Volume = {59},
   Pages = {100958-100958},
   Publisher = {Elsevier BV},
   Year = {2023},
   Month = {March},
   url = {http://dx.doi.org/10.1016/j.jslw.2022.100958},
   Abstract = {In recent years, multimodal composing has attracted much
             attention in the field of second language (L2) writing.
             Previous research focused heavily on the pedagogical effects
             of teaching multimodal writing to L2 students. Less
             investigated is students’ cognitive engagement in the
             complicated processes of composing multimodal texts. To
             bridge the research gap, this qualitative study examines the
             composing processes of two groups of L2 writers over five
             weeks, as one group completed a multimodal video project and
             the other one completed a traditional essay project. Data
             consist of students’ screen recordings with the
             think-aloud protocol, written and multimodal products, and
             post-project interviews. This study shows that the two
             groups shared common behavioral patterns of consulting
             outside sources and initiating revisions, which might be
             attributed to similar writing schemas. Students who were
             tasked to create a video showed more autonomous writing and
             inconsistent text-borrowing behaviors. Pedagogical
             implications and research suggestions are discussed in light
             of the findings.},
   Doi = {10.1016/j.jslw.2022.100958},
   Key = {fds372026}
}

@article{fds374576,
   Author = {Tan, X},
   Title = {"How Can I Sound Politician?": A Case Study of Multilingual
             Writer Transferring Prior Knowledge in Multimodal
             Composing},
   Journal = {Open Words: Access and English Studies},
   Volume = {15},
   Number = {1},
   Pages = {44-63},
   Publisher = {The WAC Clearinghouse},
   Year = {2023},
   url = {http://dx.doi.org/10.37514/opw-j.2023.15.1.03},
   Doi = {10.37514/opw-j.2023.15.1.03},
   Key = {fds374576}
}

@misc{fds372027,
   Author = {Tan, X},
   Title = {Playing the academic game: Identities, socialization, and
             discourse community},
   Booktitle = {Doctoral students' identities and emotional wellbeing in
             applied linguistics},
   Publisher = {Routledge},
   Editor = {Yazan, B and Trinh, E and Herrera, LJP},
   Year = {2023},
   url = {http://dx.doi.org/10.4324/9781003305934},
   Doi = {10.4324/9781003305934},
   Key = {fds372027}
}


%% Wesolowski, Katya   
@book{fds368051,
   Author = {Wesolowski, K},
   Title = {Capoeira Connections A Memoir in Motion},
   Pages = {304 pages},
   Publisher = {University of Florida Press},
   Year = {2023},
   Month = {January},
   ISBN = {1683403207},
   Abstract = {This ethnographic memoir weaves together the history of
             capoeira, recent transformations in the practice, and
             personal insights from author Katya Wesolowski&#39;s thirty
             years of experience as a capoeirista.},
   Key = {fds368051}
}