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's thirty
years of experience as a capoeirista.},
Key = {fds368051}
}