Thompson Writing Program Faculty: Publications since January 2021

%% Accinno, Michael D   
@article{fds356940,
   Author = {Accinno, M},
   Title = {John Sullivan Dwight, Blindness, and Music
             Education},
   Journal = {American Music},
   Volume = {39},
   Number = {1},
   Pages = {89-118},
   Publisher = {University of Illinois Press},
   Year = {2021},
   Month = {April},
   url = {http://dx.doi.org/10.5406/americanmusic.39.1.0089},
   Doi = {10.5406/americanmusic.39.1.0089},
   Key = {fds356940}
}


%% Ahern Dodson, Jennifer   
@article{fds359207,
   Author = {Ahern-Dodson, J and Dufour, M},
   Title = {Supporting Faculty as Writers and Teachers An Integrative
             Approach to Educational Development},
   Journal = {To Improve the Academy},
   Volume = {40},
   Number = {1},
   Publisher = {University of Michigan Library},
   Year = {2021},
   url = {http://dx.doi.org/10.3998/tia.964},
   Abstract = {<jats:p>In this article, we explore how supporting faculty
             writers can also help them to become more effective teachers
             of writing in their disciplines. Based on over ten years of
             facilitating and studying faculty at our writing retreats,
             we demonstrate how understanding and improving their own
             writing experiences can spark insight into their students as
             writers. Furthermore, we suggest that helping faculty make
             this “turn to teaching” exemplifies the potential for an
             integrative model of educational development, one that
             leverages connections across faculty roles and
             responsibilities.</jats:p>},
   Doi = {10.3998/tia.964},
   Key = {fds359207}
}


%% Corey, Jessica   
@book{fds360150,
   Author = {Corey, JR},
   Title = {Materializing Silence in Feminist Activism},
   Pages = {202 pages},
   Publisher = {Palgrave Macmillan},
   Year = {2021},
   Month = {November},
   ISBN = {3030810658},
   Abstract = {This book examines how rhetorically effective uses of
             silence and materiality mediate feminist activism and
             discusses the implications of these dynamics for
             pedagogy.},
   Key = {fds360150}
}

@misc{fds360151,
   Author = {Corey, J},
   Title = {Inverting Aristotle’s Relationship between Invention and
             Pathos: 17 Students Write to the Freedom
             Writers},
   Booktitle = {Preserving Emotion in Student Writing: Innovation in
             Composition Pedagogy},
   Publisher = {Peter Lang},
   Editor = {Wynn, C},
   Year = {2021},
   Key = {fds360151}
}


%% Kalman-Lamb, Nathan   
@article{fds349009,
   Author = {Kalman-Lamb, N},
   Title = {Imagined communities of fandom: sport, spectatorship,
             meaning and alienation in late capitalism},
   Journal = {Sport in Society},
   Volume = {24},
   Number = {6},
   Pages = {922-936},
   Year = {2021},
   Month = {January},
   url = {http://dx.doi.org/10.1080/17430437.2020.1720656},
   Abstract = {This article accounts for the allure of sports spectatorship
             in late capitalism by theorizing spectatorial communities as
             imagined communities. Building on the work of Benedict
             Anderson and others, and drawing on discourse around fandom
             in popular culture and the media, it argues that imagined
             communities of fandom function as sites of meaning and
             community within the alienating and individualist context of
             late capitalism. These communities are invented and
             continuously rehearsed through fetish spectacle and
             ritualistic practice and produce Manichean understandings of
             social relations that can lead to marginalization and
             violence.},
   Doi = {10.1080/17430437.2020.1720656},
   Key = {fds349009}
}


%% LeJacq, Seth S   
@article{fds359686,
   Author = {LeJacq, SS},
   Title = {The Domestic Herbal: Plants for the Home in the
             Seventeenth Century by Margaret Willes},
   Journal = {Social History of Medicine},
   Volume = {34},
   Number = {3},
   Pages = {1032-1033},
   Publisher = {Oxford University Press (OUP)},
   Year = {2021},
   Month = {September},
   url = {http://dx.doi.org/10.1093/shm/hkab005},
   Doi = {10.1093/shm/hkab005},
   Key = {fds359686}
}

@article{fds355729,
   Author = {LeJacq, SS},
   Title = {Escaping court martial for sodomy: Prosecution and its
             alternatives in the Royal Navy, 1690-1840},
   Journal = {International Journal of Maritime History},
   Volume = {33},
   Number = {1},
   Pages = {16-36},
   Year = {2021},
   Month = {March},
   url = {http://dx.doi.org/10.1177/0843871421991169},
   Abstract = {This article reassesses the sailing Royal Navy’s treatment
             of homoerotic crimes. Historians have argued that
             same-gender sexual contact was rare and loathed on naval
             vessels, and that trials were consequently uncommon but
             produced exceedingly harsh outcomes. Drawing on new archival
             research, this paper reveals that naval actors had more
             varied and complex attitudes towards the homoerotic and that
             courts treated these crimes more moderately on average than
             has long been assumed. Court martial trials also represented
             only one – extreme – outcome of an elaborate system that
             naval actors used to ‘resolve’ detected sex crimes.
             Summary punishment, flight, dismissal and a range of other
             routes served as common non-judicial alternatives. Detailed
             exploration of a protracted late-Georgian dismissal case,
             that of Lt. Arthur Walter Adair, shows that it is essential
             to attend to the full range of naval reactions to the
             homoerotic if we are to fully understand its place in naval
             history.},
   Doi = {10.1177/0843871421991169},
   Key = {fds355729}
}

@article{fds355378,
   Author = {LeJacq, SS},
   Title = {London, by Accident},
   Journal = {Eighteenth Century Life},
   Volume = {45},
   Number = {1},
   Pages = {114-120},
   Publisher = {Duke University Press},
   Year = {2021},
   Month = {January},
   url = {http://dx.doi.org/10.1215/00982601-8794000},
   Doi = {10.1215/00982601-8794000},
   Key = {fds355378}
}


%% Moskovitz, Cary   
@misc{fds360763,
   Author = {Moskovitz, C},
   Title = {Text Recycling in Chemistry Research: The Need for Clear and
             Consistent Guidelines},
   Booktitle = {International Ethics in Chemistry: Developing Common Values
             across Cultures},
   Publisher = {American Chemical Society},
   Editor = {Schelble, SM and Elkins, K},
   Year = {2021},
   Month = {November},
   ISBN = {9780841297982},
   Abstract = {Like most scientists, chemists frequently have reason to
             reuse some materials from their own published articles in
             new ones, especially when producing a series of closely
             related papers. Text recycling, the reuse of material from
             one’s own works, has become a source of considerable
             confusion and frustration for researchers and editors alike.
             While text recycling does not pose the same level of ethical
             concern as matters such as data fabrication or plagiarism,
             it is much more common and complicated. Much of the
             confusion stems from a lack of clarity and consistency in
             publisher guidelines and publishing contracts. Matters are
             even more complicated when manuscripts are coauthored by
             researchers residing in different countries. This chapter
             demonstrates the nature of these problems through an
             analysis of a set of documents from a single publisher, the
             American Chemical Society (ACS). The ACS was chosen because
             it is a leading publisher of chemistry research and because
             its guidelines and publishing contracts address text
             recycling in unusual detail. The present analysis takes
             advantage of this detail to show both the importance of
             clear, thoughtfully designed text recycling policies and the
             problems that can arise when publishers fail to bring their
             various documents into close alignment.},
   Key = {fds360763}
}

@article{fds353537,
   Author = {Anson, IG and Moskovitz, C},
   Title = {Text recycling in STEM: A text-analytic study of recently
             published research articles.},
   Journal = {Accountability in Research},
   Volume = {28},
   Number = {6},
   Pages = {349-371},
   Year = {2021},
   Month = {August},
   url = {http://dx.doi.org/10.1080/08989621.2020.1850284},
   Abstract = {Text recycling, sometimes called "self-plagiarism," is the
             reuse of material from one's own existing documents in a
             newly created work. Over the past decade, text recycling has
             become an increasingly debated practice in research ethics,
             especially in science and technology fields. Little is
             known, however, about researchers' actual text recycling
             practices. We report here on a computational analysis of
             text recycling in published research articles in STEM
             disciplines. Using a tool we created in R, we analyze a
             corpus of 400 published articles from 80 federally funded
             research projects across eight disciplinary clusters.
             According to our analysis, STEM research groups frequently
             recycle some material from their previously published
             articles. On average, papers in our corpus contained about
             three recycled sentences per article, though a minority of
             research teams (around 15%) recycled substantially more
             content. These findings were generally consistent across
             STEM disciplines. We also find evidence that researchers
             superficially alter recycled prose much more often than
             recycling it verbatim. Based on our findings, which suggest
             that recycling some amount of material is normative in STEM
             research writing, researchers and editors would benefit from
             more appropriate and explicit guidance about what
             constitutes legitimate practice and how authors should
             report the presence of recycled material.},
   Doi = {10.1080/08989621.2020.1850284},
   Key = {fds353537}
}

@article{fds355212,
   Author = {Moskovitz, C},
   Title = {Standardizing terminology for text recycling in research
             writing},
   Journal = {Learned Publishing},
   Volume = {34},
   Number = {3},
   Pages = {370-378},
   Year = {2021},
   Month = {July},
   url = {http://dx.doi.org/10.1002/leap.1372},
   Abstract = {Because research in science, engineering and medical fields
             advances incrementally, researchers routinely write papers
             that build directly on their prior work. While each new
             research article is expected to make a novel contribution,
             researchers often need to repeat some material—method
             details, background and so on—from their previous
             articles, a practice called ‘text recycling’. While
             increasing awareness of text recycling has led to the
             proliferation of policies, journal editorials and scholarly
             articles addressing the practice, these documents tend to
             employ inconsistent terminology—using different terms to
             name the same key ideas and, even more problematic, using
             the same terms with different meanings. These
             inconsistencies make it difficult for readers to know
             precisely how the ideas or expectations articulated in one
             document relate to those of others. This paper first
             clarifies the problems with current terminology, showing how
             key terms are used inconsistently across publisher policies
             for authors, guidelines for editors and textbooks on
             research ethics. It then offers a new taxonomy of
             text-recycling practices with terms designed to align with
             the acceptability of these practices in common research
             writing and publishing contexts.},
   Doi = {10.1002/leap.1372},
   Key = {fds355212}
}


%% Neuschel, Kristen   
@article{fds356174,
   Author = {King-O'Brien, K and Mantler, G and Mullenneaux, N and Neuschel,
             K},
   Title = {Reimagining Writing in History Courses},
   Journal = {The Journal of American History},
   Volume = {107},
   Number = {4},
   Pages = {942-954},
   Year = {2021},
   Month = {March},
   url = {http://dx.doi.org/10.1093/jahist/jaaa465},
   Doi = {10.1093/jahist/jaaa465},
   Key = {fds356174}
}


%% Reynolds, Julie   
@article{fds355474,
   Author = {Thompson, RJ and Finkenstaedt-Quinnb, SA and Shultz, GV and Gere, AR and Schmid, L and Dowd, JE and Mburi, M and Schiff, LA and Flashg, P and Reynolds, JA},
   Title = {How faculty discipline and beliefs influence instructional
             uses of writing in STEM undergraduate courses at
             research-intensive universities},
   Journal = {Journal of Writing Research},
   Volume = {12},
   Number = {3},
   Pages = {625-656},
   Year = {2021},
   Month = {February},
   url = {http://dx.doi.org/10.17239/jowr-2021.12.03.04},
   Abstract = {Efforts to accelerate the pace of adoption of
             writing-to-learn (WTL) practices in undergraduate STEM
             courses have been limited by a lack of theoretical and
             conceptual frameworks to systematically guide research and
             empirical evidence about the extent to which intrapersonal
             attributes and contextual factors, particularly faculty
             beliefs and disciplinary cultures, influence faculty use of
             writing assignments in their teaching. To address these
             gaps, we adopted an ecological systems perspective and
             conducted a national survey of faculty in STEM departments
             across 63 research-intensive universities in the United
             States. Overall, the findings indicated that 70% of faculty
             assigned writing. However, the assignment of writing
             differed by faculty demographics, discipline, and beliefs.
             More specifically, faculty demographics accounted for 5% of
             the variance in assignment of writing. Faculty discipline
             accounted for an additional 6% increment in variance, and
             faculty epistemic beliefs and beliefs about effectiveness of
             WTL practices and contextual resources and constraints
             influencing the use of writing in their teaching together
             accounted for an additional 30% increment in variance. The
             findings point to faculty beliefs as salient intervention
             targets and highlight the importance of disciplinary
             specific approaches to the promotion of the adoption of WTL
             practices},
   Doi = {10.17239/jowr-2021.12.03.04},
   Key = {fds355474}
}

@article{fds355322,
   Author = {Mourad, TM and McNulty, AF and Liwosz, D and Tice, K and Abbott, F and Williams, GC and Reynolds, JA},
   Title = {Erratum: The Role of a Professional Society in Broadening
             Participation in Science: A National Model for Increasing
             Persistence (BioScience DOI: 10.1093/biosci/biy066)},
   Journal = {Bioscience},
   Volume = {71},
   Number = {1},
   Pages = {104},
   Year = {2021},
   Month = {January},
   url = {http://dx.doi.org/10.1093/biosci/biaa142},
   Abstract = {In the originally published version of this manuscript, the
             following errors were noted and listed in this corrigendum.
             Upon the original publication, there was an error in the
             “References cited” section. The following reference
             should read: “Armstrong MJ, Berkowitz AR, Dyer LA, Taylor
             J. 2007. Understanding why underrepresented students pursue
             ecology careers: A preliminary case study. Frontiers in
             Ecology and the Environment 5: 415–420.
             doi:10.1890/060113.1” instead of “Armstrong MJ,
             Berkowitz AR, Dyer LA, Taylor J 2007. Understanding why
             underrepresented students pursue ecology careers: A
             preliminary case study. Review of Educational Research 5:
             751–796.” Upon the original publication, there was an
             error in the “Supplementary material” section. The URL
             link for “BIOSCI” should be: https://academic.oup.com/bioscience/article-lookup/doi/10.1093/biosci/biy066#supplementary-data.},
   Doi = {10.1093/biosci/biaa142},
   Key = {fds355322}
}


%% Smith, Jacob   
@book{fds357386,
   Author = {Smith, JFH},
   Title = {Minority party misery: Political powerlessness and electoral
             disengagement},
   Pages = {1-197},
   Year = {2021},
   Month = {March},
   ISBN = {9780472074761},
   url = {http://dx.doi.org/10.3998/mpub.11513438},
   Abstract = {This book examines the role of minority party status on
             politicians' engagement in electoral politics. Jacob Smith
             argues that politicians are more likely to be engaged in
             electoral politics when they expect their party to be in the
             majority in Congress after the next election and less likely
             when they anticipate their party will be in the minority.
             This effect is particularly likely to hold true in recent
             decades where parties disagree on a substantial number of
             issues. Politicians whose party will be in the majority have
             a clear incentive to engage in electoral politics because
             their preferred policies have a credible chance of passing
             if they are in the majority. In contrast, it is generally
             difficult for minority party lawmakers to get a hearing
             on-much less advance-their preferred policies, particularly
             when institutional rules inside Congress favor the majority
             party. Instead, minority party lawmakers spend most of their
             time fighting losing battles against policy proposals from
             the majority party. Minority Party Misery examines the
             consequences of the powerlessness that politicians feel from
             continually losing battles to the majority party in
             Congress. Its findings have important consequences for
             democratic governance, as highly qualified minority party
             politicians may choose to leave office due to their dismal
             circumstances rather than continue to serve until their
             party eventually reenters the majority.},
   Doi = {10.3998/mpub.11513438},
   Key = {fds357386}
}


%% Welsh, Miranda   
@article{fds355517,
   Author = {Welsh, ME and Cronin, JP and Mitchell, CE},
   Title = {Trait‐Based Variation in Host Contribution to Pathogen
             Transmission Across Species and Resource
             Supplies},
   Journal = {Bulletin of the Ecological Society of America},
   Volume = {102},
   Number = {1},
   Publisher = {WILEY},
   Year = {2021},
   Month = {January},
   url = {http://dx.doi.org/10.1002/bes2.1796},
   Doi = {10.1002/bes2.1796},
   Key = {fds355517}
}