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| Thompson Writing Program Faculty: Publications since January 2023List all publications in the database. :chronological alphabetical combined listing:%% 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{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}, Volume = {49}, Number = {4}, Pages = {690-711}, Publisher = {Informa UK Limited}, Year = {2024}, 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} } @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} } %% 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} } %% Smith, Crystal S. @article{fds376815, Author = {Smith, CS}, Title = {Mentoring a New Generation of African American Haiku Writers: In Conversation with Lenard D. Moore}, Journal = {African American Review}, Volume = {56}, Number = {1}, Pages = {1-8}, Publisher = {Project MUSE}, Year = {2023}, Month = {March}, url = {http://dx.doi.org/10.1353/afa.2023.a903594}, Abstract = {<jats:p xml:lang="en"> Abstract: Lenard D. Moore has published more haiku than any other African American writing in the genre. He has also mentored a new generation of African American haiku writers, including Camille Dungy. This interview details his work as a prolific haiku poet and a mentor.</jats:p>}, Doi = {10.1353/afa.2023.a903594}, Key = {fds376815} } @book{fds376816, Author = {Smith, CS}, Title = {Dark Testament Blackout Poems}, Pages = {92 pages}, Publisher = {Henry Holt and Company (BYR)}, Year = {2023}, Month = {January}, ISBN = {9781250854353}, Abstract = {In this extraordinary collection, the award-winning poet Crystal Simone Smith gives voice to the mournful dead, their lives unjustly lost to violence, and to the grieving chorus of protestors in today’s Black Lives Matter movement, in ...}, Key = {fds376816} } %% 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{fds376859, Author = {Xu, W and Tan, X}, Title = {Beyond words: L2 writing teachers’ visual conceptualizations of ChatGPT in teaching and learning}, Journal = {Journal of Second Language Writing}, Volume = {64}, Year = {2024}, Month = {June}, url = {http://dx.doi.org/10.1016/j.jslw.2024.101110}, Abstract = {Since its inception, ChatGPT has been characterized by L2 writing teachers with various metaphors, such as a tool and a collaborator. Complemented with text-based metaphorical conceptualizations, this research brief contributes ten visual conceptualizations of ChatGPT in L2 writing pedagogy from L2 writing teachers who teach in US higher education. Four themes emerged from our analysis of these visual conceptualizations: ChatGPT as a (1) tool, (2) resource, (3) threat, and an (4) unknown entity. The visualizations help tease out the intricacies involved in the use of metaphorical representations of ChatGPT and provide a multidimensional picture of L2 writing teachers’ perceptions and attitudes towards the use of ChatGPT in L2 writing classrooms. This report concludes with an overview of the potential implications of applying visual metaphorical conceptualizations of ChatGPT to educational settings, such as raising L2 student writers’ awareness and fostering the development of their critical digital literacy.}, Doi = {10.1016/j.jslw.2024.101110}, Key = {fds376859} } @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} } | |
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