Sun, 06 Jul 2008 02:46:06 BST CiteULike: senioritis's library [235 articles] http://www.citeulike.org/user/senioritis/order/to_read CiteULike.org en-gb Copyright © 2004-2008 citeulike.org http://www.citeulike.org/user/senioritis/article/2500180 <i>WPA: Writing Program Administration, Vol. 31, No. 1/2. (Fall/Winter 2007), pp. 35-48.</i> Reading Practices in the Writing Classroom Linda Adler-Kassner Heidi Estrem WPA: Writing Program Administration, Vol. 31, No. 1/2. (Fall/Winter 2007), pp. 35-48. 2008-03-10T11:28:02-00:00 2007 WPA: Writing Program Administration 31 1/2 35 48 reading http://www.citeulike.org/user/senioritis/article/1679580 <i>(15 September 2007)</i><br /><br /><div><div>If economics is about the allocation of resources, then what is the most precious resource in our new information economy? Certainly not information, for we are drowning in it. No, what we are short of is the attention to make sense of that information. <br><br>With all the verve and erudition that have established his earlier books as classics, Richard A. Lanham here traces our epochal move from an economy of things and objects to an economy of attention. According to Lanham, the central commodity in our new age of information is not stuff but <i>style</i>, for style is what competes for our attention amidst the din and deluge of new media. In such a world, intellectual property will become more central to the economy than real property, while the arts and letters will grow to be more crucial than engineering, the physical sciences, and indeed economics as conventionally practiced. The new attention economy, therefore, will anoint a new set of moguls in the business world—not the CEOs or fund managers of yesteryear, but new masters of attention with a grounding in the humanities and liberal arts. <br><br><b> </b>“I personally find this head-smackingly insightful. Of course! Money may make the world go ‘round, but it’s attention that we increasingly sell, hoard, compete for and fuss over. . . . The real news is that just about all of us—whether we participate in the market as producers or consumers—live increasingly in the attention economy as well.”—Andrew Cassel, <i>Philadelphia Inquirer</i></div></div> The Economics of Attention: Style and Substance in the Age of Information Richard Lanham (15 September 2007) 2007-09-20T16:27:25-00:00 2007 University Of Chicago Press 712 economics reading style http://www.citeulike.org/user/senioritis/article/1626552 <i>(01 January 2008)</i><br /><br /><P>“Marc Bousquet is the most trenchant theorist of the current academic labor situation, and <B>How the University Works</B> is the best study of academic labor conditions in the U.S. since the 1970s. It is thoroughly and creatively researched, theoretically bold, often mercifully frank, and frequently poignant in its arguments and findings.” <BR>—Vincent B. Leitch, General Editor of the <I>Norton Anthology of Theory and Criticism</I></P><P>As much as we think we know about the modern university, very little has been said about what it's like to work there. Instead of the high-wage, high-profit world of “knowledge work,” most campus employees — including the vast majority of faculty — really work in the low-wage, low-profit sphere of the service economy. Tenure-track positions are at an all-time low, with adjuncts and graduate students teaching the majority of courses. This super-exploited corps of disposable workers commonly earn fewer than $16,000 annually, without benefits, teaching as many as eight classes per year. Even undergraduates are being exploited as a low-cost, disposable workforce.</P><P>Marc Bousquet, a major figure in the academic labor movement, exposes the seamy underbelly of higher education — a world where faculty, graduate students, and undergraduates work long hours for fast-food wages. Assessing the costs of higher education's corporatization on faculty and students at every level, <B>How the University Works</B> is urgent reading for anyone interested in the fate of the university.</P> How the University Works: Higher Education and the Low-Wage Nation Marc Bousquet Cary Nelson (01 January 2008) 2007-09-06T12:54:14-00:00 2008 NYU Press 712 academia adjuncts economics http://www.citeulike.org/user/senioritis/article/1140389 <i>Composition Forum, Vol. 14, No. 2. (2005)</i> The Challenges of Assignment Design in Discipline-Based Freshman Writing Classes Arlene Wilner Composition Forum, Vol. 14, No. 2. (2005) 2007-03-05T02:40:04-00:00 2005 Composition Forum 14 2 assignments wac http://www.citeulike.org/user/senioritis/article/1140386 <i>Composition Forum, Vol. 14, No. 2. (2005)</i> A Genre Approach to Writing Assignments Irene Clark Composition Forum, Vol. 14, No. 2. (2005) 2007-03-05T02:37:49-00:00 2005 Composition Forum 14 2 assignments genre http://www.citeulike.org/user/senioritis/article/1243994 <i>TESOL Quarterly, Vol. 31, No. 2. (1997), pp. 359-363.</i> On the Ethical Treatment of ESL Writers Tony Silva TESOL Quarterly, Vol. 31, No. 2. (1997), pp. 359-363. 2007-04-22T21:19:25-00:00 1997 TESOL Quarterly 31 2 359 363 ethics l2 http://www.citeulike.org/user/senioritis/article/2292085 <i>Studies in Second Language Acquisition, Vol. 30, No. 01. (2008), pp. 79-95.</i> RECEPTIVE AND PRODUCTIVE VOCABULARY SIZES OF L2 LEARNERS Stuart Webb doi:10.1017/S0272263108080042 Studies in Second Language Acquisition, Vol. 30, No. 01. (2008), pp. 79-95. 2008-01-26T08:35:24-00:00 2008 Studies in Second Language Acquisition 30 01 79 95 l2 language http://www.citeulike.org/user/senioritis/article/1236632 <i>Across the Disciplines, Vol. 2 (2005)</i><br /><br />Jonathan Hall argues that there is "a specifically WAC/WID approach to plagiarism" that can help us reduce plagiarism, help students incorporate sources into their writing effectively and honestly, and improve learning. (Published February 9, 2005) Plagiarism Across the Curriculum: How Academic Communities Can Meet the Challenge of the Undocumented Writer Jonathan Hall Across the Disciplines, Vol. 2 (2005) 2007-04-19T10:16:15-00:00 2005 Across the Disciplines 2 plagiarism wac http://www.citeulike.org/user/senioritis/article/908816 <i>Learned Publishing, Vol. 19, No. 4. (October 2006), pp. 259-266.</i> Plagiarism and piracy: a publisher's perspective Taylor Kevin doi:10.1087/095315106778690715 Learned Publishing, Vol. 19, No. 4. (October 2006), pp. 259-266. 2006-10-21T12:23:46-00:00 2006 Learned Publishing 0953-1513 19 4 259 266 Association of Learned and Professional Society Publishers copyright plagiarism http://www.citeulike.org/user/senioritis/article/1217853 <i>Journal of Second Language Writing, Vol. 15, No. 4. (December 2006), pp. 261-278.</i><br /><br />Paraphrasing is considered by many to be an important skill for academic writing, and some have argued that the teaching of paraphrasing might help students avoid copying from source texts. Few studies, however, have investigated the ways in which both L1 and L2 academic writers already use paraphrasing as a textual borrowing strategy when completing their academic assignments. To expand our understanding of university students' paraphrasing strategies, the present study analyzed L1 (n = 79) and L2 (n = 74) writers' use of paraphrase within a summary task and developed a method for classifying these paraphrases into four major Paraphrase Types: Near Copy, Minimal Revision, Moderate Revision, and Substantial Revision. The study then compared the L1 and L2 writers' use of these Paraphrase Types within their summaries. It was found that, while both groups used about five paraphrases per summary, L2 writers used significantly more Near Copies than L1 writers. Conversely, the summaries of L1 writers contained significantly more Moderate and Substantial Revisions than those of the L2 writers. Implications of these findings for future studies of students' textual borrowing strategies are discussed with a particular focus on issues related to plagiarism and the teaching of paraphrasing in university writing classrooms. The use of paraphrase in summary writing: A comparison of L1 and L2 writers Casey Keck doi:10.1016/j.jslw.2006.09.006 Journal of Second Language Writing, Vol. 15, No. 4. (December 2006), pp. 261-278. 2007-04-09T12:32:15-00:00 2006 Journal of Second Language Writing 15 4 261 278 l2 summary http://www.citeulike.org/user/senioritis/article/1201702 <i>WPA: Writing Program Administration, Vol. 28, No. 3. (2005), pp. 57-71.</i> Plagiarism and Collaboration: Suggestions for "Defining and Avoiding Plagiarism: The WPA Statement on Best Practices" Amy Martin WPA: Writing Program Administration, Vol. 28, No. 3. (2005), pp. 57-71. 2007-04-01T13:39:35-00:00 2005 WPA: Writing Program Administration 28 3 57 71 collaboration plagiarism wpa http://www.citeulike.org/user/senioritis/article/1201656 <i>(2004), pp. 251-278.</i> Stance and Intertextuality in Written Discourse Richard Beach Chris Anson (2004), pp. 251-278. 2007-04-01T13:11:34-00:00 2004 251 278 Greenwood intertextuality http://www.citeulike.org/user/senioritis/article/1201632 <i>(2004), pp. 203-213.</i> Citation as Speech Act: Exploring the Pragmatics of Reference Chris Anson (2004), pp. 203-213. 2007-04-01T12:57:41-00:00 2004 203 213 Heinemann citation research speech_acts http://www.citeulike.org/user/senioritis/article/1199625 <i>TESOL Quarterly, Vol. 31, No. 2. (1997), pp. 263-287.</i><br /><br />Research in second language acquisition (SLA) has been dominated by questions regarding the psychological processes of language learning, with less concern for the wider social context, the power relations within the context, and their effect on the psychological variables. This article draws on Peirce's (1995) concept of investment, arguing that it can be usefully broken down into investment in discourses. It also draws on and extends Peirce's use of Bourdieu's (1991) notions of legitimate language, arguing that not only do subject positions, and thus the ability to claim the right to speak, change over time, but they can change within one encounter. To illustrate the importance of these concepts, I analyse the interaction between myself and a student in an interview, as a language learning situation, during which the power relationships shift significantly because of a change of topic (the skeptron changes hands). This shift occurs because of the wider political context and affects the nature of the interaction and thus SLA. The analysis of the interview data and pieces of writing also demonstrates the student's investment in prior discourses and the way they hinder and facilitate his acquisition of written academic discourse, as his approach to academic writing is powerfully shaped by the meanings and function writing had held for him as a political prisoner in an apartheid South Africa. The article includes a brief discussion of the implications for the L2 classroom. Second Language Acquisition of Spoken and Written English: Acquiring the Skeptron Shelley Angélil-Carter TESOL Quarterly, Vol. 31, No. 2. (1997), pp. 263-287. 2007-03-31T12:20:16-00:00 1997 TESOL Quarterly 31 2 263 287 bourdieu l2 http://www.citeulike.org/user/senioritis/article/302129 <i>(15 September 2005)</i><br /><br />Reassembling the Social is a fundamental challenge from one of the world's leading social theorists to how we understand society and the 'social'. Bruno Latour's contention is that the word 'social' as used by Social Scientists has become laden with assumptions to the point where it has become a misnomer. When the adjective is applied to a phenomenon, it is used to indicate a stabilized state of affairs, a bundle of ties that in due course may be used to account for another phenomenon. Latour also finds the word used as if it described a type of material, in a comparable way to an adjective such as 'wooden' or 'steely'. Rather than simply indicating what is already assembled together, it is now used in a way that makes assumptions about the nature of what is assembled. It has become a word that designates two distinct things: a process of assembling: and a type of material, distinct from others. Latour shows why 'the social' cannot be thought of as a kind of material or domain, and disputes attempts to provide a 'social explanation' of other states of affairs. While these attempts have been productive (and probably necessary) in the past, the very success of the social sciences mean that they are largely no longer so. At the present stage it is no longer possible to inspect the precise constituents entering the social domain. Latour returns to the original meaning of 'the social' to redefine the notion and allow it to trace connections again. It will then be possible to resume the traditional goal of the social sciences, but using more refined tools. Drawing on his extensive work examining the 'assemblages' of nature, Latour finds it necessary to scrutinize thoroughly the exact content of what is assembled under the umbrella of Society. This approach, a 'sociology of associations' has become known as Actor-Network-Theory, and this book is an essential introduction both for those seeking to understand Actor-Network-Theory, or the ideas of one of its most influential proponents. Reassembling the Social: An Introduction to Actor-network-theory (Clarendon Lectures in Management Studies) Bruno Latour (15 September 2005) 2005-08-24T09:36:14-00:00 2005 Oxford University Press network http://www.citeulike.org/user/senioritis/article/1166640 <i>The Modern Language Journal, Vol. 88, No. 1. (2004), pp. 1-13.</i><br /><br />This intellectual history of the disciplinary roots of second language (L2) writing research and pedagogy in English examines the influences of its feeder disciplines, composition studies and applied linguistics, and their parent disciplines, rhetoric and linguistics. After a brief history of L2 writing's two grandparent disciplines (rhetoric and linguistics) and its two parent disciplines (composition studies and applied linguistics), the article focuses on the effect of the two parent disciplines' conflicting identities. Whereas L2 writing benefits from its invigorating position at the confluence of these two intellectual streams, it has also been pulled in different incompatible directions resulting from differences, and even similarities, between applied linguistics' and composition studies' inquiry paradigms and traditions, their intellectual identities, and the material disciplinary manifestations of their organizations, conferences, and publications. A brief history of L2 writing pedagogy and research demonstrates the push and pull of the conflicting influences of its feeder disciplines. Family Matters: The Influence of Applied Linguistics and Composition Studies on Second Language Writing Studies-Past, Present, and Future Tony Silva Ilona Leki doi:10.1111/j.0026-7902.2004.00215.x The Modern Language Journal, Vol. 88, No. 1. (2004), pp. 1-13. 2007-03-16T02:31:28-00:00 2004 The Modern Language Journal 88 1 1 13 comp_studies l2 linguistics http://www.citeulike.org/user/senioritis/article/1158435 <i>(1945), pp. 503-518.</i> The Four Master Tropes Kenneth Burke (1945), pp. 503-518. 2007-03-13T17:45:14-00:00 1945 503 518 Prentice-Hall burke rhetoric tropes http://www.citeulike.org/user/senioritis/article/1152748 <i>Political Science Quarterly, Vol. 1, No. 4. (1886), pp. 595-611.</i> Theories of Property George Newcomb doi:10.2307/2139069 Political Science Quarterly, Vol. 1, No. 4. (1886), pp. 595-611. 2007-03-10T10:10:32-00:00 1886 Political Science Quarterly 1 4 595 611 712 history ip locke http://www.citeulike.org/user/senioritis/article/1151621 <i>Writing Center Journal, Vol. 27, No. 1. (2007), pp. 7-28.</i> Taking on Turnitin: Tutors Advocating Change Renee Brown Brian Fallon Jessica Lott Elizabeth Matthews Elizabeth Mintie Writing Center Journal, Vol. 27, No. 1. (2007), pp. 7-28. 2007-03-09T16:33:38-00:00 2007 Writing Center Journal 27 1 7 28 pdss writing_centers http://www.citeulike.org/user/senioritis/article/1140430 <i>(1992), pp. 283-303.</i> Ethical Guidelines for Writing Assignments Sandra Stotsky (1992), pp. 283-303. 2007-03-05T03:37:13-00:00 1992 283 303 National Council of Teachers of English assignments ethics http://www.citeulike.org/user/senioritis/article/2363155 <i>Harper's (February 2008), pp. 33-38.</i> Staying Awake: Notes on the Alleged Decline of Reading Ursula Le Guin Harper's (February 2008), pp. 33-38. 2008-02-11T15:45:24-00:00 2008 Harper's 33 38 publishing reading http://www.citeulike.org/user/senioritis/article/2353232 <i>(28 November 2007)</i><br /><br /><div><i>A Counter-History of Composition</i> contests the foundational disciplinary assumption that vitalism and contemporary rhetoric represent opposing, disconnected poles in the writing tradition. Vitalism has been historically linked to expressivism and concurrently dismissed as innate, intuitive, and unteachable, whereas rhetoric is seen as a rational, teachable method for producing argumentative texts. Counter to this, Byron Hawk identifies vitalism as the ground for producing rhetorical texts-the product of complex material relations rather than the product of chance. Through insightful historical analysis ranging from classical Greek rhetoric to contemporary complexity theory, Hawk defines three forms of vitalism (oppositional, investigative, and complex) and argues for their application in the environments where students write and think today.<br><br> <br><br>Hawk proposes that complex vitalism will prove a useful tool in formulating post-dialectical pedagogies, most notably in the context of emerging digital media. He relates two specific examples of applying complex vitalism in the classroom and calls for the reexamination and reinvention of current self-limiting pedagogies to incorporate vitalism and complexity theory. <br><br></div> A Counter-History of Composition: Toward Methodologies of Complexity (Pitt Comp Literacy Culture) Byron Hawk (28 November 2007) 2008-02-08T12:39:17-00:00 2007 University of Pittsburgh Press 611 comp_studies http://www.citeulike.org/user/senioritis/article/886260 <i>(04 December 2006)</i><br /><br /><I>Blink</I> is about the first two seconds of looking--the decisive glance that knows in an instant. Gladwell, the best-selling author of <I>The Tipping Point</I>, campaigns for snap judgments and mind reading with a gift for translating research into splendid storytelling. Building his case with scenes from a marriage, heart attack triage, speed dating, choking on the golf course, selling cars, and military maneuvers, he persuades readers to think small and focus on the meaning of "thin slices" of behavior. The key is to rely on our "adaptive unconscious"--a 24/7 mental valet--that provides us with instant and sophisticated information to warn of danger, read a stranger, or react to a new idea. <p> Gladwell includes caveats about leaping to conclusions: marketers can manipulate our first impressions, high arousal moments make us "mind blind," focusing on the wrong cue leaves us vulnerable to "the Warren Harding Effect" (i.e., voting for a handsome but hapless president). In a provocative chapter that exposes the "dark side of blink," he illuminates the failure of rapid cognition in the tragic stakeout and murder of Amadou Diallo in the Bronx. He underlines studies about autism, facial reading and cardio uptick to urge training that enhances high-stakes decision-making. In this brilliant, cage-rattling book, one can only wish for a thicker slice of Gladwell's ideas about what Blink Camp might look like. <I>--Barbara Mackoff</I> In his #1 bestseller The Tipping Point, Malcolm Gladwell redefined how we understand the world around us. In BLINK, he revolutionizes the way we understand the world within. How do we make decisions--good and bad--and why are some people so much better at it than others? That's the question Malcolm Gladwell asks and answers in BLINK. Drawing on cutting-edge neuroscience and psychology, examining case studies as diverse as speed dating, pop music, and the New Coke, Gladwell shows how the difference between good decision making and bad has nothing to do with how much information we can process quickly, but rather with the few particular details on which we focus. BLINK displays all of the brilliance that has made Malcolm Gladwell's journalism so popular and his books such perennial bestsellers as it reveals how all of us can become better decision makers--in our homes, our offices, and in everyday life. Blink: The Power of Thinking Without Thinking Malcolm Gladwell (04 December 2006) 2006-10-06T02:14:28-00:00 2006 Back Bay Books engaged_reading http://www.citeulike.org/user/senioritis/article/1158445 <i>JAC: Journal of Advanced Composition, Vol. 13, No. 2. (1993), pp. 401-422.</i> Burkean Tropes and Kuhnian Science: A Social Constructionist Perspective on Language and Reality Edward Schiappa JAC: Journal of Advanced Composition, Vol. 13, No. 2. (1993), pp. 401-422. 2007-03-13T17:58:19-00:00 1993 JAC: Journal of Advanced Composition 13 2 401 422 burke rhetoric social_construction http://www.citeulike.org/user/senioritis/article/1158441 <i>(1984)</i> Attitudes Towards History Kenneth Burke (1984) 2007-03-13T17:52:23-00:00 1984 U California P burke history rhetoric http://www.citeulike.org/user/senioritis/article/1158440 <i>(1984)</i> Permanence and Change Kenneth Burke (1984) 2007-03-13T17:50:46-00:00 1984 U California P burke rhetoric http://www.citeulike.org/user/senioritis/article/962681 <i>Phenomenology and Pedagogy, Vol. 10 (2002), pp. 28-37.</i> The End of Pedagogy? A Plea for Concrete Utopian Acting and Thinking Siebren Miedema Phenomenology and Pedagogy, Vol. 10 (2002), pp. 28-37. 2006-11-27T03:25:03-00:00 2002 Phenomenology and Pedagogy 10 28 37 postpedagogy http://www.citeulike.org/user/senioritis/article/2530685 <i>Computers and Composition, Vol. 24, No. 2. (2007), pp. 154-178.</i><br /><br />Writing teachers have always had to contend with plagiarism. However, the technology of the Internet and the thorny issues of copyright law complicate how we teach legal and ethical use of others' materials in the networked classroom. Our pedagogy and curriculum choices and our students' writing practices are shaped by a legal infrastructure that includes the fair use doctrine. Our understanding and knowledge of the fair use doctrine should become second nature to us. Critical awareness of fair use, the four-factor test, and how to conduct appropriate analyses when using others' materials must become part of the everyday digital writing/new media classroom curriculum. To this end, the author summarizes the salient points of law and practice of fair use and demonstrates, in small ways, how the fair use doctrine can inform the teaching of writing in digital contexts. As teachers, researchers, and experts of writing, the discourse of fair use must be considered in addition to the discourse of plagiarism. The fair use doctrine: History, application, and implications for (new media) writing teachers Martine Rife doi:10.1016/j.compcom.2007.02.002 Computers and Composition, Vol. 24, No. 2. (2007), pp. 154-178. 2008-03-14T05:09:47-00:00 2007 Computers and Composition 24 2 154 178 fair_use http://www.citeulike.org/user/senioritis/article/2488067 <i>REVIEW OF EDUCATIONAL RESEARCH, Vol. 77, No. 2. (1 June 2007), pp. 186-232.</i><br /><br />The authors describe an evolving theoretical framework that has been called one of the best kept secrets of academia: cultural-historical activity theory, the result of proposals Lev Vygotsky first articulated but that his students and followers substantially developed to constitute much expanded forms in its second and third generations. Besides showing that activity theory transforms how research should proceed regarding language, language learning, and literacy in particular, the authors demonstrate how it is a theory for praxis, thereby offering the potential to overcome some of the most profound problems that have plagued both educational theorizing and practice. 10.3102/0034654306298273 "Vygotsky's Neglected Legacy": Cultural-Historical Activity Theory Wolff-Michael Roth Yew-Jin Lee doi:10.3102/0034654306298273 REVIEW OF EDUCATIONAL RESEARCH, Vol. 77, No. 2. (1 June 2007), pp. 186-232. 2008-03-08T03:57:39-00:00 2007 REVIEW OF EDUCATIONAL RESEARCH 77 2 186 232 activity_theory http://www.citeulike.org/user/senioritis/article/863275 <i>Journal of Academic Ethics, Vol. 3, No. 1. (March 2005), pp. 55-73.</i> Systems for the Production of Plagiarists? The Implications Arising from the Use of Plagiarism Detection Systems in UK Universities for Asian Learners Niall Hayes Lucas Introna doi:10.1007/s10805-006-9006-4 Journal of Academic Ethics, Vol. 3, No. 1. (March 2005), pp. 55-73. 2006-09-23T13:01:26-00:00 2005 Journal of Academic Ethics 1570-1727 3 1 55 73 Springer international l2 pdss plagiarism http://www.citeulike.org/user/senioritis/article/1194392 <i>Ethics and Information Technology, Vol. 9, No. 1. (March 2007), pp. 11-25.</i> Maintaining the reversibility of foldings: Making the ethics (politics) of information technology visible Lucas Introna doi:10.1007/s10676-006-9133-z Ethics and Information Technology, Vol. 9, No. 1. (March 2007), pp. 11-25. 2007-03-29T07:54:14-00:00 2007 Ethics and Information Technology 1388-1957 9 1 11 25 Springer ethics pdss politics technology http://www.citeulike.org/user/senioritis/article/2420562 <i>(11 August 2006)</i><br /><br />This practical handbook guides beginning researchers through the stages of planning and implementing case studies. Starting with how to establish a rationale for conducting a systematic case study and identify literature that informs the research effort, this indispensable resource shows students how to determine an appropriate research design and conduct informative interviews, observations, and document analyses. It also describes methods for deriving meaning from data and communicating the results. Finally, the authors delineate the ways to verify the results attained. Students and advisors can use these easy-to-follow steps to shape a thesis, dissertation, or independent project from conceptualization to completion. <P>Book Features: <BR>* A step-by-step approach that speaks directly to the novice investigator. <BR>* Many concrete examples to illustrate key concepts. <BR>* Questions, illustrations, and activities to reinforce what has been learned. Doing Case Study Research: A Practical Guide for Beginning Researchers Dawson Hancock Robert Algozzine (11 August 2006) 2008-02-24T06:46:39-00:00 2006 Teachers College Press methods research http://www.citeulike.org/user/senioritis/article/2425585 <i>Bloomberg.com (25 February 2008)</i> Obama's Borrowed Lines Don't Amount to Plagiarism, Experts Say Julianna Goldman Bloomberg.com (25 February 2008) 2008-02-25T13:36:30-00:00 2008 Bloomberg.com plagiarism politics http://www.citeulike.org/user/senioritis/article/2402805 <i>(1902), pp. 273-277.</i> The Psychology of Plagiarism William Howells (1902), pp. 273-277. 2008-02-20T13:21:22-00:00 1902 273 277 Harper and Brothers history plagiarism http://www.citeulike.org/user/senioritis/article/2390102 <i>Communities and Technologies 2005 (2005), pp. 41-53.</i><br /><br />The paper explores forms of ‘real’ and ‘virtual’ social capital within a geographical area of the UK comprising 65 ‘communities’. Measures of real social capital based on formal community organisations were compared with web-activity relating to the same communities. Three main types of websites were identified: first a local government scheme which created ‘identikit’ websites for each of the places which could then be taken up by local people; second a similar scheme operated by a private company and covering the whole of the UK; and third independent, bottom up sites created by social entrepreneurs or community groups. Numbers and forms of organisations and websites, and levels and forms of community web-based participation were measured for each community at two points in 2004. The analysis suggests no strong correlation between these measures of real and virtual social capital. The analysis further suggests that providing a ready made website rarely results in the creation of a developed community site — although it may provide outlets for more limited information exchanges. However bottom up sites which reflect the heterogeneity of real communities are also rare. Interviews with participants suggest the need to understand more about the social networks, practices and organisational forms that sustain community engagement with community websites. Local Communities: Relationships between ‘real’ and ‘virtual’ social capital Sonia Liff doi:10.1007/1-4020-3591-8_3 Communities and Technologies 2005 (2005), pp. 41-53. 2008-02-17T05:12:11-00:00 2005 Communities and Technologies 2005 41 53 capital http://www.citeulike.org/user/senioritis/article/2388669 <i>Higher Education</i><br /><br />Abstract  This article explores the pedagogical significance of recent shifts in scholarly attention away from first generation and towards second generation understandings of creativity. First generation or big ‘C’ creativity locates the creative enterprise as a complex set of behaviours and ideas exhibited by an individual, while second generation or small ‘c’ creativity locates the creative enterprise in the processes and products of collaborative and purposeful activity. Second generation creativity is gaining importance for a number of reasons: its acknowledged significance as a driver in the new or digital economy; recent clarification of the notion of ‘creative capital’; the stated commitment of a growing number of universities to ‘more creativity’ as part of their declared vision for their staff and students; and, the recognition that the creative arts does not have a monopoly on creative capability. We argue that this shift allows more space for engaging with creativity as an outcome of pedagogical work in higher education. The article builds on the project of connecting ‘creative capital’ and university pedagogy that is already underway, assembling a number of principles from a wide range of scholarship, from computer modelling to social and cultural theorising. In doing so, it provides a framework for systematically orchestrating a ‘creativity-enhancing’ learning environment in higher education. Teaching for creativity: towards sustainable and replicable pedagogical practice Erica Mcwilliam Shane Dawson doi:10.1007/s10734-008-9115-7 Higher Education 2008-02-16T15:58:06-00:00 Higher Education creativity pedagogy http://www.citeulike.org/user/senioritis/article/2364338 <i>(November 2007)</i><br /><br />#47. To Read or Not To Read: A Question of National Consequence. This report is a new and comprehensive analysis of reading patterns of children, teenagers, and adults in the United States. To Read or Not To Read assembled data on reading trends from more than 40 sources, including federal agencies, universities, foundations, and associations. The compendium expands the investigation of the NEA's landmark 2004 report, Reading at Risk, and reveals recent declines in voluntary reading and test scores alike, exposing trends that have severe consequences for American society. November 2007. 100 pp. Also available in Portable Document Format. To Read or Not To Read: A Question of National Consequence A Ne National (November 2007) 2008-02-12T01:20:24-00:00 2007 no-tag http://www.citeulike.org/user/senioritis/article/2358002 <i>College English, Vol. 36, No. 2. (1974), pp. 219-220.</i> Teaching Composition: A Position Statement <i>college College English, Vol. 36, No. 2. (1974), pp. 219-220. 2008-02-09T16:11:18-00:00 1974 College English 36 2 219 220 comp_studies curriculum wpa http://www.citeulike.org/user/senioritis/article/139310 <i>(01 March 2001)</i> Writing Space: Computers, Hypertext, and the Remediation of Print David Bolter Jay Bolter (01 March 2001) 2005-03-24T17:32:53-00:00 2001 Lea computers print http://www.citeulike.org/user/senioritis/article/2357925 <i>(01 September 2007)</i><br /><br /><p> The act of reading is a miracle. Every new reader's brain possesses the extraordinary capacity to rearrange itself beyond its original abilities in order to understand written symbols. But how does the brain learn to read? As world-renowned cognitive neuroscientist and scholar of reading Maryanne Wolf explains in this impassioned book, we taught our brain to read only a few thousand years ago, and in the process changed the intellectual evolution of our species. </p> <p> Wolf tells us that the brain that examined tiny clay tablets in the cuneiform script of the Sumerians is configured differently from the brain that reads alphabets or of one literate in today's technology. </p> <p> There are critical implications to such an evolving brain. Just as writing reduced the need for memory, the proliferation of information and the particular requirements of digital culture may short-circuit some of written language's unique contributions—with potentially profound consequences for our future. </p> <p> Turning her attention to the development of the individual reading brain, Wolf draws on her expertise in dyslexia to investigate what happens when the brain finds it difficult to read. Interweaving her vast knowledge of neuroscience, psychology, literature, and linguistics, Wolf takes the reader from the brains of a pre-literate Homer to a literacy-ambivalent Plato, from an infant listening to <i>Goodnight Moon</i> to an expert reader of Proust, and finally to an often misunderstood child with dyslexia whose gifts may be as real as the challenges he or she faces. </p> <p> As we come to appreciate how the evolution and development of reading have changed the very arrangement of our brain and our intellectual life, we begin to realize with ever greater comprehension that we truly are what we read. Ambitious, provocative, and rich with examples, <i>Proust and the Squid</i> celebrates reading, one of the single most remarkable inventions in history. Once embarked on this magnificent story of the reading brain, you will never again take for granted your ability to absorb the written word. </p> Proust and the Squid: The Story and Science of the Reading Brain Maryanne Wolf (01 September 2007) 2008-02-09T15:23:27-00:00 2007 Harper reading http://www.citeulike.org/user/senioritis/article/2333884 <i>Second Language Research, Vol. 18, No. 4. (1 October 2002), pp. 393-407.</i><br /><br />This article reviews four recent books of current research in vocabulary acquisition. Vocabulary acquisition has moved from being a neglected backwater in second language acquisition (SLA) to a position of some importance, and this importance looks like increasing as lexical issues become more central to theoretical linguistics.The review suggests, however, that most vocabulary research in applied linguistics is based on a narrow linguistic agenda that was to a large extent defined by the concerns of the vocabulary control movement in the 1920s, particularly the work of H.E. Palmer and his successors (Smith, 1998; Institute of Research in Language Teaching, 2000). Current work in psycholinguistics and computational linguistics does not seem to have made much of an impact on the field, and this has led to a serious divergence between the theories of vocabulary acquisition that appear in these books, and the theories that are developing in other related fields. 10.1191/0267658302sr211xx The rediscovery of vocabulary Paul Meara doi:10.1191/0267658302sr211xx Second Language Research, Vol. 18, No. 4. (1 October 2002), pp. 393-407. 2008-02-05T09:09:52-00:00 2002 Second Language Research 18 4 393 407 l2 language http://www.citeulike.org/user/senioritis/article/2333903 <i>Second Language Research, Vol. 11, No. 2. (1 June 1995), pp. 95-111.</i><br /><br />This article uses diary data to examine a British learner's self-study experience of Hungarian, with reference to lexis. Though European in orthography and cultural background, Hungarian has no cognates and few borrowings from other European languages, enabling close focus on lexical acquisition strategies and processes per se. From this learner's experience, it is suggested that building a working lexicon is the single most important task facing the learner. In this there appear to be two key enabling aims: gaining a large enough stock of core lexemes to use etymological strategies on complex vocabulary, and developing the ability to read real texts. Reaching these thresholds is likely to be a hard task; beyond them learning may well become more enjoyable. A combination of studial and output-practice strategies is seen as crucial at all proficiency levels, however. Self-study coursebooks are also discussed; key factors identified are: leamability, reference value and the provision of personalized, message-based practice. 10.1177/026765839501100202 Learning an alien lexicon : a teach-yourself case study Francis Jones doi:10.1177/026765839501100202 Second Language Research, Vol. 11, No. 2. (1 June 1995), pp. 95-111. 2008-02-05T09:17:11-00:00 1995 Second Language Research 11 2 95 111 l2 language http://www.citeulike.org/user/senioritis/article/1390464 <i>Hedgehog Review, Vol. 9, No. 1. (Spring 2007), 98.</i> Intellectuals and public responsibility David Franz Hedgehog Review, Vol. 9, No. 1. (Spring 2007), 98. 2007-06-14T17:22:55-00:00 2007 Hedgehog Review 9 1 98 intellectualism public http://www.citeulike.org/user/senioritis/article/1390462 <i>Hedgehog Review, Vol. 9, No. 1. (Spring 2007), 47.</i> The intellectual's responsibilities John Mcgowan Hedgehog Review, Vol. 9, No. 1. (Spring 2007), 47. 2007-06-14T17:21:22-00:00 2007 Hedgehog Review 9 1 47 intellectualism public http://www.citeulike.org/user/senioritis/article/1390453 <i>Hedgehog Review, Vol. 9, No. 1. (Spring 2007), 17.</i> What John Dewey learned: a contemporary reflection on intellectual responsibility Jeffrey Isaac Hedgehog Review, Vol. 9, No. 1. (Spring 2007), 17. 2007-06-14T17:18:50-00:00 2007 Hedgehog Review 9 1 17 dewey intellectualism public http://www.citeulike.org/user/senioritis/article/1390406 <i>Hedgehog Review, Vol. 9, No. 1. (Spring 2007), 7.</i> The Death of the Master Thinkers Richard Wolin Hedgehog Review, Vol. 9, No. 1. (Spring 2007), 7. 2007-06-14T17:15:13-00:00 2007 Hedgehog Review 9 1 7 intellectualism public http://www.citeulike.org/user/senioritis/article/1362389 <i>(1994), pp. 175-190.</i> Milton's Contract Peter Lindenbaum (1994), pp. 175-190. 2007-06-04T11:06:55-00:00 1994 175 190 Duke University Press 460 authorship http://www.citeulike.org/user/senioritis/article/1353677 <i>(30 January 2007)</i><br /><br />For many teachers, identifying and combating plagiarism in students writing has become a frustrating and time-consuming process.<br><br>In this practical guide, Laura Hennessey DeSena seeks to help alleviate some of this frustration by offering teachers effective strategies for heading off plagiarism at its sources.<br><br>DeSena argues for creating assignments that emphasize students' original thinking through freewriting and the use of primary sources. In doing so, we can help build their confidence and critical thinking skills so that they are less likely to rely on online paper mills or copy and paste from other sources. <br><br>In this book, you ll discover how to generate research topics across the content areas; identify electronic and print-based plagiarism in student papers; design a three-part research paper assignment that emphasizes the subjective eye/I in the research process; provide models of literary criticism that demonstrate how professionals use solid research and organization to support their arguments; avoid plagiarism in a multicultural context, including strategies for working with second language students who may have been taught different approaches to composition and research writing Preventing Plagiarism: Tips and Techniques Laura Desena (30 January 2007) 2007-06-01T01:06:26-00:00 2007 National Council of Teachers of English plagiarism prevention http://www.citeulike.org/user/senioritis/article/1342593 <i>(07 September 1999)</i><br /><br />From accents to politics, this fascinating collection of essays from today's leading linguists uncovers the many misconceptions we hold about language<br><br>"The media are ruining English"; "Some languages are harder than others"; "Children can't speak or write properly anymore." Such pieces of "cultural wisdom" are often expressed in newspapers and on radio and television. Rarely is there a response from experts in the fields of language and language development. In this book Laurie Bauer and Peter Trudgill have invited nineteen respected linguists from all over the world to address these "language myths"--showing that they vary from the misconceived to the downright wrong. With essays ranging from "Women Talk Too Much" and "In the Appalachians They Speak Like Shakespeare" to "Italian Is Beautiful, German Is Ugly" and "They Speak Really Bad English Down South and in New York City," <i>Language Myths</i> is a collection that is wide-ranging, entertaining, and authoritative. Language Myths Peter Trudgill (07 September 1999) 2007-05-30T11:10:15-00:00 1999 Penguin (Non-Classics) 105 language http://www.citeulike.org/user/senioritis/article/1341543 <i>(01 January 2004)</i><br /><br />Revisiting Racialized Voice: African American Ethos in Language and Literature argues that past misconceptions about what constitutes black identity and voice, codified from the 1870s through the 1920s, inform contemporary assumptions about African American authorship. Tracing elements of racial consciousness in the works of Frederick Douglass, Charles Chesnutt, W.E.B. DuBois, Zora Neale Hurston, and others, David G. Holmes urges a revisiting of narratives from this period to strengthen and advance notions about racialized writing and to shape contemporary composition pedagogies. <P>Holmes considers how the white hegemony demarcated black identity and reveals the ways some African American writers unintentionally reinforced the hegemony's triad of race, language, and identity. Whereas some of these writers were able to help rethink black voice by recognizing dialect as a necessary linguistic discursive medium, others actually inhibited their own efforts to transcend race essentialism. <P>Still others projected race as a personal and social paradox which complicated racial identity but did not denigrate African American identity. In recalling the transition in the 1960s from voice as metaphor denoting literary authorship to one connoting student authorship, Holmes posits that rereading the 1960s would enable a mediation between literary and rhetorical voice and an empowered look at race as both an abstraction and as rhetorically indispensable. <P>Pointing to the intersection of African American identity, literature, and rhetoric, Revisiting Racialized Voice begins to construct rhetorically workable yet ideologically flexible definitions of black voice. Holmes maintains that political pressure to embrace a "color blindness" endangers scholars' ability to uncover links between racialized discourses of the past and the present, and he calls instead for a reassessment of the material realities and theoretical assumptions race represents and with which it has been associated. Revisiting Racialized Voice: African American Ethos in Language and Literature David Holmes (01 January 2004) 2007-05-29T17:51:34-00:00 2004 Southern Illinois University african_am_rhet ethos race voice