Mediators of Inequity: Online Literate Activity in Two Eighth Grade English Language Arts Classes

This comparative case study, framed by Cultural Historical Activity Theory and sociocultural understandings of literacy, investigated students’ online literate activity in two eighth grade English Language Arts classes taught by the same teacher - one with a scripted literacy curriculum and the other without. During a year-long research project, we used ethnographic methods to explore the nature of middle school students’ literate activity in each of these classes, with particular attention to the mediators evident as students engaged in online literate activity. Specifically, this article addresses the following research question: What mediators were evident within and across each of the classes and how did these mediators influence students’ online literate activity? In addressing this question, we illustrate how particular configurations of mediators – even those operating within the context of the same school and same teacher – significantly influenced the nature of students’ online literate activity and the literate identities available to students. This study reinforces the importance of attending to the influence of offline mediators in school settings. Without such attention, students’ formal education is likely to be transferred online rather than transformed online

Invisible colleges in the adult education research world

Invisible colleges - researchers’ networks of communicating academic work – are power-generating actors shaping research fields. A key question concerns the relation between local research communities and their dependence on global actors. A key arena is articles and citations in academic journals. An actor-network-inspired empirical investigation of the geographical origin of articles and references in the journal “Studies in the Education of Adults” and a check of references to journals in “Adult Education Quarterly” was made. The origin of articles and study objects in the International journal of Lifelong education was also analysed. Some conclusions can be drawn from the material. One is the heavy impact of “real” geographical location, i.e. the origins of texts and references are located in very specific areas on the map, i.e. in spite of the possibilities of cyberspace and global mobility. Another conclusion is the unilateral relation between an Anglo-American centre and a periphery in the distribution systems of texts. Adult education is faced with a contradictory situation between culturing invisible colleges in adult education and getting resources in the emerging economy of publications and citations through membership in other invisible colleges. (DIPF/orig.

(Il)Legitimisation of the role of the nation state: Understanding of and reactions to Internet censorship in Turkey

This study aims to explore Turkish citizen-consumers' understanding of and reactions to censorship of websites in Turkey by using in-depth interviews and online ethnography. In an environment where sites such as YouTube and others are increasingly being banned, the citizen-consumers' macro-level understanding is that such censorship is part of a wider ideological plan and their micro-level understanding is that their relationship with the wider global network is reduced, in the sense that they have trouble accessing full information on products, services and experiences. The study revealed that citizen-consumers engage in two types of resistance strategies against such domination by the state: using irony as passive resistance, and using the very same technology used by the state to resist its domination

Trialing project-based learning in a new EAP ESP course: A collaborative reflective practice of three college English teachers

Currently in many Chinese universities, the traditional College English course is facing the risk of being ‘marginalized’, replaced or even removed, and many hours previously allocated to the course are now being taken by EAP or ESP. At X University in northern China, a curriculum reform as such is taking place, as a result of which a new course has been created called ‘xue ke’ English. Despite the fact that ‘xue ke’ means subject literally, the course designer has made it clear that subject content is not the target, nor is the course the same as EAP or ESP. This curriculum initiative, while possibly having been justified with a rationale of some kind (e.g. to meet with changing social and/or academic needs of students and/or institutions), this is posing a great challenge for, as well as considerable pressure on, a number of College English teachers who have taught this single course for almost their entire teaching career. In such a context, three teachers formed a peer support group in Semester One this year, to work collaboratively co-tackling the challenge, and they chose Project-Based Learning (PBL) for the new course. This presentation will report on the implementation of this project, including the overall designing, operational procedure, and the teachers’ reflections. Based on discussion, pre-agreement was reached on the purpose and manner of collaboration as offering peer support for more effective teaching and learning and fulfilling and pleasant professional development. A WeChat group was set up as the chief platform for messaging, idea-sharing, and resource-exchanging. Physical meetings were supplementary, with sound agenda but flexible time, and venues. Mosoteach cloud class (lan mo yun ban ke) was established as a tool for virtual learning, employed both in and after class. Discussions were held at the beginning of the semester which determined only brief outlines for PBL implementation and allowed space for everyone to autonomously explore in their own way. Constant further discussions followed, which generated a great deal of opportunities for peer learning and lesson plan modifications. A reflective journal, in a greater or lesser detailed manner, was also kept by each teacher to record the journey of the collaboration. At the end of the semester, it was commonly recognized that, although challenges existed, the collaboration was overall a success and they were all willing to continue with it and endeavor to refine it to be a more professional and productive approach

Composing college and career : mobility, complexity and agency at the nexus of high school, college and work.

This dissertation offers and theorizes findings of a two-year mobile ethnography investigating the complexity of students’ movements within and among secondary and tertiary educational institutions and the labor market. The project illustrates the lateral and recursive natures of students’ educational and occupational trajectories and thereby reveals the mutually constitutive relations among scenes of writing across space and time. While the study follows eleven students moving from different tracks of high school English through their first years at research universities, colleges and full-time jobs, this text focuses specifically on the mobilities of three students: Nadif, Katherine and James. I draw upon a range of data types collected while participating in these students’ patterns of movement in and across scenes of writing, conducting interviews in single sites and on the move, and analyzing their print-based and digital texts to represent intersecting and diverging movements across educational and occupational localities. Moreover, I use this data to investigate the ways in which students draw upon multiple literacies and linguistic resources to accommodate, resist and reformulate conventions of discourse, genre and discipline. Intersections and divergences among Nadif’s, Katherine’s and James’ trajectories reveal how language and literacy practices are informed by the ideologies, experiences and habituated practices of and desires for mobility available in past, present and future scenes of reading and writing. By working with co-researchers in and across scenes of writing in high school, college, at work, home, in transit, and elsewhere this project complicates apparent boundaries between secondary and tertiary and in-school and out-of-school literacy practices; attends to conceptualizations of college writing from stakeholders “outside” the academy; provides insight into the complexity of students’ movements within and between educational institutions; challenges notions of fixed locations and standards of language and literacy; and, thereby, works against the relentless future orientation of the U.S. educational-occupational system to recognize the value of students’ literacy practices in the present

Institutional Critique: A Rhetorical Methodology for Change

We offer institutional critique as an activist methodology for changing institutions. Since institutions are rhetorical entities, rhetoric can be deployed to change them. In its effort to counter oppressive institutional structures, the field of rhetoric and composition has focused its attention chiefly on the composition classroom, on the department of English, and on disciplinary forms of critique. Our focus shifts the scene of action and argument to professional writing and to public discourse, using spatial methods adapted from postmodern geography and critical theory

Argumentation Mining in User-Generated Web Discourse

The goal of argumentation mining, an evolving research field in computational linguistics, is to design methods capable of analyzing people's argumentation. In this article, we go beyond the state of the art in several ways. (i) We deal with actual Web data and take up the challenges given by the variety of registers, multiple domains, and unrestricted noisy user-generated Web discourse. (ii) We bridge the gap between normative argumentation theories and argumentation phenomena encountered in actual data by adapting an argumentation model tested in an extensive annotation study. (iii) We create a new gold standard corpus (90k tokens in 340 documents) and experiment with several machine learning methods to identify argument components. We offer the data, source codes, and annotation guidelines to the community under free licenses. Our findings show that argumentation mining in user-generated Web discourse is a feasible but challenging task.Comment: Cite as: Habernal, I. & Gurevych, I. (2017). Argumentation Mining in User-Generated Web Discourse. Computational Linguistics 43(1), pp. 125-17

Write Free or Die: Vol. 03, No. 01

Student Writing, Quality vs. Quantity, Page 1 Upcoming Events, Page 1 Writing Committee Members, Page 2 Dangling Modifier, Page 4 Ask Matt, Page 5 Faculty Profile, Page 7 Grammar Box, Page 9 Past Perfect, Page 10 (WAC)ky Resources, Page 1