Affective Language in Student Peer Reviews: Exploring Data from Three Institutional Contexts

Although peer review is a common practice in writing classrooms, there are still few studies that analyze written patterns in students’ peer reviews across multiple institutional contexts. Based on a sample of approximately 50,000 peer reviews written by students at the University of South Florida (USF), Malmö University (MAU), and the University of Tartu (UT), this study examines how students formulate criticism and praise, negotiate power relations, and express authority and expertise in reviewing their peers’ writing. The study specifically focuses on features of affective language, including adjectives, expressions of suggestion, boosters and hedges, cognitive verbs, personal pronouns, and adversative transitions. The results show that across all three contexts, the peer reviews contain a blend of foci, including descriptions and evaluations of peer texts, directives or suggestions for revisions, responses to the writer or the text, and indications of reader interpretations. Across all three contexts, peer reviews also contain more positively glossed responses than negatively glossed responses. By contrast, certain features of affective language pattern idiosyncratically in different contexts; these distinctions can be explained variously according to writer experience, nativeness, and institutional context. The findings carry implications for continued research and for instructional guidance for student peer review

Forgotten Genres: The Editorial Apparatus of American Anthologies and Composition Textbooks.

Though university English textbooks are widely circulated and heavily critiqued (e.g., as didactic and hegemonic), we have little understanding of how and why they function the way they do. This dissertation takes up that inquiry via a genre analysis of the material that distinguishes textbooks: their apparatus genres, or prefaces and introductions. Though under-studied, these genres offer a meta-narrative of their fields and pedagogical relationships, and examining them illuminates how textbooks re/enact particular institutional paradigms and positions. The study combines quantitative and qualitative analysis and is cross-disciplinary in scope: it offers an integrated corpus linguistic (computer-aided) and rhetorical analysis of apparatus texts from both American literature and college composition over time. The discourse patterns therein are considered in light of rhetorical genre theory alongside concepts from social psychology positioning theory. The American literature corpus includes all prefaces and period introductions of all editions of the Norton and Heath anthologies of American literature, while the composition corpus includes instructor prefaces and student introductions to 25 textbooks, 13 from the early-20th century and 12 from the early-21st century. Analysis of these apparatus genres reveals that despite curricular and pedagogical scrutiny in these fields, even recent textbooks support traditional educational power structures (omniscient expert/passive novice dichotomy) and traditional content (reductive disciplinary narratives and tokenizing of underrepresented groups). The study thus enhances rhetorical genre studies as well as prior textbook studies by (1) illuminating disciplinary and cultural values as they are enacted in recurring discourse-level patterns; and (2) recasting textbook materials as offering opportunities for advancing genre and disciplinary awareness. This approach repositions new instructors and students as experienced and insightful readers who can participate actively in investigating the occluded, institutionalized practices inscribed in the apparatus genres of textbooks.Ph.D.English & EducationUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/84469/1/laull_1.pd

Affective Language in Student Peer Reviews : Exploring Data from Three Institutional Contexts

Although peer review is a common practice in writing classrooms, there are still few studies that analyze written patterns in students’ peer reviews across multiple institutional contexts. Based on a sample of approximately 50,000 peer reviews written by students at the University of South Florida (USF), Malmö University (MAU), and the University of Tartu (UT), this study examines how students formulate criticism and praise, negotiate power relations, and express authority and expertise in reviewing their peers’ writing. The study specifically focuses on features of affective language, including adjectives, expressions of suggestion, boosters and hedges, cognitive verbs, personal pronouns, and adversative transitions. The results show that across all three contexts, the peer reviews contain a blend of foci, including descriptions and evaluations of peer texts, directives or suggestions for revisions, responses to the writer or the text, and indications of reader interpretations. Across all three contexts, peer reviews also contain more positively glossed responses than negatively glossed responses. By contrast, certain features of affective language pattern idiosyncratically in different contexts; these distinctions can be explained variously according to writer experience, nativeness, and institutional context. The findings carry implications for continued research and for instructional guidance for student peer review

Affective Language in Student Peer Reviews : Exploring Data from Three Institutional Contexts

Although peer review is a common practice in writing classrooms, there are still few studies that analyze written patterns in students’ peer reviews across multiple institutional contexts. Based on a sample of approximately 50,000 peer reviews written by students at the University of South Florida (USF), Malmö University (MAU), and the University of Tartu (UT), this study examines how students formulate criticism and praise, negotiate power relations, and express authority and expertise in reviewing their peers’ writing. The study specifically focuses on features of affective language, including adjectives, expressions of suggestion, boosters and hedges, cognitive verbs, personal pronouns, and adversative transitions. The results show that across all three contexts, the peer reviews contain a blend of foci, including descriptions and evaluations of peer texts, directives or suggestions for revisions, responses to the writer or the text, and indications of reader interpretations. Across all three contexts, peer reviews also contain more positively glossed responses than negatively glossed responses. By contrast, certain features of affective language pattern idiosyncratically in different contexts; these distinctions can be explained variously according to writer experience, nativeness, and institutional context. The findings carry implications for continued research and for instructional guidance for student peer review

BET bromodomain-targeting compounds reactivate HIV from latency via a Tat-independent mechanism.

The therapeutic potential of pharmacologic inhibition of bromodomain and extraterminal (BET) proteins has recently emerged in hematological malignancies and chronic inflammation. We find that BET inhibitor compounds (JQ1, I-Bet, I-Bet151 and MS417) reactivate HIV from latency. This is evident in polyclonal Jurkat cell populations containing latent infectious HIV, as well as in a primary T-cell model of HIV latency. Importantly, we show that this activation is dependent on the positive transcription elongation factor p-TEFb but independent from the viral Tat protein, arguing against the possibility that removal of the BET protein BRD4, which functions as a cellular competitor for Tat, serves as a primary mechanism for BET inhibitor action. Instead, we find that the related BET protein, BRD2, enforces HIV latency in the absence of Tat, pointing to a new target for BET inhibitor treatment in HIV infection. In shRNA-mediated knockdown experiments, knockdown of BRD2 activates HIV transcription to the same extent as JQ1 treatment, while a lesser effect is observed with BRD4. In single-cell time-lapse fluorescence microscopy, quantitative analyses across ~2,000 viral integration sites confirm the Tat-independent effect of JQ1 and point to positive effects of JQ1 on transcription elongation, while delaying re-initiation of the polymerase complex at the viral promoter. Collectively, our results identify BRD2 as a new Tat-independent suppressor of HIV transcription in latently infected cells and underscore the therapeutic potential of BET inhibitors in the reversal of HIV latency

BET bromodomain-targeting compounds reactivate HIV from latency via a Tat-independent mechanism

The therapeutic potential of pharmacologic inhibition of bromodomain and extraterminal (BET) proteins has recently emerged in hematological malignancies and chronic inflammation. We find that BET inhibitor compounds (JQ1, I-Bet, I-Bet151 and MS417) reactivate HIV from latency. This is evident in polyclonal Jurkat cell populations containing latent infectious HIV, as well as in a primary T-cell model of HIV latency. Importantly, we show that this activation is dependent on the positive transcription elongation factor p-TEFb but independent from the viral Tat protein, arguing against the possibility that removal of the BET protein BRD4, which functions as a cellular competitor for Tat, serves as a primary mechanism for BET inhibitor action. Instead, we find that the related BET protein, BRD2, enforces HIV latency in the absence of Tat, pointing to a new target for BET inhibitor treatment in HIV infection. In shRNA-mediated knockdown experiments, knockdown of BRD2 activates HIV transcription to the same extent as JQ1 treatment, while a lesser effect is observed with BRD4. In single-cell time-lapse fluorescence microscopy, quantitative analyses across ~2,000 viral integration sites confirm the Tat-independent effect of JQ1 and point to positive effects of JQ1 on transcription elongation, while delaying re-initiation of the polymerase complex at the viral promoter. Collectively, our results identify BRD2 as a new Tat-independent suppressor of HIV transcription in latently infected cells and underscore the therapeutic potential of BET inhibitors in the reversal of HIV latency