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This article reports on a collaborative research project involving faculty in writing studies, communication disorders, and applied linguistics that sought to empirically describe the reading skills of students (N = 910) in freshman composition classes at one college and two universities in the northeast United States. The research team developed and administered a questionnaire that evaluated students’ reading abilities according to six categories: inferential ability, background knowledge, general comprehension, vocabulary, figurative language/jargon, and morphosyntactic structures (grammar/syntax). Our statistically significant results showed that students scored best in the categories of background knowledge and general comprehension, which are well researched in a college population. However, students struggled in categories such as figurative language/jargon and morpho-syntactic structures, which are not well researched in a college population. Further, comprehension seemed generally discrete (understanding specific points of an essay) rather than holistic (indicated by an ability synthesize those points into a general statement about the author’s thesis). These findings suggest that further empirical research in this area will help describe the reading skills of college students and consequently will inform the development of pedagogical approaches that more effectively address students’ current needs. © 2021 College Reading and Learning Association.
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Hinges creak, and she swirls in the door, puts her finger to blue lips. Cold takes the old woodcutter, eyes open, breath frozen in his beard. But crystals melt in your lashes as you gaze on her gl…
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Vietnam's 1986 doi moi reforms are transforming Vietnam from a socialist economy to a socialist market economy. In addition to liberalized laws allowing
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This paper explores the phenomenon of pre-service teachers becoming accomplices for racial justice. Using hermeneutic phenomenology, we examine the experiences of three white, female pre-service teachers navigating this terrain. A framework we are naming autoethnography as praxis emerged from this inquiry. Our research interrogates the notion of white allies and the intersection of critical dialogue and action in pre-service teacher education. Building off of perspectives in critical race and critical whiteness studies, this work is grounded in the reality of the material permanence of white supremacy that white teachers must acknowledge and develop tools to dismantle. Autoethnography as praxis moves students from simply analyzing and reporting their experiences (including their emerging understanding of white privilege) through autoethnography to examining how their experiences have shaped and will continue to shape their identities and practices as teachers. By reframing autoethnography as a dialogue between researcher and her texts, we hope to push beyond reflection to action. By engaging participants in reflection on their actions, autoethnography as praxis also addresses the flaw of white teachers acting as benevolent allies who set their own agenda and position people of color as “needing their assistance.” © 2020, University of North Carolina at Greensboro. All rights reserved.
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Connecticut Literary Anthology features thirty-six Connecticut poets and prose writers from across the Nutmeg State. The 2020 Anthology is published by the Central Connecticut State University English Department. The writers in the inaugural anthology share themes amplified by current events, but not the context. Stories of family, economic in- equality, sexual violence, social justice, culture wars, lost love, aging, and gender—they’re all in here. And mangoes. Everyone loves mangoes. Featured writers: Janet L. Bannister, Charles V. Belson, Susan Cinoman, Ginny Lowe Connors, Jason Courtmanche, Catherine DeNunzio, Joanie DiMartino, Catherine DeNunzio, Meghan Evans, Maura Faulise, Kathryn Fitzpatrick, Beth Gibbs, Cecilia Gigliotti, Nichole Gleisner, Sitara Gnanaguru, Emi Gonzalez, José B. González, Benjamin S. Grossberg, Avery Jenkins, B. Fulton Jennes, Sarah Darer Littman, Kiran Masroor, Melissa McEwen, Claudia McGhee, Nancy McMillan, Jean P. Moore, Steven Ostrowski, Makenzie Ozycz, Aimee Pozorski, Kara Molway Russell, Vivian Shipley, Amy Sisson, Katherine A. Szpekman, Wendy Terry, Mika Taylor, Marina Tinone, Jason Wilkins. Praise for Anthology: "It feels like we have become unglued from one another since March of 2020; masked strangers passing each other in anonymity. But this anthology glues us back together and helps us find ways to heal and talk with one another. Important stories are told, and we should heed them." —Lisa Comstock, Director for Connecticut Center for the Book
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Postmodern assumptions employed by some organizational theorists recognize that “administrators' greater power lies not in their ability to control resources but in their ability to manipulate symbols-the ceremonies, rituals, images, and language of the organization” (Graham and David 9). Thus, even a genre that is often considered neutral and objective, such as meeting minutes, can become a tool Of managerial control. This article presents data from an ethnographic case study that describes how an administrator in a theater organization manipulated language by using the minutes from a board of directors meeting to influence board members to vote to disband the organization.
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Wynkyn de Worde published c. 1495 the first printed edition of John Trevisa's English translation of an influential work of science composed by Bartholomew the Englishman in Latin in the thirteenth century, De Proprietatibus Rerum (DPR). The design of de Worde's book, the use of Latin in the rubrics, and the visual vocabulary of the illustrations bring readers of English into the circle of learning. First, the plan of organization of Bartholomew's encyclopedic work is analyzed and both that structure and the expository style of the work are related to memorial reading and use as a textbook. Next, the widespread use of DPR in Latin and vernacular languages is reviewed, the suggestion that certain of its books seem to have been used more than others is made, and the reliance of English readers, such as Roger Thorney, who commissoned de Worde's edition, on de Worde for learned books printed in their provincial tongue is pointed out. Finally, through comparison with certain manuscript and other printed editions, the methods de Worde used to make the book readable are explained, the layout is shown to support the idea of system, and the function of the pictures as visual texts carrying scientific ideas is demonstrated. © Koninklijke Brill NV, Leiden, 1998.
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