For class discussion 12/4

December 4, 2007 at 2:00 am (Uncategorized)

Research Project A:
I would be interested to see/research whether extracurricular activities impact comp teacher pedagogy and/or teaching philosophy and how that is manifested. For example, Heather is interested in second life and knitting, or I am interested in volunteering and community involvement, or Meredith is interested in blogs (among other things, I am simplifying here). If I pursued this research I would like to solicit a sample of instructor’s pedagogy and curriculum, along with request teaching philosophies in some kind of small, BG ethnographic study. In addition to that, I would also conduct library research to see if there is some national trend to back up what I may find from my sample studies. I would choose these 2 research routes because I see them as being more accessible than, say, a national study. Clearly, my assumption is that there is an impact on teaching pedagogy and philosophy, but I am still curious to see in what ways this manifests itself. I would try to overcome some of these and other biases by soliciting feedback from GSW instructors: full time, lit GAs, creative writing GAs, comp GAs, and Amer. Cult. GAs. I think that would help to diversify the sample. Naturally, pulling from the same university composition program doesn’t add much broader credibility but perhaps it could anticipate some larger national trends. The benefit of this project would be the reflective piece. This project would ask instructors to reflect on practice while at the same time revealing possible similarities in pedagogy and philosophy development.

Research Project B:
Another possible project would be to study research practices. How are students in ENG726 conducting their current research for the class/dissertation? I am thinking more broadly in what are the specific steps taken to retrieve scholarly information and what impacts what is kept and what is discarded. This seems really broad, but I think it would be interested to see what methodologies students use to retrieve research information from people to websites and, perhaps, archival pieces. Inherent with this kind of research would be the reflective piece. This research project would ask students to reflect on successful research methodologies. I think a survey would be the best way to retrieve this information from 726 students, but I would also want to conduct library research to see how our research methods compare/contrast nationally. With the survey, I would want sections for short answers, assuming that this would be needed. Although I don’t assume much, I think a bias is that there could be any way to make meaning from the results. I do assume that because we, for the most part, were born during a certain time period that perhaps that impacts research methods. But what about regional impact for those who have lived in other countries? But perhaps this research project would also show us how we research differently between countries. Scholarly work has already been published on this, but I would hope the short answers from this survey might add a more personal piece.

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11/20 Questions/Thoughts

November 20, 2007 at 4:15 am (Blogroll)

I wanted to return to a question Meredith had posed in class around 2 weeks ago regarding communicating with research participants. I don’t recall the exact question, but the issue and spirit seemed to address the need and problem of achieving effective communication between research and the participants. From the McKee and Blair piece: “Grace suggested Kris try to learn from the students she would teach in a manner consistent with models of service-learning and community literacy that promote reciprocity rather than “othering” as well as Ray’s call for feminist researchers and teachers to learn from differences.” And then for the next five years that is exactly what Kris did! And this seemed to occur because she was faced with her own position of privilege and “inattention to ageism” — all inadvertent, I am sure, but what a humbling experience because as researchers I don’t think we are even aware of these covert biases at work in our thinking. I also think that these structures impact our ability to create meaningful communication with our research participants. With my similar particular research interests in service learning, I am wondering how my research might accommodate what my potential participants would actually want to do instructor preparation and how they might be able to impact that professional development component…. If we are requiring the composition curriculum to include an community engagement piece (some comp courses are incorporating, not all), and if that means composition instructors need proper preparation, shouldn’t we also be turning to the community for feedback in and contribution to that portion of the instructor’s ‘training’?

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Some sources

October 20, 2007 at 7:11 pm (Dissertation)

The sources below are from Rebecca Moore Howard, The Writing Program @ Syracuse University. The original webpage may be accessed here.

An additional link I would like to include here is to Reflections: A Journal of Writing, Service-Learning, and Community Literacy.

Abasi, Ali R. Nahal Akbari, and Barbara Graves. “Discourse Appropriation, Construction of Identities, and the Complex Issue of Plagiarism: ESL Students Writing in Graduate School.” Journal of Second Language Writing 15.2 (June 2006): 102-117.

Anderson, Paul, Todd DeLuca, and Lisa Rosenberger. “The Three-Part Program for Preparing TAs to Lead Professional Communication Courses at Miami University (Ohio).” Preparing College Teachers of Writing: Histories, Theories, Practices, and Programs. Ed. Betty Pytlik and Sarah Liggett. Oxford UP, 2002. 181-193.

Anson, Chris M. “Portfolios for Teachers: Writing Our Way to Reflective Practice.” New Directions in Portfolio Assessment: Reflective Practice, Critical Theory, and Large-Scale Scoring. Ed. Laurel Black, et al. Portsmouth, NYH: Boynton/Cook, 1994. 185-200.

Anson, Chris M., David A. Jolliffe, and Nancy Shapiro. “Stories to Teach By: Using Narrative Cases in TA and Faculty Development.” WPA: Writing Program Administration 19.1-2 (Fall/Winter 1995): 24-37.

Atkins, Anthony T. “Writing/Teachers and Digital Technologies: Technology/Teacher Training.” Kairos 10.2 (Spring 2006). .

Ball, Arnetha F., and Rashidah Jaami` Muhammad. “Language Diversity in Teacher Education and in the Classroom.” Language Diversity in the Classroom: From Intention to Practice. Ed. Geneva Smitherman and Victor Villanueva. Carbondale: Southern Illinois UP, 2003. 76-88.

Bamberg, Betty. “Creating a Culture of Reflective Practice: A Program for Continuing TA Preparation after the Practicum.” Preparing College Teachers of Writing: Histories, Theories, Practices, and Programs. Ed. Betty Pytlik and Sarah Liggett. Oxford UP, 2002. 147-158.

Bartlett, Thomas. “New York Court Rules That Cornell U. Is Not Liable for Professor’s Alleged Misdeeds.” Chronicle of Higher Education 18 Feb. 2002.
Bartlett, Thomas. “Why Johnny Can’t Write, Even Though He Went to Princeton.” Chronicle of Higher Education 3 Jan. 2003: A39.

Bender, Gita Das. “Orientation and Mentoring: Collaborative Practices in Teacher Preparation.” Preparing College Teachers of Writing: Histories, Theories, Practices, and Programs. Ed. Betty Pytlik and Sarah Liggett. Oxford UP, 2002. 233-241.

Bridges, Charles W., ed. Training the New Teacher of College Composition. Urbana: NCTE, 1986.

Brobbel, Amanda, Matt Hinojosa, Carol Nowotny-Young, Susan Penfield, D. R. Ransdell, Michael Robinson, Denise Scagliotta, Erec Toso, and Tilly Warnock. “GAT Training in Collaborative Teaching at the University of Arizona.” The Writing Program Administrator’s Handbook: A Guide to Reflective Institutional Change and Practice. Ed. Stuart C. Brown, Theresa Enos, and Catherine Chaput. Lawrence Erlbaum, 2002.

Broder, Peggy F. “Writing Centers and Teacher Training.” WPA: Writing Program Administration 13 (Spring 1990): 37-46.

Brooks, Kevin, Kathleen Blake Yancey, and Mark Zachry. “Developing Doctoral Programs in the Corporate University: New Models.” ADE Bulletin 130 (Winter 2002): 89-103.

Brown, Johanna Atwood. “The Peer Who Isn’t a Peer: Authority and the Graduate Student Administrator.” Kitchen Cooks, Plate Twirlers and Troubadours: Writing Program Administrators Tell Their Stories. Ed. Diana George. Portsmouth, NH: Boynton/Cook, 1999. 120-126.

Brown, Stuart, Rebecca Jackson, and Theresa Enos. “The Arrival of Rhetoric in the Twenty-First Century: The 1999 Survey of Doctoral Programs in Rhetoric.” Rhetoric Review 18.2 (Spring 2000): 233-243.

Brown, Stuart, Monica F. Torres, Theresa Enos, and Erik Juergensmeyer. “Mapping a Landscape: The 2004 Survey of MA Programs in Rhetoric and Composition Studies.” Rhetoric Review 24.1 (2005): 5-13.

Buell, Lawrence. “Emersonian Anti-Mentoring: From Thoreau to Dickenson and Beyond.” Michigan Quarterly Review (Summer 2002).

Burch, C. Beth. “Finding Out What’s in Their Heads: Using Teaching Portfolios to Assess English Education StudentsÑand Programs.” Situating Portfolios: Four Perspectives. Ed. Kathleen Blake Yancey and Irwin Weiser. Logan: Utah State UP, 1997. 263-77.

Burmester, Beth. “Writing (into) the Academic Past, Present, and Future: Graduate Students, Curriculum Reform, and Doctoral Education in English Studies.” Composition Studies 28.2 (Fall 2000): 113-135.

Burnham, Chris, and Rebecca Jackson. “Experience and Reflection in Multiple Contexts: Preparing TAs for the Artistry of Professional Practice.” Preparing College Teachers of Writing: Histories, Theories, Practices, and Programs. Ed. Betty Pytlik and Sarah Liggett. Oxford UP, 2002. 159-170.

Catalano, Timothy, et al. “TA Training in English: An Annotated Bibliography.” WPA: Writing Program Administration 19.3 (Spring 1996): 36-54.

CCCC Task Force on the Preparation of Teachers of Writing. “Position Statement on the Preparation and Professional Development of Teachers of Writing.” College Composition and Communication 33 (1982): 446-9.

Cleary, Linda Miller, and Earl Seidman. “In-Depth Interviewing in the Preparation of Writing Teachers.” College Composition and Communication 41 (December 1990): 465-71.

Cogie, Jane. “Theory Made Visible: How Tutoring May Affect Development of Student-Centered Teachers.” WPA: Writing Program Administration 21.1 (Fall 1997): 76-84.

Collins, Judy. “An Experienced TA’s Reflections on the TA Experience.” Strategies for Teaching First-Year Composition. Ed. Duane Roen, Veronica Pantoja, Lauren Yena, Susan K. Miller, and Eric Waggoner. Urbana, IL: NCTE, 2002. 34-37.

Cooper, Allene, and D.G. Kehl. “Development of Composition Instruction Through Peer Coaching.” WPA: Writing Program Administration 14.3 (Spring 1991): 27-40.

Crowley, Sharon, intro. Gypsy Academics and Mother-Teachers: Gender, Contingent Labor, and Writing Instruction. By Eileen E. Schell. Portsmouth, NH: Boynton-Cook, 1998.

Coulter, Lauren Sewell. “Lean, Mean Grading Machines? A Bourdieuian Reading of Novice Instructors in a Portfolio-Based Writing Program.” WPA: Writing Program Administration 23.3 (Spring 2000): 33-50.

Danielewicz, J. “Writing Letters Instead of Journals in a Teacher-Education Course.” The Journal Book for Teachers in Technical and Professional Programs. Ed. Susan Gardner and Toby Fulwiler. Portsmouth, NH: Heinemann Boynton/Cook, 1998.

Desser, Daphne, and Darin Payne. “WPA Internships.” The Writing Program Administrator’s Handbook: A Guide to Reflective Institutional Change and Practice. Ed. Stuart C. Brown, Theresa Enos, and Catherine Chaput. Lawrence Erlbaum, 2002.

Devet, Bonnie. “Errors as Discoveries: An Assignment for Prospective English Teachers.” Journal of Teaching Writing 15.1 (1996): 129-40.

Devoss, Danielle, Dawn Hayden, Cynthia L. Selfe, and Richard J. Selfe, Jr. “Distance Education: Political and Professional Agency for Adjunct and Part-Time Faculty, and GTAs.” Moving a Mountain: Transforming the Role of Contingent Faculty in Composition Studies and Higher Education. Ed. Patricia Lambert Stock and Eileen E. Schell. Urbana, IL: National Council of Teachers of English, 2000. 261-286.

Diller, Christopher, and Scott F. Oates. “Infusing Disciplinary Rhetoric into Liberal Education: A Cautionary Tale.” Rhetoric Review 21.1 (2002): 53-60.

The Dissertation Consortium. “Challenging Tradition: A Conversation about Reimagining the Dissertation in Rhetoric and Composition.” College Composition and Communication 52.3 (February 2001): 441-454.

“Doctoral Programs in Rhetoric and Composition.” Rhetoric Review 18.2 (Spring 2000): 244-374.

Duffey, Suellynn, et al. “Conflict, Collaboration, and Authority: Graduate Students and Writing Program Administration.” Rhetoric Review 21.1 (2002): 79-87.

Dufflemeyer, Barb Blakely. “Not Just Showing Up to Class: New TAs, Critical Composition Pedagogy, and Multiliteracies.” WPA: Writing Program Administration 28.3 (Spring 2005): 31-56.

Ebest, Sally Barr. “Mentoring: Past, Present, and Future.” Preparing College Teachers of Writing: Histories, Theories, Practices, and Programs. Ed. Betty Pytlik and Sarah Liggett. Oxford UP, 2002. 211-221.

Ebest, Sally Barr. “The Next Generation of WPAs.” WPA: Writing Program Administration 22.3 (1999): 65-84.

Farber, Jerry. “Learning How to Teach: A Progress Report.” College English 52 (February 1990): 135-41.

Farris, Christine. “Too Cool for School? Composition as Cultural Studies and Reflective Practice.” Preparing College Teachers of Writing: Histories, Theories, Practices, and Programs. Ed. Betty Pytlik and Sarah Liggett. Oxford UP, 2002. 97-107.

Flanigan, Michael C. “From Discomfort, Isolation, and Fear to Comfort, Community, and Confidence: Using Reflection, Role-Playing, and Classroom Observation to Prepare New Teachers of College Writing.” Preparing College Teachers of Writing: Histories, Theories, Practices, and Programs. Ed. Betty Pytlik and Sarah Liggett. Oxford UP, 2002. 242-253.

Folsom, Ed. “Degrees of Success, Degrees of Failure: The Changing Dynamics of the English PhD and Small-College Careers.” ADE Bulletin 126 (Fall 2000): 7-11.

Garcia, Angela. “Combining Professional Development with Academic Learning in Graduate Seminars.” Radical Pedagogy 8.2 (2006).

George, Diana. “Who Teaches the Teacher? A Note on the Craft of Teaching College Composition.” College English 51, No. 4 (April 1989): 418-23.

Giroux, Henry A., and P. McLaren. “Teacher Education and the Politics of Engagement.” Harvard Educaional Review 56.3 (1986): 213-38.

Goleman, Judith. “Educating Literacy Instructors: Practice versus Expression.” Preparing College Teachers of Writing: Histories, Theories, Practices, and Programs. Ed. Betty Pytlik and Sarah Liggett. Oxford UP, 2002. 86-96.

Good, Tina Lavonne, and Leanne B. Warshauer. In Our Own Voice: Graduate Students Teach Writing. Boston: Allyn & Bacon, 2000.

Gottschalk, Katherine K. “Preparing Graduate Students across the Curriculum to Teach Writing.” Preparing College Teachers of Writing: Histories, Theories, Practices, and Programs. Ed. Betty Pytlik and Sarah Liggett. Oxford UP, 2002. 135-146.

Graff, Gerald, and Andrew Hoberek. “Hiding It from the Kids (With Apologies to Simon and Garfunkel).” College English 62.2 (November 1999): 242-254.

Haring-Smith, Tori. “The Importance of Theory in the Training of Teaching Assistants.” ADE Bulletin 82 (1985): 33-9.

Harris, Muriel. “‘What Would You Like to Work on Today?’ The Writing Center as a Site for Teacher Training.” Preparing College Teachers of Writing: Histories, Theories, Practices, and Programs. Ed. Betty Pytlik and Sarah Liggett. Oxford UP, 2002. 194-210.

Hult, Christine, and Lynn Meeks. “Preparing College Teachers of Writing to Teach in a Web-Based Classroom: History, Theoretical Base, Web Base, and Current Practices.” Preparing College Teachers of Writing: Histories, Theories, Practices, and Programs. Ed. Betty Pytlik and Sarah Liggett. Oxford UP, 2002. 184-193.

Jacobs, Dale, and Kate Ronald. “Coming to Composition: A Collaborative Metanarrative of Conversion and Subversion.” Composition Studies 28.1 (Spring 2000): 59-77.

Jukuri, Stephen Davenport, and W.J. Williamson. “How to Be a Wishy-Washy Graduate Student WPA, or Undefined but Overdetermined: The Positioning of Graduate Student WPAs.” Kitchen Cooks, Plate Twirlers and Troubadours: Writing Program Administrators Tell Their Stories. Ed. Diana George. Portsmouth, NH: Boynton/Cook, 1999. 105-119.

Jukuri, Stephen D. “Private Classrooms Made Public: Writing Program Administration and the Development of a Community of Scholar-Teacher Colleagues.” Rhetoric Review 21.1 (2002): 70-79.

Kamler, B., and P. Thomson. Helping Doctoral Students Write: Pedagogies for Supervision. Routledge, 2006.

Latterell, Catherine G. “Training the Workforce: An Overview of GTA Education Curricula.” WPA: Writing Program Administration 19.3 (Spring 1996): 7-23.

Liggett, Sarah. “Evolution of a Teaching Notebook: Contents, Purposes, and Assessment.” Preparing College Teachers of Writing: Histories, Theories, Practices, and Programs. Ed. Betty Pytlik and Sarah Liggett. Oxford UP, 2002. 303-314.

Leverenz, Carrie Shively. “Graduate Students in the Writing Center: Confronting the Cult of (Non)Expertise.” The Politics of Writing Centers. Eds. Jane Nelson and Kathy Evertz. Portsmouth, NH: Boynton/Cook, 2001. 50-61.

Leverenz, Carrie Shively, and Amy Goodburn. “Professionalizing TA Training: Commitment to Teaching or Rhetorical Response to Market Crisis? WPA: Writing Program Administration 22.1-2 (Fall/Winter 1998): 9-32.

Lindgren, Margaret. “The Teaching Portfolio: Practicing What We Teach.” Preparing College Teachers of Writing: Histories, Theories, Practices, and Programs. Ed. Betty Pytlik and Sarah Liggett. Oxford UP, 2002. 292-302.

Long, Mark C., Jennifer H. Holberg, and Marcy M. Taylor. “Beyond Apprenticeship: Graduate Students, Professional Development Programs and the Future(s) of English Studies.” WPA: Writing Program Administration 20.1-2 (Fall/Winter 1996): 66-78.

Lunsford, Andrea, Helene Moglen, and James F. Slevin, eds. The Future of Doctoral Studies in English. New York: Modern Language Association, 1989.

Mangan, Katherine S. “The Fine Art of Fighting Fakery.” Chronicle of Higher Education 1 November 2002 12 February 2003.

Mano, Sandra. “Negotiating T.A. Culture.” Student Self-Assessment and Development in Writing: A Collaborative Inquiry. Ed. Jane Bowman Smith and Kathleen Blake Yancey. Cresskill, NJ: Hampton P, 2000.

Martin, Wanda, and Charles Paine. “Mentors, Models, and Agents of Change: Veteran TAs Preparing Teachers of Writing.” Preparing College Teachers of Writing: Histories, Theories, Practices, and Programs. Ed. Betty Pytlik and Sarah Liggett. Oxford UP, 2002. 222-232.

Marting, Janet. “A Retrospective on Training Teaching Assistants.” WPA: Writing Program Administration 11.1-2 (1987): 35-44.

“Master’s Programs in Rhetoric and Composition Studies.” Rhetoric Review 24.1 (2005): 14-127.

Matsuda, Paul Kei. “Coming to Voice: Publishing as a Graduate Student.” Writing for Scholarly Publication. Ed. Christine Pearson Casanave and Stephanie Vandrick. Lawrence Erlbaum, 2003.

Mead, William E. “The Graduate Study of Rhetoric.” Report of the Pedagogical Section of the MLA, Proceedings of the MLA (1900): xx-xxxii.

Melles, Gavin. “Familiarizing Postgraduate ESL Students with the Literature Review in a WAC/EAP Engineering Classroom.” Across the Disciplines 2 (2005).

Miller, Thomas P. “Why Don’t Our Graduate Programs Do a Better Job of Preparing Students for the Work That We Do?” WPA: Writing Program Administration 24.3 (Spring 2001): 41-58.

Moore, Cindy, and Hildy Miller. A Guide to Professional Development for Graduate Students in English. Urbana, IL: National Council of Teachers of English, 2006.

Morgan, Meg. “The GTA Experience: Grounding, Practicing, Evaluating, and Reflecting.” The Writing Program Administrator’s Handbook: A Guide to Reflective Institutional Change and Practice. Ed. Stuart C. Brown, Theresa Enos, and Catherine Chaput. Lawrence Erlbaum, 2002.

Mountford, Roxanne. “From Labor to Middle Management: Graduate Students in Writing Program Administration.” Rhetoric Review 21.1 (2002): 41-52.

Mountford, Roxanne, and Nedra Reynolds. “Rhetoric and Graduate Studies: Teaching in a Postmodern Age.” Rhetoric Review 15.1 (Fall 1996): 192-215.

North, Stephen M., et al. Refiguring the Ph.D. in English Studies: Writing, Doctoral Education, and the Fusion-Based Curriculum. Urbana, IL: National Council of Teachers of English, 2000.

Ohmann, Richard. “Graduate Students, Professionals, Intellectuals.” College English 52 (March 1990): 247-57.

Papp, James. “Gleaning in Academe: Personal Decisions for Adjuncts and Graduate Students.” College English 64.6 (July 2002): 680-695.

Payne, Darin, and Theresa Enos. “TA Education as Dialogic Response: Furthering the Intellectual Work of the Profession through WPA.” Preparing College Teachers of Writing: Histories, Theories, Practices, and Programs. Ed. Betty Pytlik and Sarah Liggett. Oxford UP, 2002. 50-62.

Pecorari, Diane. “Visible and Occluded Citation Features in Postgraduate Second-Language Writing.” English for Specific Purposes 25 (2006): 4-29.
Peirce, Karen P., and Theresa Jarnagin Enos. “How Seriously Are We Taking Professionalization? A Report on Graduate Curricula in Rhetoric and Composition.” Rhetoric Review 25.2 (2006): 204-210.

Phelps, Louise Wetherbee. “Turtles All the Way Down: Educating Academic Leaders.” The Writing Program Administrator’s Handbook: A Guide to Reflective Institutional Change and Practice. Ed. Stuart C. Brown, Theresa Enos, and Catherine Chaput. Lawrence Erlbaum, 2002.

Potts, Maureen, and David Schwalm. “A Training Program for Teaching Assistants in Freshman English.” WPA: Writing Program Administration 7.1-2 (Fall/Winter 1983): 15-24.

Powell, Katrina M., Peggy O’Neill, Cassandra Mach Phillips, and Brian Huot. “Negotiating Resistance and Change: One Composition Program’s Struggle Not to Convert.” Preparing College Teachers of Writing: Histories, Theories, Practices, and Programs. Ed. Betty Pytlik and Sarah Liggett. Oxford UP, 2002. 121-134.

“Professor’s Term as Department Head Ends Amid Plagiarism Probe.” Associated Press, 29 June 2006.

Pytlik, Betty. “How Graduate Students Were Prepared to Teach WritingÑ1850-1970.” Preparing College Teachers of Writing: Histories, Theories, Practices, and Programs. Ed. Betty Pytlik and Sarah Liggett. Oxford UP, 2002. 3-16.

Pytlik, Betty, and Sarah Liggett, eds. Preparing College Teachers of Writing: Histories, Theories, Practices, and Programs. Oxford UP, 2002.

Qualley, Donna. “Learning to Evaluate and Grade Student Writing: An Ongoing Conversation.” Preparing College Teachers of Writing: Histories, Theories, Practices, and Programs. Ed. Betty Pytlik and Sarah Liggett. Oxford UP, 2002. 278-291.

Rankin, Elizabeth. Seeing Yourself as a Teacher: Conversations with Five New Teachers in a University Writing Program. Urbana, IL: NCTE, 1994.

Recchio, Thomas E. “Essaying TA Training.” Preparing College Teachers of Writing: Histories, Theories, Practices, and Programs. Ed. Betty Pytlik and Sarah Liggett. Oxford UP, 2002. 254-265.

Rentz, Kathryn, and Ashley Mattingly. “Graduate-Level Service-Learning in Professional Writing: Good Deeds or Good Work?.” Reflections 4.2.
Reynolds, Jason M. “Cornell Ph.D. Charges Her Professor With Copying From Her Dissertation.” Chronicle of Higher Education 13 Mar. 1998: A16.

Rich, Sarah. “Linguistically and Culturally Diverse Students’ Perceptions of Successful Classroom Practices in a UK Graduate Program.” Across the Disciplines 2 (2005).

Rickly, Rebecca J., and Susanmarie Harrington. “Feminist Approaches to Mentoring Teaching Assistants: Conflict, Power, and Collaboration.” Preparing College Teachers of Writing: Histories, Theories, Practices, and Programs. Ed. Betty Pytlik and Sarah Liggett. Oxford UP, 2002. 108-120.

Rose, Mike, and Karen A. McClafferty. “A Call for the Teaching of Writing in Graduate Education.” Educational Researcher 30.2 (March 2001): 27-33.

Rose, Shirley K., and Margaret J. Finders. “Thinking Together: Developing a Reciprocal Reflective Model for Approaches to Preparing College Teachers of Writing.” Preparing College Teachers of Writing: Histories, Theories, Practices, and Programs. Ed. Betty Pytlik and Sarah Liggett. Oxford UP, 2002. 75-85.

Rubin, D. L. “Nonlanguage Factors Affecting Undergraduates’ Judgments of Nonnative English-Speaking Teaching Assistants.” Research in Higher Education 33.4 (1992): 511-531.

Sandy, Kirsti A. “After Preparing TAs for the Classroom, What Then? Three Decades of Conversation about Preparing TAs for the Job Market.” Preparing College Teachers of Writing: Histories, Theories, Practices, and Programs. Ed. Betty Pytlik and Sarah Liggett. Oxford UP, 2002. 28-39.

Schilb, John. “Composing Literary Studies in Graduate Courses.” Disciplining Composition: Alternative Histories, Critical Perspectives. Ed. David R. Shumway and Craig Dionne. SUNY P, 2002. 135-148.

Scott, J. Blake. “Taking Root:Seminal Essays in Service-Learning and Professional Communication.” Reflections 4.2.
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Smith, Rachelle M., and Douglas Downs. “Meeting of Narratives, Meeting of Minds: WPAs, TAs, and Transferring Independence.” Strategies for Teaching First-Year Composition. Ed. Duane Roen, Veronica Pantoja, Lauren Yena, Susan K. Miller, and Eric Waggoner. Urbana, IL: NCTE, 2002. 53-61.

Snively, Helen, Traci Freeman, and Cheryl Prentice. “Writing Centers for Graduate Students.” The Writing Center Director’s Resource Book. Ed. Christina Murphy and Byron L. Stay. Mahwah, NJ: Lawrence Erlbaum, 2006. 153-164.

Stenberg, Shari, and Amy Lee. “Developing Pedagogies: Learning the Teaching of English.” College English 64.3 (January 2002): 326-347.

Strain, Margaret M. “Local Histories, Rhetorical Negotiations: The Development of Doctoral Programs in Rhetoric and Composition.” Rhetoric Society Quarterly 30.2 (Spring 2000): 57-76.

Stygall, Gail. “At the Century’s End: The Job Market in Rhetoric and Composition.” Rhetoric Review 18.2 (Spring 2000): 375-389.

Sullivan, Patricia A. “Writing in the Graduate Curriculum: Literary Criticism as Composition.” Journal of Advanced Composition 11.2 (Fall 1991): 283-300.

Swales, John M., and Christine B. Feak. “Academic Communications and the Graduate Student.” Pedagogy 1.1 (Winter 2001): 176-178.

Swyt, Wendy. “Teacher Training in the Contact Zone.” WPA: Writing Program Administration 19.3 (Spring 1996): 24-35.

Taylor, Marcy, and Jennifer L. Holberg. “‘Tales of Neglect and Sadism’: Disciplinarity and the Figuring of the Graduate Student in Composition.” College Composition and Communication 50.4 (June 1999): 607-625.

Taylor, Rebecca G. “Preparing WPAs for the Small College Context.” Composition Studies 32.2 (Fall 2004): 53-74.

Taylor, Todd. “Teacher Training: A Blueprint for Action Using the World Wide Web.” Electronic Communication Across the Curriculum. Ed. Donna Reiss, Dickie Selfe, and Art Young. Urbana, IL: NCTE, 1998. 129-136.

Teachers.

Thatcher, Barry. “Orientation for Teachers of Technical Writing.” Preparing College Teachers of Writing: Histories, Theories, Practices, and Programs. Ed. Betty Pytlik and Sarah Liggett. Oxford UP, 2002. 266-277.

“Tinker, Tailor, Mentor, Thief.” Colloquy. Chronicle of Higher Education 10 Dec. 2004.

Tremmel, Robert, and Willam Broz. Teaching Writing Teachers: Of High School English & First-Year Composition. Portsmouth, NH: Boynton/Cook, 2002.

Turabian, Kate L. A Manual for Writers of Dissertations. U Chicago P, 1937.

Ward, Irene, and Merry Perry. “A Selection of Strategies for Training Teaching Assistants.” The Allyn & Bacon Sourcebook for Writing Program Administrators. Ed. Irene Ward and William J. Carpenter. New York: Addison Wesley, 2002. 117-138.

Wasley, Paula. “A New Way to Grade.” Chronicle of Higher Education 10 Mar. 2006.

Weiser, Irwin. “Self-Assessment, Reflection, and the New Teacher of Writing.” Student Self-Assessment and Development in Writing: A Collaborative Inquiry. Ed. Jane Bowman Smith and Kathleen Blake Yancey. Cresskill, NJ: Hampton P, 2000.

Weiser, Irwin. “Surveying New Teaching Assistants: Who They Are, What They Know, and What They Want to Know.” WPA: Writing Program Administration 14 (Fall/Winter 1990): 63-71.

Weiser, Irwin. “When Teaching Assistants Teach Teaching Assistants to Teach: A Historical View of a Teacher Preparation Program.” Preparing College Teachers of Writing: Histories, Theories, Practices, and Programs. Ed. Betty Pytlik and Sarah Liggett. Oxford UP, 2002. 40-49.

Welch, Nancy. “Resisting the Faith: Conversion, Resistance, and the Training of Teachers.” College English 55.4 (April 1993): 387-401.

White, Edward M. “Teaching a Graduate Course in Writing Program Administration.” The Writing Program Administrator’s Handbook: A Guide to Reflective Institutional Change and Practice. Ed. Stuart C. Brown, Theresa Enos, and Catherine Chaput. Lawrence Erlbaum, 2002. 101-112.

Wilhoit, Stephen. “Recent Trends in TA Instruction: A Bibliographic Essay.” Preparing College Teachers of Writing: Histories, Theories, Practices, and Programs. Ed. Betty Pytlik and Sarah Liggett. Oxford UP, 2002. 17-27.

Willard-Traub, Margaret K. “Professionalization and the Politics of Subjectivity.” Rhetoric Review 21.1 (2002): 61-69.

Williams, James D. Preparing to Teach Writing: Research, Theory, and Practice. 3rd ed. Mahwah: Erlbaum, 2003.
Williams, Sean. “Cultivating Democratic Sensibility by Working with For-Profit Organizations: An Alternative to Traditional Service-Learning.” Reflections 4.2.

Woolston, Chris. “When a Mentor Becomes a Thief.” Chronicle of Higher Education 1 April 2002. . 1 April 2002.

Yagelski, Robert P. “Portfolios as a Way to Encourage Reflective Practice Among Preservice English Teachers.” Situating Portfolios: Four Perspectives. Ed. Kathleen Blake Yancey and Irwin Weiser. Logan: Utah State UP, 1997. 225-43.

Yancey, Kathleen Blake. “Make Haste Slowly: Graduate Teaching Assistants and Portfolios.” New Directions in Portfolio Assessment: Reflective Practice, Critical Theory, and Large-Scale Scoring. Ed. Laurel Black, et al. Portsmouth, NH: Boynton/Cook, 1994. 210-18.
Yancey, Kathleen Blake. “The Professionalization of TA Development Programs: A Heuristic for Curriculum Design.” Preparing College Teachers of Writing: Histories, Theories, Practices, and Programs. Ed. Betty Pytlik and Sarah Liggett. Oxford UP, 2002. 63-74.

Yood, Jessica. “Revising the Dream: Graduate Students, Independent Writing Programs, and the Future of English Studies.” A Field of Dreams: Independent Writing Programs and the Future of Composition Studies. Ed. Peggy O’Neill, Angela Crow, and Larry W. Burton. Logan: Utah State UP, 2002. 170-185.

Young, Richard E., and Erwin R. Steinberg. “Planning Graduate Programs in Rhetoric in Departments of English.” Rhetoric Review 18.2 (Spring 2000): 390-402.

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Week 10/16 Questions

October 15, 2007 at 8:20 pm (English726)

1. In MM, Grant-Davie makes the point of highlighting that “we learn most through addition and revision — when the knowledge we bring to the data proves inadequate to explain what we find, causing us to accommodate or reconstruct knowledge” (273). In fact, that entire paragraph is striking to me because it addresses the issue of proving what we already believe or know vs. developing a body of information through our research. I would hope that the initial research process would help us develop strong research questions, as well as help us to discover we are exploring new data. How do we avoid proving what we already “know”? Is this where meeting with office of statistics, and Rich, and our adviser come into play? Worse yet, what do we do when we realize we may have skewed our data – either through the coding or survey process?
2.Again, in MM, the issues Stephen North raised regarding inferential and arbitrary coding (279-281) seems like a real problem I could run into. Besides the course texts, are there books or guides (beyond the resources of adviser and HSRB and the office of statistics) that we can turn to to help us avoid invalidating our own data? What kind of balance can we achieve between absolute standards (impossible) and inferential arbitrariness?
3.From Charney: Although overall I can agree with the spirit of Charney’s text, I found some of the comments problematic. I don’t want to be hung-up on these comments, but I think it demonstrates what a heated topic research methodology (especially as a political arena) is. Charney writes that “Compositionists readily assume that disciplines that adopt scientific methods
do so for reflected glory and access to institutional power” (576). We do? Do I? No, I don’t. I was surprised that “alternative methods for objectivity” needed to be spelled out. The discussion seems rather influenced by the writer’s own biases. Again, I really appreciate the discussion to dispel the stereotype that those researchers who use scientific methodology do so in order to avoid self-critique, but the article just reads as if the writer held a rather narrow, simplistic view of the situation similar to the argument he is making regarding how scientific vs. ethnographic methodologies (and those who use them) are stereotyped and viewed….

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10/9 Weekly Questions

October 9, 2007 at 3:42 am (English726)

I was quite disappointed by the results of the Brown, Torres, Enos & Juergensmeyer Survey of MA programs in rhetoric & comp studies. Naively, I had hoped that using digital/Internet-based surveys would help to streamline the data-collection process regarding program specifics. I wish the authors would have discussed this in more detail because I am wondering what exactly went wrong? Especially when compared to the PhD survey (which was mailed as hardcopy and electronic with a phone follow-up) – which had a much better turn out…. But I am left questioning whether I can reliably use an electronic survey to collect data. Additionally, besides the MLA & PhD previous lists, I really wanted to know why (as in what criteria were used) which programs were chosen to receive a survey. It seems to me that even though the MA survey may not have yielded reliable data, it would have been extremely helpful for the authors to provide greater details regarding methodology. Whether successful or not, what standards will be held accountable to when reporting methodology for print material such as this? Ultimately, I am also wondering what impact “funds” ($$$) played in the MA survey. The PhD survey mentions a thanks and a nod to funds received to help with the research process. This might explain the ability to conduct such extensive follow-up to elicit the survey response… So, is this a sign to us that we need to expect to invest in order to create useful data for our surveys (if we intend to conduct surveys?)?

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10/2 Week Questions

September 30, 2007 at 7:01 pm (English726)

1. Although chp.4 is brief (when compared to other chapters in the Basics of Qualitative Research) it seems that it is actually an important first step (or steps) because without a clear introduction that states the topic, problem, and questions/hypothesis, I don’t think the coding section is easily understandable. Identifying the problem clearly and including the importance of the study along with limitations, delimitations, and assumptions actually help the researcher identify the kind of coding needed to interpret the future research.
2. Considering that I am developing my research topic and plans, I found the coding section of the book overwhelming and helpful at the same time. Actually, the coding helped me to reconsider what it is that I plan to research. Because I see my research as being correlational (that is, predictive relationships), I can see how the axial coding would be ideal. Without a general idea (and similar to my thoughts above), I don’t know if I could completely identify and understand the various coding procedures. Yes, the book provides examples, but they don’t specifically relate to the comp research I am going to do….. But is it really possible for me to identify the proper coding procedure at this time – when I am just starting my research? I think so. I think it will help to guide the research. I wonder if I will be able to use more than one coding procedure in the same project?
3.Chp. 16 focuses on evaluation criteria — and I cannot even begin to discuss how much emphasis was placed on sampling and how participants were selected in educational research. This scares me more than anything. Although I know we have plenty of experienced gurus to turn to as we create our methods, I know that a good study can go bad because of poor procedures. Should we be talking to more than one person about this? A book is nice but can only answer so many questions….

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9/25 Questions

September 25, 2007 at 5:03 am (English726)

1. MacNealy’s discussion about regarding case studies covers the differences in case study examples among rhetoric, education, law, and medicine. The definition of the rhetoric “case study” – illustrative case – can be fictional or real, but that seems problematic as far as reaching respectability. Can we really value such discussion? Can we really claim it is grounded in research even if it is not obtained by scientific research?
2. Generally, at what point can we say a piece of research is a case study and what is more oral history? Are they distinguishable, really? Studs Terkel’s work could be argued as tomes of case studies, right? Is it the context of publication that impact how these narratives or specific examples are perceived?
3.The idea of total honesty – as highlighted in Kirsch/Sullivan – calls into question the validity of generalizations or theories/results compiled by case studies. Although I value case studies for their illustrative benefits, I wonder if this “total honesty” is completely unattainable. Can we really expect to achieve Truth when we have already created a rhetorical situation by conducting the research?

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Week 1

August 27, 2007 at 1:38 am (English726)

Introductions and drafting of research narrative are the main focus…. So I will focus on the word of the day, instead:

Circumspice: “Look about you!” Go Blue! (It’s Michigan’s State motto….)

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