Picture of Dr. William Banks

UnCommon Connections: How Building a Grass-Roots Curriculum Helped Reframe Common Core State Standards for Teachers and Students in a High Need Public High School

Banks, William. “UnCommon Connections: How Building a Grass-Roots Curriculum Helped Reframe Common Core State Standards for Teachers and Students in a High Need Public High School” (with Stephanie West-Puckett). The Next Digital Scholar: A Fresh Approach to the Common Core Standards in Research and Writing. Eds. Randall McClure and James Purdy. Medford, NJ: Information Today, Inc. 2014: 353 – 381.

 

Photo of Dr. Tracy Ann Morse

Signs and Wonders: Religious Rhetoric and the Preservation of Sign Language

Tracy Ann Morse. Signs and Wonders: Religious Rhetoric and the Preservation of Sign Language. Gallaudet University Press. 2014.

Current academic discourse frequently understates the role of religion in the development of the American Deaf community. In her new study, Tracy Ann Morse effects a sharp course correction by delineating the frequent use over time of religious rhetoric by members of the Deaf community to preserve and support sign language.

In Chapter One, Morse analyzes Thomas Hopkins Gallaudet’s use of religious references in his 1817 maiden address at the first American school for deaf students. She examines his and other speeches as examples of the intersection of education for deaf Americans and Protestant missionary efforts to convert them. In the second chapter, she presents the different religious perspectives of the two deaf education camps: Manualists argued that sign language was a gift from God, while Oralists viewed hand gestures as animal-like, indicative of lower evolutionary development.

Chapter Three explores the religious rhetoric in churches, sanctuaries where sign language flourished and deaf members formed relationships. In the fourth chapter, Morse shows how Deaf activist George Veditz signed using religious themes in his political films. She also comments on the impact of the bilingual staging of Big River: The Adventures of Huckleberry Finn, which began to change the hearing world’s opinion about the Deaf community. Morse concludes with speculation on the shifting terrain for deaf people due to technological innovations that might supplant religious rhetoric as a tool to support the Deaf community.

Photo of Dr. Tracy Ann Morse

Critical Conversations About Plagiarism

Tracy Ann MorseCritical Conversations About Plagiarism. Eds. with Michael Donnelly, Rebecca Ingalls, Joanna Castner Post, and Anne Meade Stockdell-Giesler. Parlor Press. 2012.

http://www.parlorpress.com/plagiarism

Most treatments of plagiarism as part of undergraduate education deal with the issue in an overly simplistic and misleading fashion, tending to imply that plagiarism is a concept easily understood and easily avoided, casting the problem as an ethical issue—a choice between honesty and dishonesty—and/or as a technical issue, best avoided by attention to appropriate citation formats.

Edited by Michael Donnelly, Rebecca Ingalls, Tracy Ann Morse, Joanna Castner Post, and Anne Meade Stockdell-Giesler, Critical Conversations About Plagiarism instead invites students and teachers to engage in deep, critical discussions about a complicated topic in ways that are both accessible and intellectually challenging. The essays address a range of complex, interrelated ideas, concepts, and issues: theories about knowledge creation and ideas about authorship; issues of collaboration, borrowing, remixing, and plagiarism; copyright and intellectual property; historical constructions of authorship; student and teacher identities and roles; cross-cultural perspectives on plagiarism; and the impact of new technologies. Contributors include Phillip Marzluf, Jessica Reyman, Esra Mirze Santesso, Paul Parker, Richard Schur, Martine Courant Rife, Dànielle Nicole DeVoss, Deborah Harris-Moore, Sean Zwagerman, Bridget M. Marshall, Rachel Knaizer, Lise Buranen, and Anne-Marie Pedersen.
Rather than speak down to students about what they don’t know or understand, these essays invite students to explore and discuss in depth the controversies about plagiarism that writers constantly negotiate across a variety of contexts. Critical Conversations About Plagiarism makes such discussions accessible to undergraduate and graduate students, and, at the same time, it provides teachers with tools for facilitating those conversations.

Photo of Dr. Tracy Ann Morse

“The Perilous Vision of the WPA OS.”

Tracy Ann Morse“The Perilous Vision of the WPA OS.” With Teresa Grettano and Rebecca Ingalls. The WPA Outcomes Statement: A Decade Later. Eds. Nicholas Behm, Gregory Glau, Deborah Holdstein, and Duane Roen. Parlor Press. 2013.

http://www.parlorpress.com/wpaoutcomes

The WPA Outcomes Statement—A Decade Later addresses the national and global dispersion and influence of the Council of Writing Program Administrators’ Outcomes Statement ten years after its adoption and publication. Relating how the Outcomes Statement informs the work of writing programs, writing centers, and English departments, the essays demonstrate the significant influence of the Outcomes Statement in and across institutions in various institutional categories. The WPA Outcomes Statement—A Decade Later contributes to the scholarly conversation by discussing relevant issues of assessment and accountability in institutional contexts. Edited by Nicholas N. Behm, Gregory R. Glau, Deborah H. Holdstein, Duane Roen, and Edward M. White, the collection also interrogates the politics that may pervade writing programs as writing program administrators attempt to adapt the Outcomes Statement to suit local institutional contexts, implement the revised outcomes, and develop curricula that support and manifest those outcomes. The collection explores programmatic issues that may result from its implementation and corresponding assessment strategies for measuring its impact on student learning.

The WPA Outcomes Statement—A Decade Later serves as an informative resource for former, current, and future writing program administrators, scholars within composition studies and writing program administration, and other stakeholders concerned about writing programs, writing assessment, and the teaching of writing.

Photo of Dr. Nicole Caswell

Writing Assessment, Emotions, Feelings and Teachers.

Caswell, Nicole. “Writing Assessment, Emotions, Feelings and Teachers.” The CEA Forum 40.1 (Winter/Spring 2011)

She approaches writing assessment as more than just grading or responding to a set of student papers within a classroom context. Her article looks at writing assessment as a complex act that links to teaching and learning, that affects the educational environment and students, that acknowledges the consequences of the assessment, and that reflects what the assessor values and how to get to that value. For more information about the article visit http://journals.tdl.org/ceaforum/article/viewArticle/6144

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