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Rhetoric & Composition.

Reading and Writing Then and Now: Lessons from the Past. Alice Horning, Oakland University

For the next four years, there will be important challenges to literacy teaching and learning, both in and out of schools. A key source of literacy support in the face of these challenges arises from community-based organizations outside of schools. These organizations will be at risk because of changing priorities. To build resilience that will allow literacy support to continue to function and flourish, a look into the past is instructive.

This presentation will explore how non-governmental organizations provided essential support for literacy activities in the period 1880-1930. During this time, a number of groups started or expanded in an atmosphere of high intellectual engagement, growing basic literacy and schooling and relative social stability: community organizations, "hidden" literacy/reading groups, and union halls all function to support literacy. They show that individuals, groups and organizations can support literacy in all its forms in the face of challenges from government and other sources.

The lessons learned include supporting strong organizational commitment to literacy development, maintaining or expanding resources despite falling support, and creating approaches to literacy activities that do not rely on funding or other resources (notably a feature of "hidden" groups). Contemporary literacy can learn from these historical success stories.

Electronic Resources for Millennial Student Success: An Innovative Pedagogical Approach for Reaching Desired Outcomes in the Composition Classroom. Kristen Conte and Annette Ternullo, Baker College of Clinton Township

Utilizing online tools empowers students to gather research efficiently, archive and organize it, reference it accurately, create notecards for jotting down key points and ideas and provides them with a total package that enables a successful learning environment. Using electronic resource platforms as an accompaniment to curriculum allows instructors to meet stakeholder expectations of utilizing technology in the higher education Composition classroom.

The Role of Directed Self-Placement Advisors: A Quantitative and Qualitative Examination of Student Self-Placement and Success in First Year Composition. Julie A. White, Craig Hulst, and Tamara Luhic, Grand Valley State University

Grand Valley State University uses Directed Self-Placement (DSP) for its First Year Composition (FYC) program where students decide whether to enroll in WRT 098 or WRT 150. In 2016, we redesigned WRT 098 (by re-examining the three-fold course goals and standardizing the course), and we added specialized DSP advisors to first-year student orientation. Building on the presentation from 2017, having collected data for two years since the inception of the DSP advisory role, our extended panel will offer quantitative analysis that will help to define the populations of students requesting assistance from advisors, the numbers of students serviced throughout the summers, as well as course satisfaction rates. Also, we will be examining qualitative differences in WRT 098 since inculcating the three-fold course goals in 2016. In addition, we will discuss the ongoing challenges of effectively addressing student perception that a 0-level class is without rigor or value and enhancing the efficacy of DSP advisors in creating more clarity for student placement.

Composing Digital Voice through Video Editing. Nathan Elam, Kevin Gauthier, and Crystal VanKooten, Oakland University

Erin Anderson (2014) notes that with digital composition tools, researchers can "speak through others' voices as if they were our own." In this presentation, we will explore processes of composing and speaking through digital voices when editing videos as a part of a collaborative research project. Our research videos feature interviews with first-year writing students about their learning through the composition of multimodal video projects, but there are moments where voiceover work provided by us offers necessary insight. The presentation will demonstrate how voice, for us, is not solely individual but can be collaborative in nature. We will examine ways of representing all of our voices, including those of the students that were interviewed, in a manner that allows for everyone to adequately "speak." Overall, we hope to interrogate the blurred line between editor and author highlighted by video editing and revision and explore in what ways digital remix can be a form of rhetoric. Specifically, we will examine edited quotations from students and our reflections on editing practices, along with an interactive element, wherein audience members might rearrange dialogue to change the meaning of what is being said.

Teaching through Tension: How Reflection Can Address Moments of Discomfort during the Service-Learning Experience. Roger Chao, Oakland University

Reflective writing is a component that is found in nearly all composition courses. In the context of service-learning composition, reflection holds significant weight; reflective activities function as powerful tools that help students develop a critical understanding of social issues.

However, reflection is also important in unearthing moments that instructors are often not prepared for: when students encounter situations of discomfort and tension at their service site. While we cannot (and should not) shelter students from these experiences, they still need to be addressed. Besides acting as a lens for examining underlying critical issues at work, reflective writing can be used to channel emotion into learning strategies for future service-learning contexts.

My presentation will report on findings from a study I conducted last year, during which I interviewed service-learning composition instructors and a select number of their students. I will discuss the various types of reflective writing that structured their classrooms and their function in helping students transform discomfort into learning. Through my findings, I hope to explore new conceptualizations of reflection as a pedagogical resource, and how they can help improve not only service-learning pedagogy but the entire service-learning paradigm.

College ESL Composition: Evaluation of Feedback Effectiveness. Tiler Jewell and Laura Waskiewicz, Saginaw Valley State University

Teacher feedback is commonly recognized as vital for the improvements of student; however, it remains under-researched in the ESL composition field. The proposed presentation provides preliminary results of a study on the effectiveness of the instructor feedback to non-native English writers in a first-year college composition course. The project involves sampling two multi-draft papers from several sections of Composition I at a regional university, coding the teacher's feedback based on a modified system proposed in Ene and Upton (2014, 90), cataloguing the revisions the students made similarly to Faigley and Witte's research (1981, 403), and evaluating how much improvement was made after the revision from the preliminary to the final draft. The preliminary results indicate that the students usually followed the recommendations they received, and the revisions resulted in improved papers. The analysis of the correlation between particular types of feedback and the degree of improvement is still undergoing but is expected to be finished by the time of the presentation. The results may be useful for instructors in first-year composition courses for non-native English speakers studying in United States tertiary institutions as it provides guidelines for effective feedback.
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Title Annotation:history of reading and writing, electronic resources for millennial students, student self-placement
Publication:Michigan Academician
Geographic Code:1USA
Date:Sep 22, 2018
Words:1114
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