1,720,961 research outputs found
What makes a space raced? : exploring writing centers as raced spaces
Get PDFIn this dissertation, What Makes a Spaced Raced?: Exploring Writing Centers as Raced Spaces, I interrogate the spatial design and object affect of the Writing Center and analyze how that design and object affect might effect those entering the Writing Center space. Because Writing Centers often position themselves as home or homelike spaces, the purpose of this project was to better understand (1) how Writing Center design may exclude marginalized bodies through its physical design and the various objects placed in the Writing Center, (2) how those exclusions are read by \u201coutsiders\u201d (those not working in the Writing Center space they critiqued), and (3) how Writing Centers can begin to design spaces that are read as more inclusive/accepting of marginalized bodies. By using Black womanism as both method and methodology, I designed comparative analysis of three Writing Centers in which tutors working in one Writing Center would interrogate a different Writing Center space. Using three Writing Center Sites, nine separate tutors\u2014divided into groups of three\u2014analyzed two separate sets photos of these three Writing Center sites. Participants analyzed both the unoccupied Writing Center Space and the occupied Writing Center to discern if the effect of a Writing Center space may be altered depending on who operates in the space. My findings indicate that race is read through a perception of class, e.g., the furniture, technology, and pictures/paintings participants marked as expensive suggested marginalized and working-class bodies would not seek tutoring services from or desire to be employed by the Writing Center.Thesis (Ph. D.)--Michigan State University. Rhetoric and Writing, 2018Includes bibliographical references (pages 137-139
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Writing as a Practice of Freedom: HBCU Writing Centers as Sites of Liberatory Practice
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Teachers Use Of Own Languages (TUOOLS) : Exploring the Use of African American Rhetorical Strategies in the Composition Classroom
No full textThis thesis explores how different African American Rhetorical Strategies are used by African American teachers in a first year college composition classroom. This thesis shows how these different strategies present in different public media, such as in public speeches, and then transitions into how these strategies are employed by teachers in the writing classroom. This thesis argues that African American Rhetorical Strategies are often used by African American teachers as a tools to help foster a student centered pedagogy. M.A
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Where We've Been and Where We Are
Get PDFPredominately White Institutions (PWIs), one of the problems writing center directors and staff attempted to solve was its lack of racially diverse tutors. Desiring not to reflect the image of white writing tutors helping students of color--deemed deficient--with their writing, writing center administrators at PWIs became concerned with ways to attract and keep racially diverse tutors, staff, etc. Thus, an onslaught of diversity, self-care, and social justice initiatives intended to reflect our wokeness began being implemented at various predominately white writing centers, mine included. I was, happily so, eager to contribute to the waves of wokeness.University Writing Cente
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dr. Wonderful Faison interview, June 25, 2020
No full textInterview of Dr. Wonderful Faison. Dr. Wonderful Faison is an Assistant Professor of English and Foreign Languages at Langston University in Langston, Oklahoma. She received her PhD in the Writing, Rhetoric and American Cultures program at Michigan State University. Her research centers on African American Language, African American Rhetorics, Cultural Rhetorics, and Queer Rhetorics
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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