A SCHOLARLY BOOK REPOSITORY17 start with O start with O
The need to understand and address large-scale environmental problems that are difficult to study in controlled environments—issues ranging from climate change to overfishing to invasive species—is driving the field of ecology in new and important directions. Observation and Ecology documents that transformation, exploring how scientists and researchers are expanding their methodological toolbox to incorporate an array of new and reexamined observational approaches—from traditional ecological knowledge to animal-borne sensors to genomic and remote-sensing technologies—to track, study, and understand current environmental problems and their implications.
The authors paint a clear picture of what observational approaches to ecology are and where they fit in the context of ecological science. They consider the full range of observational abilities we have available to us and explore the challenges and practical difficulties of using a primarily observational approach to achieve scientific understanding. They also show how observations can be a bridge from ecological science to education, environmental policy, and resource management.
Observations in ecology can play a key role in understanding our changing planet and the consequences of human activities on ecological processes. This book will serve as an important resource for future scientists and conservation leaders who are seeking a more holistic and applicable approach to ecological science.
One-on-one encounters with writers often contribute more to the development of student writing abilities than any classroom activity because they are personalized and responsive to individual needs. For the encounters to be successful, the writing tutor, teacher, or consultant must be prepared, must be knowledgeable of what it means to write and the factors that make writing more and less effective, and must also know the students.
This guide focuses on what those who conference with second language writers need to know to respond best to students, recognize their needs, and steer conversations in productive directions. One on One with Second Language Writers provides tips about activities that can be adapted to individual contexts, student writing samples that can be analyzed for practice, a glossary, a list of useful resources, and a checklist for conferencing sessions.
The book is appropriate for use in university and secondary school writing or learning centers, teacher training programs for both general composition and ESOL instructors, and as an individual reference tool. The book uses non-technical language where possible, but terminology is introduced where it might be useful when conferencing with students.
A new approach to training and evaluating world languages online instructors
The rapid growth in online world language programs in the United States coupled with the widespread implementation of virtual teaching in response to COVID-19 have pushed the field to reconceive instruction. Virtual learning creates unique challenges for instructors, who need to ensure that their students have adequate interaction with their peers, their professor, and native speakers of the language. Even with a growing demand for online language courses, there are few tools that evaluate the training and assessment of online language instructors.
In Online World Language Instruction Training and Assessment, authors Carmen King Ramírez, Barbara A. Lafford, and James E. Wermers fill that gap, providing a critical pedagogical approach to computer-assisted language learning (CALL) teacher education (CTE). By combining best CTE training and evaluation practices with assessment tools, the authors explain how teachers can integrate technology to build successful online programs. Their ecological, holistic approach addresses all facets of learning online—including pressing challenges of moving courses online, teacher training, developing core competencies and skills, instructions for assessment and self-evaluation, goal setting, and the normalization of critical CTE practices in an increasingly digital environment.
The authors propose new solutions to teacher training challenges, providing extensive rubrics and tools that can equitably assess online language instructor skills, the training they receive, the assessment process they undergo, and the instruments used for instructor assessment. A list of CALL and CTE resources (available on the Press’s website) further supports readers’ successful adaptation to an everchanging learning environment.
Kroll cultivates a bodily investigation of noncombative argument, offering direct pedagogical strategies anchored in three modalities of learning—conceptual-procedural, kinesthetic, and contemplative—and projects, activities, assignments, informal responses, and final papers for students. Kinesthetic exercises derived from martial arts and contemplative meditation and mindfulness practices are key to the approach, with Kroll specifically using movement as a physical analogy for tactics of arguing.
Collaboration, mediation, and empathy are important yet overlooked values in communicative exchange. This practical, engaging, and accessible guide for teachers contains clear examples and compelling discussions of pedagogical strategies that teach students not only how to write persuasively but also how to deal with personal conflict in their daily lives.
For the authors of Organic Writing Assessment, the DCM experience provided not only an authentic assessment of their own programs, but a nuanced language through which they can converse in the always vexing, potentially divisive realm of assessment theory and practice. Of equal interest are the adaptations these writers invented for Broad’s original process, to make DCM even more responsive to local needs and exigencies.
Organic Writing Assessment represents an important step in the evolution of writing assessment in higher education. This volume documents the second generation of an assessment model that is regarded as scrupulously consistent with current theory; it shows DCM’s flexibility, and presents an informed discussion of its limits and its potentials.
With its recurrent themes of transnationalism, globalization, and postcoloniality, Orientations considers various embodiments of the Asian diaspora, including a rumination on minority discourses and performance studies, and a historical look at the journal Amerasia. Exploring the translation of knowledge from one community to another, other contributions consider such issues as Filipino immigrants’ strategies for enacting Asian American subjectivity and the link between area studies and the journal Subaltern Studies. In a section that focuses on how disciplines—or borders—form, one essay discusses “orientalist melancholy,” while another focuses on the construction of the Asian American persona during the Cold War. Other topics in the volume include the role Asian immigrants play in U.S. racial politics, Japanese American identity in postwar Japan, Asian American theater, and the effects of Asian and Asian American studies on constructions of American identity.
Contributors. Dipesh Chakrabarty, Kuan-Hsing Chen, Rey Chow, Kandice Chuh, Sharon Hom, Yoshikuni Igarashi, Dorinne Kondo, Russell Leong, George Lipsitz, Lisa Lowe, Martin F. Manalansan IV, David Palumbo-Liu, R. Radhakrishnan, Karen Shimakawa, Sau-ling C. Wong
"At long last, a discussion of plagiarism that doesn't stop at 'Don't do it or else,' but does full justice to the intellectual interest of the topic!"
---Gerald Graff, author of Clueless in Academe and 2008 President, Modern Language Association
This collection is a timely intervention in national debates about what constitutes original or plagiarized writing in the digital age. Somewhat ironically, the Internet makes it both easier to copy and easier to detect copying. The essays in this volume explore the complex issues of originality, imitation, and plagiarism, particularly as they concern students, scholars, professional writers, and readers, while also addressing a range of related issues, including copyright conventions and the ownership of original work, the appropriate dissemination of innovative ideas, and the authority and role of the writer/author. Throughout these essays, the contributors grapple with their desire to encourage and maintain free access to copyrighted material for noncommercial purposes while also respecting the reasonable desires of authors to maintain control over their own work.
Both novice and experienced teachers of writing will learn from the contributors' practical suggestions about how to fashion unique assignments, teach about proper attribution, and increase students' involvement in their own writing. This is an anthology for anyone interested in how scholars and students can navigate the sea of intellectual information that characterizes the digital/information age.
"Eisner and Vicinus have put together an impressive cast of contributors who cut through the war on plagiarism to examine key specificities that often get blurred by the rhetoric of slogans. It will be required reading not only for those concerned with plagiarism, but for the many more who think about what it means to be an author, a student, a scientist, or anyone who negotiates and renegotiates the meaning of originality and imitation in collaborative and information-intensive settings."
---Mario Biagioli, Professor of the History of Science, Harvard University, and coeditor of Scientific Authorship: Credit and Intellectual Property in Science
"This is an important collection that addresses issues of great significance to teachers, to students, and to scholars across several disciplines. . . . These essays tackle their topics head-on in ways that are both accessible and provocative."
---Andrea Lunsford, Louise Hewlett Nixon Professor of English, Claude and Louise Rosenberg Jr. Fellow, and Director of the Program in Writing and Rhetoric at Stanford University and coauthor of Singular Texts/Plural Authors: Perspectives on Collaborative Writing
digitalculturebooks is an imprint of the University of Michigan Press and the Scholarly Publishing Office of the University of Michigan Library dedicated to publishing innovative and accessible work exploring new media and their impact on society, culture, and scholarly communication. Visit the website at www.digitalculture.org.
Contributors
Maile Arvin, Marcus Briggs-Cloud, J. Kameron Carter, Ashon Crawley, Denise Ferreira da Silva, Chris Finley, Hotvlkuce Harjo, Sandra Harvey, Chad B. Infante, Tiffany Lethabo King, Jenell Navarro, Lindsay Nixon, Kimberly Robertson, Jared Sexton, Andrea Smith, Cedric Sunray, Se’mana Thompson, Frank B. Wilderson
Open exchanges enable complex and nuanced conversations about intersectionality and how racism, sexism, classism, and ableism (among other “isms”) create systems of power. Contributors examine how these conversations are framed around work, practices, policies, and research and identify ways to create inclusive, embodied practices in writing programs and classrooms. The collection is organized to maximize representation in the areas of race, gender, identity, ability, and class by featuring scholarly chapters followed by narratively focused interchapters that respond to and engage with the scholarly work.
The honest and emotionally powerful stories in Our Body of Work expose problematic and normalizing policies, practices, and procedures and offer diverse theories and methodologies that provide multiple paths for individuals to follow to make the academy more inclusive and welcoming for all bodies. It will be an important resource for researchers, as well a valuable addition to graduate and undergraduate syllabi on embodiment, writing instruction/pedagogy, and WPA work.
Contributors: Dena Arendall, Janel Atlas, Hayat Bedaiwi, Elizabeth Boquet, Lauren Brentnell, Triauna Carey, Denise Comer, Joshua Daniel, Michael Faris, Rebecca Gerdes-McClain, Morgan Gross, Nabila Hijazi, Jacquelyn Hoermann-Elliott, Maureen Johnson, Jasmine Kar Tang, Elitza Kotzeva, Michelle LaFrance, Jasmine Lee, Lynn C. Lewis, Mary Lourdes Silva, Rita Malenczyk, Anna Rita Napoleone, Julie Prebel, Rebecca Rodriguez Carey, Ryan Skinnell, Trixie Smith, Stacey Waite, Kelsey Walker, Shannon Walters, Isaac Wang, Jennie Young
The WPA Outcomes Statement is important because it represents a working consensus among composition scholars about what college students should learn and do in a composition program. But as a single-page document, the statement cannot convey the kind of reflective process that a writing program must undertake to address the learning outcomes described.
The Outcomes Book relates the fuller process by exploring the matrix of concerns that surrounded the developing Statement itself, and by presenting the experience of many who have since employed it in their own settings.
This striking contribution to Black literary studies examines the practices of Black writers in the mid-twentieth century to revise our understanding of the institutionalization of literary studies in America. Andy Hines uncovers a vibrant history of interpretive resistance to university-based New Criticism by Black writers of the American left. These include well-known figures such as Langston Hughes and Lorraine Hansberry as well as still underappreciated writers like Melvin B. Tolson and Doxey Wilkerson. In their critical practice, these and other Black writers levied their critique from “outside” venues: behind the closed doors of the Senate Permanent Subcommittee on Investigations, in the classroom at a communist labor school under FBI surveillance, and in a host of journals. From these vantages, Black writers not only called out the racist assumptions of the New Criticism, but also defined Black literary and interpretive practices to support communist and other radical world-making efforts in the mid-twentieth century. Hines’s book thus offers a number of urgent contributions to literary studies: it spotlights a canon of Black literary texts that belong to an important era of anti-racist struggle, and it fills in the pre-history of the rise of Black studies and of ongoing Black dissent against the neoliberal university.
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