Bibliografías temáticas / English language – united states – composition and exercises

Literatura académica sobre el tema "English language – united states – composition and exercises"

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Publicado: 26 de julio de 2024

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Artículos de revistas sobre el tema "English language – united states – composition and exercises"

Grishenkova, Ekaterina Sergeevna y Larisa Georgievna Popova. "Value representation of freedom in the speech of contemporary English-language and Russian-language aging politicians". Litera, n.º 7 (julio de 2020): 1–12. http://dx.doi.org/10.25136/2409-8698.2020.7.33235.

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The goal of this work consists in determination of similarities and differences in value characteristics of freedom expressed in the speech of senior age politicians of the United States, United Kingdom and Russia. The subject of this research is the semantics of English and Russian aphorisms that represent value understanding of freedom in the speech of aging politicians of the listed countries. The speech of senior people was selected due to the lack of studies on the matter within comparative linguistics. Based on the material of aphorisms of the famous aging politicians of the United States, United Kingdom and Russia, the author defines the composition of topical units and groups that reflect value understanding of freedom in the English and Russian languages. The scientific novelty lies in the establishment of similarities and differences in value characteristics of freedom in the speech of English-language and Russian-language aging politicians. As a result of the conducted analysis, it was revealed that in the speech of English-language and Russian-language aging politicians, freedom is rarely the topic of discussion, they rather create the own aphorisms and at times utilize aphorisms from the corresponding English and Russian glossaries. Most often, aging politicians discuss the questions related to practical manifestation of freedom, as well as touch upon reflection of the value of freedom as a phenomenon or a process. Comparison of the composition of aphorisms in Russian and English languages demonstrates that they differ for the most part. The author concludes on the specificity of topical units. The acquired results can be applied in the university lectures on comparative lexicology of English and Russian languages.

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Zhang, Fuzhuang, Lan Yu y Jun Shen. "Automatic Scoring of English Essays Based on Machine Learning Technology in a Wireless Network Environment". Security and Communication Networks 2022 (28 de mayo de 2022): 1–9. http://dx.doi.org/10.1155/2022/9336298.

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The English composition is an important indicator of English learners’ overall language skills and is asked in large-scale English examinations, both in China’s college entrance examinations and graduate examinations and in the TOEFL, GRE, and IELTS examinations in Europe and the United States. Some automatic scoring systems for English writing have been created in the United States and internationally, however the systems still have issues with generalization, accuracy, and error correction. In this paper, we present a method to improve the accuracy of existing automatic composition scoring systems through deep learning techniques in a wireless network environment. Experiments reveal that the method can accurately assess the quality of English learners’ writings, paving the way for the creation of an automated composition scoring system for large-scale machine testing and web-based self-learning platforms.

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Bartholomae, David. "Composition, 1900-2000". PMLA/Publications of the Modern Language Association of America 115, n.º 7 (diciembre de 2000): 1950–54. http://dx.doi.org/10.2307/463613.

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By 1900, composition as a university subject was already a century old. Writing instruction and the writing of regular “themes” were part of the university curriculum in the United States throughout the nineteenth century, with goals and methods perhaps best represented in Blair's Lectures on Rhetoric and Belles Lettres (1783), Newman's A Practical System of Rhetoric (1827), Parker's Aids to English Composition (1844), Boyd's Elements of Rhetoric and Literary Criticism (1844), and Quackenbos's Advanced Course of Rhetoric and English Composition (1855). Composition courses, usually required, are among the most distinguishing features of the North American version of university education. They represent a distinctively democratic ideal, that writing belongs to everyone, and a contract between the institution and the public—a bargain that, over time, made English departments large and central to the American university and to the American idea of an undergraduate education.

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Matsuda, Paul Kei. "The Myth of Linguistic Homogeneity in U.S. College Composition". College English 68, n.º 6 (1 de julio de 2006): 637–51. http://dx.doi.org/10.58680/ce20065042.

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The author suggests that English-only classrooms are not only the implicit goal of much language policy in the United States, but also assumed to be already the case, an ironic situation in light of composition’s historical role as “containing” language differences in U.S. higher education. He suggests that the myth of linguistic homogeneity has serious implications not only for international second-language writers in U.S. classrooms but also for resident second-language writers and for native speakers of unprivileged varieties of English, and that rather than simply abandon the placement practices that have worked to contain—but also to support—multilingual writers, composition teachers need to reimagine the composition classroom as the multilingual space that it is, where the presence of language differences is the default.

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Trimbur, John. "Linguistic Memory and the Politics of U.S. English". College English 68, n.º 6 (1 de julio de 2006): 575–88. http://dx.doi.org/10.58680/ce20065038.

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Tracing the effects of the “laissez-faire” postcolonial politics of language in the United States, which in fact enabled English to become the dominant language through cultural rather than institutional means, the essay then suggests how the linguistic memory that emerges from decolonization and nation building continues, often in unsuspected ways, to influence the language policy of the modern U.S. university and U.S. college composition. The author argues for a national language policy that moves beyond the notion of language as a right, with its lingering assumptions of English monolingualism as an ultimate goal, and instead fosters a linguistic culture where being multilingual is both normal and desirable.

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Lu, Min-Zhan. "Living-English Work". College English 68, n.º 6 (1 de julio de 2006): 605–18. http://dx.doi.org/10.58680/ce20065040.

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Keeping in mind the Chinese character-combination yuyan, with its multiple meanings of language, parts of language, the processes of language, and the products of those processes, the author depicts English as kept alive by many people and by many different ways of using it in a wide range of personal, social, and historical contexts. She proposes four lines of inquiry “against the grain” of English-only instruction—that living-English users weigh what English can do for them against what it has done to them; that they weigh what English can do against what it cannot do; that they understand English as being in the hands of all its users; and that they focus energy on how to tinker with the very standardized usages they are pressured to “imitate”—and discusses the implications of those lines of inquiry for composition in the United States.

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Kaganiec-Kamieńska, Anna. "Jeden naród – jeden język? Ruch English-Only w kontekście wcześniejszych prób uregulowania statusu języka angielskiego w Stanach Zjednoczonych". Sprawy Narodowościowe, n.º 37 (18 de febrero de 2022): 121–35. http://dx.doi.org/10.11649/sn.2010.025.

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One Nation – One Language? The English-Only Movement in the United StatesSpeaking English is perceived as essential to American identity. The English language does not, however, have an official status in the United States. As a consequence of the change in the racial and ethnic composition of the US population, in particular the growth of the Hispanic/Latino minority, since the 1980s the country has witnessed the birth and growth of the English-Only movement. The aim of the movement is to give English an official status. Even though no federal regulations have yet been passed, Official English measures have been adopted by many American states.This article presents the English-Only movement within the context of earlier attempts to restrict the use of foreign languages in the US. It also briefly discusses some of the federal, state and local regulations.

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Gryz, Iwona. "Teaching English to upper primary learners with ADHD". Radomskie Studia Filologiczne. Radom Philological Studies 1, n.º 11 (31 de diciembre de 2022): 172–93. http://dx.doi.org/10.24136/rsf.2022.012.

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The article begins with the presentation of students with special educational needs based on the Regulation of the Minister of National Education. Then, it discusses the general principles of working with such students, giving specific tips for English teachers. Subsequently, it presents the results of the occurrence of the phenomenon based on various studies on the territory of the United States and selected European countries. In addition, it focuses on the three main characteristic symptoms of students with ADHD (attention deficit, impulsiveness, hyperactivity) and explains the subtypes of ADHD. The author also adds characteristics of students with ADD. Particular attention is paid to presenting ways of adapting the English language teaching environment in the primary school to the needs of students with ADHD and the most effective rules of cooperation with them. Finally, it describes selected practical tips for working with students with ADHD at the second educational level of the primary school, giving examples of exercises developing various language skills.

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Peters, Jason. "Emerging Voices : “Speak White”: Language Policy, Immigration Discourse, and Tactical Authenticity in a French Enclave in New England". College English 75, n.º 6 (1 de julio de 2013): 563–81. http://dx.doi.org/10.58680/ce201323835.

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This article provides a historical case study of the Sentinelle Affair, a conflict between French language rights and the English Only educational policies of the Catholic Church in New England in the 1920s. An analysis of this conflict reveals a correspondence between programs of language centralization and the production of language differences in the United States. The article explores the possibility that such language histories of white ethnic groups might provide grounds for creating what Malea Powell calls “a rhetoric and composition alliance.”

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Whitin, Phyllis y David J. Whitin. "Making Connections through Math-Related Book Pairs". Teaching Children Mathematics 13, n.º 4 (noviembre de 2006): 196–202. http://dx.doi.org/10.5951/tcm.13.4.0196.

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Mirella Rizzo regularly used children's books to give her second graders meaningful contexts for mathematical ideas. The composition of her class reflected its urban setting: culturally and ethnically diverse, including several students who had recently immigrated to the United States. As a naturalized citizen herself, Mirella was especially sensitive to the needs of her English Language Learner (ELL) students. She believed that reading, discussing, and extending math–related books gave her students opportunities to build both English and mathematical proficiency.

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Tesis sobre el tema "English language – united states – composition and exercises"

Wang, Xiao. "Chinese-American college writers' texts and their cultural values". Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1115722.

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The purpose of the study was to determine the "interlanguage" characteristics in Chinese-American college writers' texts. Also, the study sought to determine the connections between their "interlanguage" characteristics at the syntactic and discourse levels and their cultural values and linguistic backgrounds. The population of the study consisted of 3 randomly selected Chinese-American students who have taken freshman writing classes at UCLA.The methods employed in this case study were context-sensitive textual analysis and qualitative techniques. In the context-sensitive analysis, twenty-four academic papers by these students were analyzed from four angles--error analysis, syntactic fluency analysis, cohesive ties analysis, syntactic construction analysis, and discourse organization pattern analysis. In the use of qualitative techniques, twenty-seven interviews were carried out, two recordings of family dinner and party were analyzed, and answers to questionnaires were studied.Findings support the hypothesis of the study--there are characteristic features in the texts by Chinese-American writers, and these characteristics at both syntactic and discourse levels have correlations to their linguistic background and cultural values. At the discourse level, the essay organization in these students' essays tends to follow an indirect pattern as Kaplan has claimed in his 1966's study. At the syntactic level, thekinds of errors occurring in these students' texts are the same as ESL Chinese students' errors, which supports the research findings by Zhu Hong, Hu, and other ESL researchers. Thus, the study has made two-fold connections--between Chinese-American college writers' texts and their cultural and contextual backgrounds and between ESL studies and composition studies.The implications of the research findings for the teaching of basic writing and future research in the field are discussed in the last chapter to enhance Chinese-American students' as well as their writing teachers' awareness of their writing characteristics and of connections between their cultural values and linguistic background.
Department of English

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Winn, Kerry Lynn. "Gunsmoke: An investigation of conversational implicature and Guns & Ammo magazine". CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2069.

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Henson, Roberta Jeanette. "Collaborative education through writing across the curriculum". Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/941579.

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Social reform in the 1960's initiated growth in two seemingly separate educational movements in response to dissatisfaction with the traditional positivistic education system. These two movements, writing-across-the-curriculum (WAC) and homeschooling, share pedagogy and methodology based upon social epistemology, and they share two teaching techniques stemming from this methodology: collaboration and writing. While homeschooling was the successful method of education for centuries, the last two centuries have seen an evolution through the one-room schoolhouse to present day positivistic educational institutions. Language-centered teaching techniques have existed as long, beginning with such educators as Isocrates and continuing with such educators as Aristotle, Quintilian, Augustine, Erasmus, George Campbell, and Fred Newton Scott, and during the past two decades, WAC proponents have incorporated the use of collaboration and writing as instruments of learning in every discipline. Unfortunately, it is difficult to measure the effectiveness of these teaching techniques in existing WAC programs because of the number of variables involved. These techniques were measured in a homeschool situation, however, where the variables could be controlled. This ethnographic study, which took place during the Spring 1994 semester with three ninth-grade female students placed in a homeschool situation, used both quantitative and qualitative methods to measure the effectiveness of collaboration and writing in all disciplines. Pre-tests revealed that, at the beginning of this study, these three students performed at very different levels of ability ; regardless of ability, however, each experienced dramatic increases in learning. The quantitative measures, Wechsler Individual Achievement Test and Ennis-Weir Critical Thinking Essay Test, revealed unprecedented gains in math reasoning, reading comprehension, listening comprehension, oral expression, written expression, language composite, and critical thinking skills. These pre/ post-tests, triangulated with assessment of reading journals, daily journals, individual essays, collaborative essays, and video-taped sessions, produced a narrative which describes each student's characteristics, learning style and response to these learning/teaching methods. The results imply that homeschool education has been successful due to collaboration and writing. Furthermore, this study strongly suggests that collaboration and writing effect learning in all disciplines and recommends restructuring of traditional education to implement these teaching/learning techniques.
Department of English

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Yang, Kwo-Jen. "The tension and growth Taiwanese students experience as non-native writers of English in a university writing program for international students". Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186805.

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A case study approach was adopted for this study. Four Taiwanese students enrolled in the writing program for international students at The University of Arizona were interviewed individually about (1) how they acquired the code of written English and what their L2 writing assumptions were upon entering The University of Arizona; and (2) what writing difficulties they experienced in a university writing program for international students and what their L2 writing assumptions were after completing a university writing program for international students. Findings from this research indicated that the four Taiwanese students did not have sufficient comprehensible input from pleasure reading or other voluntary, extracurricular sources. They acquired the code of written language from reading, participating in varied classroom activities such as small-group and whole-class discussions, peer review, teacher-student conferences, writing texts to different audiences for various purposes, analyzing model essays, practicing sentence combinations, and formal instruction in the composing process. Their writing difficulties could be summarized as follows: (1) not making good use of classroom activities to reshape ideas in terms of readers' expectations and their own writing intentions; (2) lack of experience to develop necessary reading and writing skills; (3) inadequate knowledge of the composing process; (4) inadequate syntax, vocabulary, or mechanics to express themselves in L2; (5) being influenced by their L1 rhetorical convention; (6) no intrinsic motivation to integrate with the target language, culture, or society; and (7) low expectations of success related to negative or weak teacher-student relationships. This research both reinforces and expands Krashen's (1984) model of second language acquisition and writing, showing the critical role of comprehensible input, the significance of natural acquisition over direct teaching of grammar rules and error correction, and the presence of an "affective" filter which is socially and culturally mediated, as well as cognitively and linguistically based.

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Ye, Weier. "Achieving coherence in persuasive discourse| A study of Chinese ESL undergraduates in the United States". Thesis, Indiana University of Pennsylvania, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3592011.

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This study examines how Chinese philosophical values and rhetorical traditions that contribute to coherence differ from those prevalent in English. It attempts to discover how six Chinese ESL undergraduate participants demonstrate coherence in their persuasive writing, and how their practice of, and views toward coherence in writing change over a semester during which they are exposed to an American college writing classroom.

Three types of essays were collected for qualitative analysis in this study: a diagnostic departmental pre-test essay at the beginning of the semester, a final essay given as a post-test, and two drafts of a CATW (CUNY Assessment Test in Writing) practice essay that were written for the advanced writing course. In addition, data were also collected from a background questionnaire, a classroom observation, and two rounds of interviews during the course of a semester.

The study explored the features of coherence at both local (sentence) and global (discourse) levels. The knowledge of cohesion and coherence was employed to investigate how the Chinese learners of English achieved coherence within and beyond the paragraph level. The study discussed how the participants struggled to learn the appropriate use of explicit transitions and patterns of development to create a logical flow of ideas, how their writing generally cohered around one controlling idea throughout the essay, and how they changed their perceptions of coherence in an American university setting. The findings suggest that the Chinese ESL learners' writing quality could be improved in the Western context through coherence-related classroom instruction, revision practice, and teacher-student writing conferences, all aimed at helping them to understand Western notions of coherence while continuing to value their own cultural traditions.

The study's goal is to help both writing instructors and students; it is hoped that the findings of the study will help instructors to design appropriate writing instruction for such students, as well as helping the students to become familiar with coherence, in the process allowing them to get the most out of their college education and their efforts to improve at writing.

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Dodd, Kathleen Muriel. "Writing workshop in a whole language classroom: Effects on reading comprehension, written language, and writing skills". CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1005.

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Fedeczko, Wioleta. "The “Good” Citizen and Civic (In)Action: A Rhetorical Analysis of the Naturalization Process in the United States". Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1272290018.

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Fye, Carmen Michelle. "Composition and technology: Examining liminal spaces online". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1950.

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This thesis examines how composition studies have been, and continue to be, shaped by the cultural values of exclusion; this field is "continually magnif[ied] and reproduc[ed] in the complex social conditions connected with those values in fundamental ways much like educational systems in general."

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Murillo, Charles Ray. "The other within the other: Chicana/o literature, composition theory, and the new mestizaje". CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2685.

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In this thesis the author explores the notion that American Chicana/o literature serves as an interactive pedagogical site that nurtures a blend of academic and street discourse, proposing the writing of those who exist on the "downside" of the border of non-standard English and academic discourse-basic writers be acknowledged.

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Caster, Peter. "The role(s) of literature in introductory composition classrooms". Thesis, 1998. http://hdl.handle.net/1957/33442.

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First year college writing classes originated in the United States at Harvard University in 1874. Since then, theorizing such a course has proven a place of contention, as its purposes and subjects have proven difficult to sort and impossible to agree upon. When Harvard first began teaching introductory composition, literature played an integral role in the course, both as subject matter and as a means of acculturation for an increasingly diverse student body. Since then, many universities have continued to use literature as an important component of what has remained the only course largely required of all first year students. However, the use of literature in introductory composition has been contested since such courses began. Conflicting ideals have typified the conversation concerning the role(s) of reading in writing classes, in large part because of how the discussion has been framed. The difficulty in framing in part stems from participants thus far addressing the issue in limiting ways. For example, some have claimed that the issue had already been resolved, while others have argued to separate the discussion of literature in first year writing from theoretical, institutional, and historical concerns, given contradictory accounts of that history, or denied it altogether. Re-examining that history demonstrates that the uses and purposes of literature in first year writing have been continually and critically implicated in issues far more complex than whether or not a poem appears in a writing class. Institutions subordinated composition to literature in English departments, which led first to writing departments turning to literature as a validating subject matter, then later rejecting it to assert the independence of writing as a discipline. Institutional and political struggles have clouded adequate theorization of reading and writing in first year classes as well. The discussion has sometimes treated both reading and writing unproblematically, and even recent efforts to introduce to the conversation multiple ways of writing have ignored related and multiple processes of reading. Rewriting a historical narrative of how literature has been used in first year writing that includes theoretical and institution concerns clarifies how those concerns underwrite more recent discussion. Bringing those concerns to the surface allows a richer theorizing of introductory composition and literature's role in it, particularly with the inclusion of recent challenges to the privileged nature of the category "literature." Transferring a prevalent model of writing as a cognitive, expressive, or social-cultural process to similarly identify reading processes offers one means by which we might reconfigure first year writing, inviting students to engage various ways of reading and writing. Addressing ways in which theoretical, institutional, and historical forces have shaped first year writing provides the means by which we might be more reflexive and critical in shaping such courses in the future. It also might allow the conversation of the role(s) of literature in composition to leave its 120 year stasis and take a progressive turn.
Graduation date: 1999

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Libros sobre el tema "English language – united states – composition and exercises"

Rosemary, Ruthven y Whited Amy 1965-, eds. Nonfiction writing prompts for United States history. Englewood, CO: Advanced Learning Press, 2005.

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1950-, Carr Stephen L. y Schultz Lucille M. 1943-, eds. Archives of instruction: Nineteenth-century rhetorics, readers, and composition books in the United States. Carbondale: Southern Illinois University Press, 2005.

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Freedman, Sarah Warshauer. National surveys of successful teachers of writing and their students: The United Kingdom and the United States. Berkeley, CA: Center for the Study of Writing, 1988.

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Freedman, Sarah Warshauer. Exchanging writing, exchanging cultures: Lessons in school reform from the United States and Great Britain. Cambridge, Mass: Harvard University Press, 1994.

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Castner, Post Joanna y Inman James A, eds. Composition(s) in the new liberal arts. Cresskill, NJ: Hampton Press, 2009.

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H, Roen Duane, Brown Stuart C. 1955- y Enos Theresa, eds. Living rhetoric and composition: Stories of the discipline. Mahwah, N.J: Lawrence Erlbaum Associates, 1999.

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1952-, Gilyard Keith, ed. Race, rhetoric, and composition. Portsmouth, NH: Boynton/Cook, 1999.

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Lamos, Steve. Interests and opportunities: Race, racism, and university writing instruction in the post-civil rights era. Pittsburgh, Pa: University of Pittsburgh Press, 2011.

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Defense Language Institute (U.S.). English Language Center, ed. American language course. Lackland Air Force Base, Tex: Defense Language Institute, English Language Center, 1985.

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Kamhi, Alan G. Language and reading disabilities. 3^a ed. Boston: Pearson, 2012.

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Capítulos de libros sobre el tema "English language – united states – composition and exercises"

Troyer, Robert A. "Agency and Policy: Who Controls the Linguistic Landscape of a School?" En Educational Linguistics, 89–119. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-39578-9_5.

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AbstractAgency has been an ongoing topic of concern in Linguistic Landscape (LL) studies since the field’s emergence while more recently notions of top-down vs. bottom-up power have been questioned in favor of more nuanced appreciations of the multiple factors that influence a local LL actor’s selection and emplacement of public language. Agency in public schools in the United States exists at the nexus of policy (determined at national, state, and local district levels) and the many decisions made by administrators at individual schools while teachers and support staff, students, and other stakeholders act according to and sometimes against explicit and implied policies. Previous studies of the LL of schools (schoolscapes) have demonstrated the role that public displays of language play in constructing identities, agency, diversity, and ideologies that affect multilingualism and literacy practices. This chapter reports findings of a mixed-methods study of all three elementary schools and the two secondary schools in a mid-sized public school district in Oregon. The combination of photographs, video-recorded walking tours led by schoolscape actors, and interviews with teachers and administrators documents the district’s schoolscapes and provides insight regarding their composition. This data leads to a classification of the functions of schoolscape signage and comparisons across the three elementary schools and across educational levels in terms of languages present, attitudes, policies, and agency. A Nexus Analysis focuses on the ideological positioning of Spanish relative to English and the construction of collective identities primarily as they affect English Language Learners and Spanish heritage speakers in the district.

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Tarkan-Blanco, Bashak. "A Critical Autoethnography of a Multilingual English Composition Instructor". En Advances in Religious and Cultural Studies, 263–78. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3738-4.ch017.

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This chapter details the author's learning English as a foreign language in her home country, Turkey, followed by a critical incident that took place in a freshman composition class in the United States. The author reflects on the ways in which that pivotal experience changed her perception of self, as well as how she coped with similar occurrences throughout her teaching career. Combining World Englishes with mutuality, the author makes recommendations for dealing with negative student comments proactively.

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Rivera, Nora K. "Cultural Biases in Transitional Writing Courses and Their Effect on Hispanic Students in Texas". En Teaching Practices and Language Ideologies for Multilingual Classrooms, 39–66. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3339-0.ch003.

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High school students in the United States have the option of taking advanced placement (AP) courses designed to prepare them to take AP exams that will potentially give them the opportunity to receive college credits for first-year undergraduate courses. This chapter examines the cultural biases present in the AP English Language and Composition course and exam, which focus on skills and knowledges typically learned in a first-year composition course. With culturally relevant theory in mind, this work specifically draws attention to the effects of such cultural biases on Hispanic students in Texas, a state where the number of Hispanic students surpasses the number of students from any other cultural background.

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Kostka, Ilka y Miriam Eisenstein Ebsworth. "Using Turnitin to Support Students' Understanding of Textual Borrowing in Academic Writing". En Scholarly Ethics and Publishing, 269–97. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8057-7.ch013.

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Concerns about plagiarism are salient for the academic writing of second language (L2) writers of English, who face several challenges while learning academic discourse and proper citation conventions. Effective instruction is crucial in helping them learn to avoid plagiarism and borrow from sources appropriately. In this chapter, the authors present a case study of an English as a Second Language (ESL) composition class at a Midwestern university in the United States. This study is framed by a social view of learning that draws from Lave and Wenger's (1991) notion of a community of practice. Data included weekly classroom observations, interviews at the beginning, middle, and end of the 10-week academic term, surveys, and student participants' online blogs. Findings illustrate how Turnitin, an Internet-based matched-text detection program, was used to support academic writing instruction and help socialize learners into an American academic discourse community.

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Kilgore-Caradec, Jennifer. "“Twang the lyre and rattle the lexicon”". En Modernist Objects, 131–46. Liverpool University Press, 2020. http://dx.doi.org/10.3828/liverpool/9781949979503.003.0008.

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This chapter offers a general survey of how harps and lyres were used as poetic instruments as well as how they were referenced in modernist poetry. Harps and lyres were foundational to poetic composition in the laments and praise songs King David played with a harp resembling a begena, just as poets of the Ur dynasty had done before him. The oral tradition of accompanying poems with music from a harp or lyre ranged widely geographically from the China of Confucius to the skolias or banquet songs of ancient Greece. Harps and lyres continued to be in common use by Europe’s medieval troubadours. The very objects, harps and lyres have come to signify poetic tradition itself. As such, both words have been significantly used in the long tradition of English language poetry, and they have also been involved in war and war poetry. This chapter provides poetic examples showing the presence of harps and lyres in modernist poems, including the masculine and feminine modernisms of Britain and the United States (Yeats, Eliot, Pound, Sitwell, H.D., Moore, Millay, Auden and MacNeice) as well as African American modernisms.

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Minow, Martha. "What Brown Awakened". En In Brown's Wake. Oxford University Press, 2010. http://dx.doi.org/10.1093/oso/9780195171525.003.0005.

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Brown v. Board of Education established equality as a central commitment of American schools but launched more than a half century of debate over whether students from different racial, religious, gender, and ethnic backgrounds, and other lines of difference must be taught in the same classrooms. Brown explicitly rejected state-ordered racial segregation, yet neither law nor practice has produced a norm of racially integrated classrooms. Courts restrict modest voluntary efforts to achieve racially mixed schools. Schools in fact are now more racially segregated than they were at the height of the desegregation effort. Talk of this disappointing development dominated the events commemorating the fiftieth anniversary of the Brown decision. Instead of looking at the composition of schools and classrooms, policy-makers measure racial equality in American schooling by efforts to reduce racial differentials in student performance on achievement tests, and those efforts have yielded minimal success. Historians question whether the lawyers litigating Brown undermined social changes already in the works or so narrowed reforms to the focus on schools that they turned away from the pursuit of economic justice. Commentators have even questioned whether the Court’s decision itself ever produced real civil rights reform. Although Brown focused on racial equality, it also inspired social movements to pursue equal schooling beyond racial differences, and it yielded successful legal and policy changes addressing the treatment of students’ language, gender, disability, immigration status, socioeconomic status, religion, and sexual orientation. These developments are themselves still news, inadequately acknowledged and appreciated as another key legacy of Brown. Yet here, too, judges, legislators, school officials, experts, and parents disagree over whether and when equality calls for teaching together, in the same classrooms, students who are or who are perceived to be different from one another. Parents and educators have at times pushed for separate instruction and at times for instructing different students side by side. As the twenty-first century proceeds, equality in law and policy in the United States increasingly calls for mixing English-language learners with English-speaking students and disabled with non-disabled students, but students’ residential segregation and school assignments often produce schools and classrooms divided along lines of race, ethnicity, and socio-economic class.

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