AbstractUndergraduate-staffed writing centers, tutor-preparation courses, and writing center studies have been and continue to be ideally suited for undergraduate research in English studies. Though requiring resources, planning, and a reconsideration of humanities scholarship, the benefits of writing center undergraduate research are many, including enabling students to develop unique and authentic questions and answers while enhancing their research and tutoring skills, reframing students’ roles within higher education, and preparing humanities majors for a range of career paths.

Four texts are reviewed that exemplify an important strand of writing center scholarship focused on power dynamics and identity politics in literacy teaching and learning, particularly but not exclusively within college writing centers. Each text takes up the entrenched problem of oppression and injustice toward students identified as being minority by institutional standards; each addresses possibilities for more productive, humane, and inclusive practice. Considered alongside scholarship by authors participating in this January's symposium issue and others concerned with disrupting monolingual, monocultural ideologies and institutionalized oppression, these texts add significantly to the conversation on theory and practice of critical literacy teaching and learning.

own right. Fitzgerald argues that we should pursue

Research Article| January 01 2006 Rhetoric and Anger Kenneth S. Zagacki; Kenneth S. Zagacki Search for other works by this author on: This Site Google Patrick A. Boleyn-Fitzgerald Patrick A. Boleyn-Fitzgerald Search for other works by this author on: This Site Google Philosophy & Rhetoric (2006) 39 (4): 290–309. https://doi.org/10.2307/20697164 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Kenneth S. Zagacki, Patrick A. Boleyn-Fitzgerald; Rhetoric and Anger. Philosophy & Rhetoric 1 January 2006; 39 (4): 290–309. doi: https://doi.org/10.2307/20697164 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All Scholarly Publishing CollectivePenn State University PressPhilosophy & Rhetoric Search Advanced Search The text of this article is only available as a PDF. Copyright © 2006 The Pennsylvania State University2006The Pennsylvania State University Article PDF first page preview Close Modal You do not currently have access to this content.

Reading The Center Will Hold makes me feel hopeful about writing

Examines the far-reaching cultural implications of a kind of writing not usually deemed culturally significant--school assignments. Studies 44 papers written in 1898 by senior class members of the Platteville Normal School in southwestern Wisconsin assigned to commemorate the fiftieth anniversary of Wisconsin’s statehood. Examines the cultural work accomplished by these student writers in their own time and place.

This study examines composition at public Midwestern normal schools, the teacher training institutions of the nineteenth and early twentieth century. It argues that the unique social environment, educational aims, and intellectual traditions of the normal school gave rise to attitudes about composition theory, methods, teachers, and students that are much more compatible with composition’s contemporary ethic than those associated with the elite Eastern colleges where the origins of composition have most often been studied.

The overarching purpose of the study is to describe the English-reading development of Latino English learners who were members of the low reading group in a first-grade all- English classroom. Observations, interviews, multiple assessments, and case analyses were conducted.

Preview this article: Comment and Response, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ce/53/2/collegeenglish9598-1.gif

The study examined the relationship between cohesion and coherence in children's writing and whether this relationship varied with story content, quality of writing, and grade level. Findings from this study, which used a unidimensional, linguistic, text-based measure of coherence (Hasan's [1984] cohesive harmony index), were compared to the results of an earlier study, which used a multidimensional, holistic rating of coherence. Two stories written by each of 27 third graders and 22 sixth graders were scored for 11 cohesion variables, coherence, and quality. Main conclusions of the present study were: (a) there was evidence of a relationship between cohesion and coherence; (b) the relationship varied according to text content; (c) the relationship did not vary according to quality of writing; and (d) the relationship did not vary according to the students' grade level. Additionally, in the first study, developmental effects were found for cohesion, coherence, and quality. When compared to findings from the earlier study, both similarities and disparities were noted.

Using a single-subjects-with-replicates design, this study investigated conference influence on first graders' knowledge about revision as well as revision activity. Sixteen children participated in group writing conferences with a teacher, in a natural classroom setting, every other week from February through June. Data from three baseline points and seven conference points were summarized. At conference data collection points, students wrote, conferred in groups with a teacher, were interviewed about potential revisions, and revised work in progress. At baseline points, the same events occurred, but there were no conferences. Two main variables were used to evaluate knowledge of the revision process: number of spots suggested for revision and average specificity of suggested changes. The main variable for actual revision activity was total number of revisions made. Final drafts were also rated for quality. Conferences did influence revision knowledge and revision activity for many children. However, the extent of conference influence was mediated by certain entry level student characteristics. Generally, the most positive effects occurred for students who began with the least amount of knowledge about revision, who were initially doing the least amount of revision, and who were initially writing pieces judged among the lowest in quality.

Preview this article: Textual Cohesion and Coherence in Children's Writing, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/rte/20/3/researchintheteachingofenglish15606-1.gif