• Refine your search:
  • 
    Keyword
  • 
    Creator / Publisher:
    
    • Curzan, Anne (58)
    • Queen, Robin (28)
    • Curzan, Anne Leslie (27)
    • Gere, Anne Ruggles (16)
    • Bailey, Richard W. (7)
    • Adams, Michael (3)
    • Alston, Chandra L (3)
    • CURZAN, ANNE (3)
    • Rissanen, Matti (3)
    • Schleppegrell, Mary J. (3)
    •   more
  • 
    Year:
    
    • 2021 (2)
    • 2020 (1)
    • 2018 (3)
    • 2017 (2)
    • 2016 (1)
    • 2015 (5)
    • 2014 (4)
    • 2013 (2)
    • 2012 (4)
    • 2011 (5)
    •   more
  • 
    Medium:
    
    • Print (54)
    • Online (36)
    • Miscellaneous (1)
  • 
    Type
  • 
    BLLDB-Access

Search in the Catalogues and Directories

All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 Hits 1 – 20 of 91 1 Writing Difference: Student Ideologies and Translingual Possibilities Vaneyk, Kristin. - 2021 BASE Show details 2 Leveraging African American English Knowledge: Cognition and Multidialectal Processing Weissler, Rachel Elizabeth. - 2021 BASE Show details 3 Reading with Others in Mind: What Are the Content Knowledge Demands for Teaching the Reading of Literature? Blais, Ann. - 2020 BASE Show details 4 Media Influence on Implicit and Explicit Language Attitudes Heaton, Hayley. - 2018 BASE Show details 5 Ideologies of Language, Authority, and Disability in College Writing Peer Review Keating, Benjamin. - 2018 BASE Show details 6 "Discussion is the Laboratory": A Cross-Comparative Analysis of Four Secondary ELA Teachers' Discussion-Leading Practices Bomphray, Alistair. - 2018 BASE Show details 7 Efficiency, Correctness, and the Authority of Automation: Technology in College Basic Writing Instruction Gibson, Gail. - 2017 Abstract: Nearly one-third of first-year college students are required to complete remedial courses (NCES, 2013), costing public institutions an estimated $1 billion annually (Bettinger & Long, 2009). This project examines a central tension in that much-debated policy space: whether colleges should pursue automated instructional tools to more efficiently prepare students in remedial classes for later coursework. Building on literature from composition and literacy studies and from higher education, this work investigates how pressures to make writing instruction for underprepared students faster and less costly risk restricting student access to complex literacy skills and, in turn, full access to college and professional pathways. The dissertation begins with a historical review of how technology has intersected with college literacy remediation across the twentieth century. A contemporary case study of a developmental writing course then examines student and instructor beliefs about the use of automated classroom tools in writing instruction. This work draws from and extends theoretical understandings of literacy as a social construct that is dependent on rhetorical awareness. The project also is framed by a consideration of the ways that beliefs about efficiency and Standard Language Ideologies (SLI) influence instruction and outcomes in college remediation. Three central themes—authority, constraint, and possibility—emerge from this study. From historical analysis, the dissertation argues that the push to make college remediation faster through technological interventions is not a new phenomenon but, in fact, has been a recurring theme for the past century even as repeated turns toward automation have made little difference in remediation rates or outcomes. In the contemporary context of a developmental writing classroom at a regional community college, the project shows how automated instructional technologies assert strong authority over writing instruction and reduce the classroom focus almost exclusively to notions of correctness around language usage and conventions and standardization of form for written essays. Both students and teachers are reluctant to directly challenge this understanding of writing and writing instruction. Instead, they adapt their learning and teaching to meet the requirements of the technology system even, in some instances, as they voice doubts about its utility. Yet there also are moments of authentic possibility for broader learning and understanding through the use of the automated system. At various points, both students and their teachers bring their own critical questioning to bear in using the technology system to think more deeply about how language functions and the role of writing in their lives. ; PHD ; English & Education ; University of Michigan, Horace H. Rackham School of Graduate Studies ; https://deepblue.lib.umich.edu/bitstream/2027.42/138553/1/ggibsonz_1.pdf Keyword: Automation; Basic writing; Composition history; Education; Remediation; Social Sciences; Technology URL: https://hdl.handle.net/2027.42/138553 BASE Hide details 8 Understanding the Literacies of Working Class First-Generation College Students Schiavone, Aubrey. - 2017 BASE Show details 9 Languages, Literacies, and Translations: Examining Deaf Students' Language Ideologies through English-to-ASL Translations of Literature. Spooner, Ruth Anna. - 2016 BASE Show details 10 Linguistic and Rhetorical Ideologies in the Transition to College Writing: A Case Study of Southern Students. Swofford, Sarah Catherine. - 2015 BASE Show details 11 Beyond Good and Bad: The Linguistic Construction of Walter White’s Masculinity in Breaking Bad Peters, Andrew. - 2015 BASE Show details 12 An Investigation of Transfer in the Literacy Practices of Religiously Engaged Christian College Students. Pugh, Melody C.. - 2015 BASE Show details 13 Engaging Students in the Margins: A Mixed-Methods Case Study Exploring Student and Instructor Response to Feedback in the First-Year Writing Classroom. Neiderhiser, Justine A.. - 2015 BASE Show details 14 DARE Newsletter, Vol. 18, Nos. 2/3, Spring/Summer 2015 DARE; Curzan, Anne; Goebel, George. - : Dictionary of American Regional English, 2015 BASE Show details 15 Fixing English : prescriptivism and language history Curzan, Anne. - Cambridge : Cambridge Univ. Press, 2014 BLLDB UB Frankfurt Linguistik Show details 16 In Your Own Words: Ideological Dilemmas in English Teachers' Talk about Plagiarism. Engel, Steven John. - 2014 BASE Show details 17 Developing Meta-Awareness about Composition through New Media in the First-Year Writing Classroom. VanKooten, Crystal L.. - 2014 BASE Show details 18 DARE Newsletter, Vol. 17, No. 1, Winter 2014 Schnebly, Julie; Hall, Joan Houston; Curzan, Anne. - : Dictionary of American Regional English, 2014 BASE Show details 19 Linguistics matters: Resistance and relevance in teacher education Curzan, Anne. In: Language. - Washington, DC : Linguistic Society of America 89 (2013) 1, e1 OLC Linguistik Show details 20 Explicit and Meaningful: An Exploration of Linguistic Tools for Supporting ELLs’ Reading and Analytic Writing in the English Language Arts. Moore, Jason Patrick. - 2013 BASE Show details Page: 1 2 3 4 5

Mobile view All Catalogues UB Frankfurt Linguistik 7 IDS Mannheim 0 OLC Linguistik 32 UB Frankfurt Retrokatalog 0 DNB Subject Category Language 2 Institut für Empirische Sprachwissenschaft 0 Leibniz-Centre General Linguistics (ZAS) 2 Bibliographies BLLDB 15 BDSL 0 IDS Bibliografie zur deutschen Grammatik 0 IDS Bibliografie zur Gesprächsforschung 0 IDS Konnektoren im Deutschen 0 IDS Präpositionen im Deutschen 0 IDS OBELEX meta 1 MPI-SHH Linguistics Collection 0 MPI for Psycholinguistics 3 Linked Open Data catalogues Annohub 0 Online resources Link directory 0 Journal directory 0 Database directory 0 Dictionary directory 0 Open access documents BASE 34 Linguistik-Repository 0 IDS Publikationsserver 0 Online dissertations 0 Language Description Heritage 0