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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 Abstract: Peer review is intended to help students develop authority over the texts they produce and support them as they position themselves as new members of scholarly or professional communities. Despite the important role peer review plays in composition pedagogy, research on peer review has declined since the 1990s, and few recent studies examine how ideologies around social diversity and standard language shape peer review. Does peer review work as intended for all students, or can it reproduce the same social hierarchies it seeks to destabilize? To address this question, this dissertation uses qualitative methods to explore language, identity, and diversity in peer review, focusing on two sections of a first-year writing class at a diverse and non-selective regional university in the Midwest. Through an analysis of ethnographic observations, audio-recordings of peer review, longitudinal student interviews, and course materials, the study shows how face-to-face peer review is fraught with the intersecting effects of ideologies around language and identity. This dissertation posits that authority in peer review is a relational phenomenon that depends on a multifaceted construction of standardness in the writing classroom, where social categories are marked and maintained in relation to standardized English, whiteness, and normalcy in ability. Analysis of peer review conversation alongside interviews with students about that conversation allows yields thick descriptions of student experiences that illuminate the interplay between individual perceptions of authority and the larger social forces that shape such perceptions of authority. When students were marked as non-standard—via their written or spoken language(s) and their racial appearance—their access to authority in peer review was constrained. Students marked as standard, however, claimed an unwarranted authority in relation to their peers. An additional key finding concerns ideologies of disability in the temporal space of peer review. When students were marked as deviant (e.g., too slow), time emerged as a phenomenon based in social dynamics and timeliness (kairos) that affected the authority of an utterance. This analysis illuminates what before were the unseen effects of normate time on peer review, alongside ideologies around language and race, contributing to current scholarship on authority, translingualism, disability studies, and antiracist pedagogy. Given these findings, instructors can plan for students to undermine the goals of peer review by mimicking the hierarchical authority of their instructor, assuming a problematic caregiving stance relative to their peers, or disregarding or sidelining feedback from peers whose writing is seen as deficient or whose language or ability is marked as nonstandard or deviant. In not preparing for such challenges, instructors risk condoning harmful ideologies around writing and identity. Further, given the stigma of markers of temporal deviance, developing tools to help students govern the pace of conversation can authorize students to participate fully in group work. Such tools can also reinforce a non-hierarchical mode of collaboration, wherein students claim equal time, labor, and authority. Theorizing inclusive models of collaborative learning in general will require an intersectional approach that considers time, identity, and power. ; PHD ; English & Education ; University of Michigan, Horace H. Rackham School of Graduate Studies ; http://deepblue.lib.umich.edu/bitstream/2027.42/146105/1/keatingb_1.pdf ; Description of keatingb_1.pdf : Restricted to UM users only. Keyword: Collaborative learning; Critical Whiteness Theory; Disability; Education; English Language and Literature; Humanities; Language diversity; Peer review; Social Sciences; Writing pedagogy URL: http://hdl.handle.net/2027.42/146105 BASE Hide 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 BASE Show 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

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