Department of Language, Culture & Gender Studies
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Browsing Department of Language, Culture & Gender Studies by Author "Busl, Gretchen"
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Item Camping in the disciplines: Assessing the effect of writing camps on graduate student writers(University Press of Colorado, 2020) Busl, Gretchen; Donnelly, Kara Lee; Capdevielle, MatthewIn the past ten years, an increasing number of universities have begun organizing writing “camps,” or full-week immersion experiences, in an effort to address the increased need to support graduate student writing. Outside of anecdotes and testimonials, we have previously had very little data about these camps’ success. This study, conducted over the course of three such camps, attempts to address this lack of data by measuring graduate student writing confidence levels and self-regulation efforts both before and after attendance. An analysis of our preliminary results suggests that writing camps that include process-oriented programming result in small but meaningful improvements in attitudes and behaviors that positively affect graduate student writing.Item Fictions of circulation and the question of world literature(Southern Illinois University, 2020) Busl, GretchenThe question "what is world literature?" is not a new one, but it is one that has seen considerable debate over the last twenty years. The scholarly discourse around this question has increased in urgency, arguably a result of the increased rhetoric surrounding the many competing notions of globalization. While traditional notions of "world literature" as a canonical body of texts have certainly fallen by the wayside, the answer to this question remains a matter of much dispute. Is world literature a discipline? Is it a methodology? Is it a mode of writing? This special issue makes no claims to provide another new definitive answer to this question; instead, it aims only to suggest ways in which we might complicate the question itself.Item Going global without going abroad(Diversity Abroad, 2021) Bender, Ashley; Busl, GretchenThis essay is rooted in the belief that thinking “globally” does not always mean “internationally” and that global awareness begins with self-awareness. Often the idea of “global citizenship” remains abstract to students, and previous efforts to create global curricula suggest that students need more than theoretical knowledge to “develop their own agency as responsible actors in the world” (Sperandio, Grudzinski-Hall, & Stewart-Gambino 2010). Our National Endowment for the Humanities funded project, “Building Global Perspectives in the Humanities’’ (2018-2020), intentionally brought these ideas together to expand the quantity and quality of our institution’s global learning opportunities. **For more information, please visit Diversity Abroad and The Global Impact Exchange at https://www.diversitynetwork.org/GlobalImpactExchange