Department of Language, Culture & Gender Studies
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Browsing Department of Language, Culture & Gender Studies by Author "Hoermann-Elliott, Jackie"
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Item “Am I using rhetoric right?”(Tanglewood Moms, 2023) Hoermann-Elliott, JackieSeeking confirmation for his understanding of rhetoric as duplicitous, empty speech, a relative asked me this question at a holiday party last year. He peered over his glass of merlot expecting an explanation, and I sighed audibly before saying, “How long do you have?” As an assistant professor of English at Texas Woman’s University, people assume I have a menagerie of pet peeves about the use (and alleged abuse) of the English language. I am often asked to hypothesize as to why no one knows how to use a comma or to play therapist to those most concerned with texting’s effect on the writing skills of the youth. And yet, these selfproclaimed protectors of the English language never upset me more than they do with their flippant dismissal of rhetoric.Item AP? CLEP? Dual credit? Advice from a professor(Tanglewood Moms, 2019) Hoermann-Elliott, JackieIn Texas, some school districts are now offering to pay AP, CLEP, or dual credit fees in order to push students to complete associate degrees before finishing high school. Yes, the rush to educate students out of school is growing, and the pressure falls most heavily on parents to make decisions before their children know if or where they will attend college.Item Collaborative tactics in a globally focused cocurricular writing program(Association of Teachers of Advanced Composition, 2019) Hoermann-Elliott, Jackie; Robbins, Sarah Ruffing; James, Whitney Lew; Reed, Meagan GackeThis program profile describes a globally focused cocurricular writing program led by faculty, staff, and graduate students from academic affairs and student affairs. Revisiting the program’s first two years, the authors (three graduate students and a faculty member) assert that writing-oriented learning activities within Texas Christian University’s (TCU) GlobalEX program were productively positioned to enable students to engage with other cultures and hone skills for becoming intercultural navigators. Drawing on a similar approach from Fernando Sánchez and Daniel Kenzie to apply Michel de Certeau’s ideas about tactics in cultural work, our program profile identifies important features shaped by this program’s cocurricular context that can be productively drawn upon both in non-course contexts and in curricular spaces. These include writing reflectively within flexible structures arranged to support learning through progressive stages; capitalizing on multimodal composing genres conducive to collaboration; and situating writing in public contexts without the individual pressure of grades.Item Coming up for air from binge writing: Research to support the role of rhythm in writing performance(The Assembly for Expanded Perspectives on Learning, 2016-02-26) Hoermann-Elliott, JackieI am a binge writer. I live for and dread the days when my schedule is free enough to claim a 6- to 8-hour space for myself to write. Dr. Carrie Leverenz first introduced me to the concept of binge writing through Robert Boice’s Professors as Writers. Boice touches on issues of rhythm and repetition as early as his introduction when he stakes this claim: “When writers remain productive, they learn to make writing painless, efficient, and successful” (2). Later in that text, he refers to rhythm as an “automacity” that occurs most frequently when writers consistently control distracting stimuli and hold themselves accountable to a writing group or program to establish a habit of practice (76, 94).Item Design as renewal(Tanglewood Moms, 2021) Hoermann-Elliott, JackieEach time I return to my mother’s house, I’m excited to see what’s changed. I know that stored away are tarnished cheerleading trophies and bent Polaroids. There’s a satin chiffon prom dress and a floral hatbox holding tattered college textbooks. These relics bring me comfort.Item Dual credit at your doorstep: What you need to know(Magna Publications, 2023-09-08) Hoermann-Elliott, Jackie; Johnson, Tanisha; Figueroa, JorgeIn 2019, the US Department of Education reported that one in every three American high school students participates in dual enrollment courses (Shivji & Wilson, 2019), a number expected to rise in the coming years. Texas is one such state where rapid expansion is underway. From 2000-2017, a sharp 753% increase of students enrolled in dual credit courses was observed, representing 10% of all students enrolled in Texas higher education (THECB, 2018). Not only is dual credit growing rapidly, it’s playing a critical role in bridging the educational achievement gap by offering college coursework opportunities to high school students, many of whom lack access to such transformative academic programming.Item Going all in on OER(Magna Publications, 2021-03-17) Hoermann-Elliott, JackieAs a minority-serving institution where 44 percent of students are Pell Grant eligible, TWU students benefit tremendously from the cost savings that OER can offer them. The collective savings to all students enrolled in our first- or second-semester sequence courses averages out to $197,000 annually. This means that in the last five or so years that we have been using our textbook, our FYC students have spent nearly one million dollars on textbooks for our courses. Beyond saving money, there’s relatively recent data to show that eliminating textbook costs can improve student performance. In 2018, a study of over 21,000 students at the University of Georgia found that OER improved end-of-course grades and decreased D, F, W grades for all students, particularly the Pell eligible students (Colvard 2018). These findings, initially shared with me by TWU digital services librarian, Amanda Zerangue, who mentored me through my transition to OER, gave me enough persuasive data to make the case for OER as a means to increasing student performance and possibly retention, but it only tells part of the story.Item Love, community, and Quakertown: Guidance from bell hooks on teaching counterstories(National Council of Teachers of English, 2023) Hoermann-Elliott, JackieAs a course assistant to a professor of color at Texas Christian University (TCU), the predominantly white institution where I earned my doctorate, I first encountered bell hooks’s theory of engaged pedagogy as a path toward education as a practice of freedom. Several years later, I found myself reconnecting with hooks’s scholarship in an inverse scenario: as a white faculty member teaching students at a minority-serving institution (MSI) about the historical displacement of people of color in our local community. Intent on teaching this class as justly as possible, I found myself returning to the pages of Teaching to Transgress, Teaching Community, and Bone Black. And after a long semester filled with laughter, playfulness, and much humbling dialogue, I learned of hooks’s passing on December 15, 2021. Although I never met hooks in person, her influence on my antiracist pedagogical development and the discipline at large feels significant as well as unfinished.Item Meditating on the move: Can cardio exercise become part of contemplative writing pedagogy?(The Assembly for Expanded Perspectives on Learning, 2016) Hoermann-Elliott, JackieWhen my Zyn22 spin instructor yells, “This is your time! Time to meditate on the move!” I can’t help but feel a little frustrated. Maybe I’m frustrated because the next command that often follows usually sounds like this: “Time to dig deep! Time to leave no gas in your tank!” Or maybe I’m frustrated because the act of meditation is being seen as chasing a euphoric state of sweaty bliss or objectifying the practice in front of gentrified fitness junkies. Maybe the McMindfulness thoughts I expect them to have aren’t fair assumptions though.Item Scaffolding toward self-efficacy: Preparing underrepresented writers to pitch as freelance authors(Prompt: A Journal of Academic Writing Assignments, 2023) Hoermann-Elliott, Jackie; Williams, Margaret V.This article describes a Pitch Assignment, designed by two journalists turned faculty, to increase support and self-efficacy for writing majors enrolled at a minority-serving institution (MSI). Pedagogical theory to support pitching processes and development is substantially undertheorized. Much of the extant literature focuses on academic writing and editing for undergraduate research; this article extends that discussion by focusing on the needs of underrepresented students seeking careers in nonacademic fields. Those needs include opportunities for increasing confidence and skill for such nonacademic work as freelance writing for newspapers and magazines. For this assignment, students write a pitch for a preview or review feature they will write later in the course. This assignment scaffolds how to analyze, prepare, and successfully pitch to target publications of students’ choosing while developing a sense of self-efficacy that will transfer into future professional writing contexts. The authors conclude by reflecting on how this assignment might be approached differently by other instructors and how support for diversity might be offered in other ways.Item We don’t need to be SuperMom(Tanglewood Moms, 2022) Hoermann-Elliott, JackieAccording to The Blue Dot Project, one in five women will face a maternal mental health disorder at some point in their life. This estimation is higher for first-time mothers, especially those suffering from birth trauma. Despite being so common, few women share their experiences with perinatal or postpartum mood disorders, seek professional counseling, or educate themselves on how to manage their new roles while also managing symptoms of depression, anxiety, or psychosis.