English, Rhetoric, & Spanish

Permanent URI for this collectionhttps://hdl.handle.net/11274/15376

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12 years later, displaced Syrian women remain unheard
(Columbia University, 2023) Abunasser, Rima
Nearly 12 years since the beginning of the Syrian civil war crisis, more than 6.7 million people continue to be internally displaced, with more than 5.4 million Syrian refugees registered as refugees in neighboring countries. Of the Syrians displaced globally, nearly two thirds are women, and despite anecdotal stories of individual survival and success, their circumstances remain dangerously precarious. Moreover, the views and lived experiences of Syrian refugee women are rarely incorporated in research, service provision, and policy design – a situation largely unchanged since early in the crisis. Syrian women are at the intersection of multiple precarities, and rendered invisible in the global narrative and even more vulnerable to various forms of gender-based discrimination and violence. It is incumbent upon researchers, activists, politicians, and humanitarians to center displaced Syrian women’s experiences and narratives and to build more constructive coalitions that would lead to truly durable solutions.
The 36% problem
(Springer Link, 2015-11) Scott, Gray
Student learning assessments—from the institutional level to Academically Adrift—routinely overlook the ways that plagiarism and cheating may contribute to poor outcome performance. The blind spot is a curious one. Faculty have long warned students that they must complete work honestly if they are to learn. Cognitive research offers good reasons for such warnings: Students are unlikely to improve at skills or retain content unless they think their way through the work. Yet assessors speculating about below-expectation student performance rarely consider the role of academic integrity, and few surveys on teaching effectiveness inquire into integrity policies. Drawing on cognitive and behavioral research, this paper makes a case for giving academic integrity variables more attention in assessments and studies.
A ressignificação da corporeidade da mulher negra em Becos da memória, de Conceição Evaristo
(International Association of Lusitanistas, 2021-05-05) Rodriguez Mooney, Angela
Este artigo investiga a reescritura da corporeidade da mulher negra no romance Becos da memória, de Conceição Evaristo, publicado em 2006. Intenciona-se analisar a forma como o corpo e seus símbolos são representados no romance e como essas construções desestabilizam juízos morais e estereótipos que ancoram o corpo da mulher negra a um passado escravizado, criando novas territorialidades onde a subjetividade da mulher negra é visibilizada e valorizada.
A review of Social Media in Disaster Response: How Experience Architects Can Build for Participation
(Kairos, 2015) Hoermann, Jacquelyn E.
Although the time is never right for disaster to strike, discussing effective communication strategies for disaster scenarios couldn't be more timely, especially in the wake of massive social media development. In Social Media in Disaster Response: How Experience Architects Can Build for Participation, Liza Potts' (2014) research and analysis offered productive ways for rethinking how many of us, in academia and industry, might better approach communication across networks, particularly when crisis strikes and reliable information needs to be made available (and quickly).
A review of Vernacular Eloquence: What Speech Can Bring to Writing
(Composition Studies, 2014) Hoermann, Jacquelyn E.; Enos, Richard Leo
On December 8, 1975, a very disturbing essay appeared in Newsweek called “Why Johnny Can’t Write.” This essay was unsettling because it publicly exposed America’s literacy problem. The title would lead any reader to believe that the problem lies with the child, but in the following decades of research we have seen that the problems associated with literacy lie not with the child but rather the system the child learns from and society’s view of what constitutes good writing. For his entire career, Peter Elbow, recently retired from The University of Massachusetts-Amherst, sought to correct this perception of the student as the problem. As the capstone to a long and prolific career, Vernacular Eloquence (VE) amasses much of Elbow’s research and experiences in teaching literacy through orality, contributing to the field a philosophy of writing that is timely, needed, and exceptionally eloquent in its own right. Elbow’s views on writing first came to national attention with his 1973 volume Writing Without Teachers, a work that challenged many assumptions about how students learn and how the process of writing unfolds. Such a radical challenge to the conventional notions of literacy and the teaching of English has not been without political consequence in academia.
“Am I using rhetoric right?”
(Tanglewood Moms, 2023) Hoermann-Elliott, Jackie
Seeking 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.
AP? CLEP? Dual credit? Advice from a professor
(Tanglewood Moms, 2019) Hoermann-Elliott, Jackie
In 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.
Aproximação à transexualidade na literatura contemporânea brasileira: o caso de Deixei ele lá e vim (2006), de Elvira Vigna
(Latin American Literary Review Press, 2020-06-16) Rodriguez Mooney, Angela
Este artigo analisa o trânsito da protagonista transexual Shirley Marlone no romance Deixei ele lá e vim (2006), de Elvira Vigna, por diversos espaços sociais, simbólicos e geográficos da cidade. De modo específico investigamos como essa representação permite ao leitor mapear relações de espacialidade e invisibilidade de pessoas transexuais. Defendemos que essas topografias literárias desenhadas pela autora trazem à tona lacunas e distorções de discursos hegemônicos sobre aqueles que transgridem as fronteiras do gênero e da sexualidade. Ao fazê-lo, a autora desestabiliza categorias essencializadas sobre os corpos e sujeitos, criando novos territórios simbólicos onde mulher transexual e suas experiências são visibilizadas e valorizadas.
Asking big: Creating a culture of support for academic mothers’ advocating in times of crisis
(The National Science Foundation’s ADVANCE Program, 2021) Bender, Ashley; Hoermann-Elliott
This essay brings into focus institutional inequities faced by academic parents that stem from the systematic socialization of women to remain silent about their professional and personal needs under ideal circumstances and even more so in times of crisis. As a result of the COVID-19 pandemic’s changing higher education policies daily, we argue there has never been a better time for us to ask for more when academic women, especially those identifying as mothers, are suffering professionally and personally. We trace key cultural insights and recent research regarding how the global pandemic has increased the strain that academic mothers feel, particularly BIPOC mothers, before calling on readers to reclaim their right to advocate on behalf of their and their families’ needs. We conclude by defining the culture of asking we seek to foster at our own institution and make recommendations for how readers might “ask big” at their home institutions.
Between pain and glory: Memory disputes of the Brazilian dictatorship in Retrato Calado and O Que É isso, companheiro?
(Department of World Languages and Cultures at Georgia Southern University, 2024) Mooney, Angela R.
This article analyzes Luiz Roberto Salinas Fortes’ Retrato calado (Silent Portrait) published in 1988, considering the theoretical discussions on testimonio's epistemology—addressing the challenge of narrating trauma and the risk of stylization. It compares Fortes' memoir with Fernando Gabeira's O que é isso, companheiro? (What's This, Comrade?) from 1979, examining diverse approaches to capturing historical trauma through literature and its impact on collective memory about Brazilian Dictatorship (1964-1985).
Blogging disappearance in Diario de una princesa montonera by Mariana Eva Perez
(Chasqui, 2018) Benner, William
In the foreword "On Memory and Memorials" in the book Accounting for Violence: Marketing Memory in Latin America, Luisa Valenzuela reminds us of a central question within memory studies: How do we keep remembrance alive without losing respect? (ix).1 The marketdriven present is at risk of creating and maintaining a self-negating practice, where the representation of tragic events are turned into an irreverent spectacle. Valenzuela states that even the words used to describe the traumatic past can be diluted by the market's substitutive nature. The word desaparecidos can allow us to expand on Valenzuela's question, as it is an example of the dangers of misrepresenting trauma for legal, political, or financial gains. The term desaparecidos was first used to hide the military regime's gross crimes against the Argentine people. It was only later that the boom of memory (1995-2003) made the word desaparecidos a common descriptor that refers to the victims of genocide in Argentina.2 The goal of human rights groups like Madres de Plaza de Mayo and Hijos por la Identidad y la Justicia contra el Olvido y el Silencio has always been to restore the identities of the disappeared, to recover the identities of the children of the disappeared, and to demand justice from those responsible for state terror. However, recent studies such as Gabriel Gatti's ldentidades desaparecidos, Ana Ros's The Post-Dictatorship Generation in Argentina, Chile, and Uruguay, Cecilia Sosa's Queering Acts of Mourning in the Aftermath of Argentina's Dictatorship, and Nancy Gates Madsen's Trauma, Taboo, and TruthTelling have signaled a shift within the memory politics of Argentine human rights groups, identifying a complacent attitude that has led to a loss of respect for the complexities involved in remembering the disappeared.
Building professional dispositions: Rethinking professional development for English majors
(MLA, 2023) Bender, Ashley
I’m sitting in the audience of a session at the Collin College Undergraduate Interdisciplinary Research Conference, a now defunct event that for ten years offered a venue for more than six hundred students across disciplines to present their research, an important professional development activity. At the front of the room, six of my students are presenting. Cue the Q and A session, when, a few questions in, a young man in the back says, “This isn’t research. This is just opinion.” I pick my jaw up off the floor and begin to respond, but I don’t need to. My students and their peers in the audience are doing a bang-up job telling him why their work is research and why that work matters. They tell him how their work deconstructs systems of power and oppression, how their work interrogates long-standing traditions that continue to marginalize people. They tell him how their work has changed their lives and how it has the power to change the world.
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, Matthew
In 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.
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 Gacke
This 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.
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, Jackie
I 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).
Connection
(The Assembly for Expanded Perspectives on Learning (AEPL), 2017) Wenger, Christy; Martorana, Christina; Hoermann-Elliott, Jacquelyn; Godbee, Beth; Wojcik, Adrianne; Musgrove, Laurence
At Texas Christian University, I teach a themed section of first-year composition called “Yoga-Zen Writing.” One of the first writing assignments my students receive is a “This I Believe” essay, for which I ask students to choose a belief or a personal mantra that guides their daily living or reflects their values in a way that is personally meaningful to them. My students are prepared for the assignment by listening to several “This I Believe” podcasts—available for streaming through Thisibelieve.org. As a class, we write in our journals and discuss out loud how these podcasts reflect the personal essay genre outlined in Bruce Ballenger’s The Curious Writer. The greatest challenge of this writing assignment is that students are expected to deliver one to two brief but well-detailed narrative experiences in approximately two pages, which always challenges them to winnow their words down to what is absolutely essential and memorable. Having taught this essay several times, I decided to write my own “This I Believe” essay in the fall of 2016. My intention was to refresh my memory of the process involved in writing a personal essay, and throughout the process I was reminded of how challenging personal essays can be.
Design as renewal
(Tanglewood Moms, 2021) Hoermann-Elliott, Jackie
Each 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.
Deslocamento e reconfiguração de espaço no cinema brasileiro: o caso de Linha de passe e Que horas ela volta?
(American Portuguese Studies Association, 2020-05-28) Rodriguez Mooney, Angela
In the present article, I examine Daniela Thomas and Walter Salles's Linha de passe (2008) and Anna Muylaert's Que horas ela volta? (2015). I argue that these films create new representational possibilities for subjects within contemporary Brazilian culture by breaking with the dominant model of the favela as a predominantly masculine space that is essentially "out of control." This renegotiation brings with it a valorization of the subjectivity of women who work in the city. I argue that this valorization takes place in both films through the physical displacement of those who traditionally do not enjoy subject status and yet dare to enter territories previously denied to them.
Dual credit at your doorstep: What you need to know
(Magna Publications, 2023-09-08) Hoermann-Elliott, Jackie; Johnson, Tanisha; Figueroa, Jorge
In 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.
El documental sin fin: filmar al desaparecido
(Valencian Institute of Cinematography, 2017) Benner, William R.
Since the early 2000s, the children of the disappeared have used cinema to question what it means to develop a culture of memory in spaces where terror was carried out as part of a State policy. This article focuses on the recent film productions of the post-dictatorship generation to analyze them from a perspective that combines notions of memory studies with the analysis of film techniques. The performative documentary Los rubios(2003) by Albertina Carri can be seen as the precursor of a narrative turn towards an institutional narrative on human rights, within which documentary film was a socio-political tool in post-dictatorship Argentina. Carri unbalances the objectivity of the documentary film genre and, most importantly, confronts the ethical implications of engaging in a politics of memory. This film opens the possibility that other post-dictatorship directors respond to the need to explore the immaterial consequences produced by disappearance. Responding to this call, the post-dictatorship filmmaker Jonathan Perel documents in El predio(2010) the transformation of an old concentration camp (the Escuela Superior de Mecánica de la Armada [ESMA]) into a space where memory is exerted in a performative way. Through his focus on the materiality of this space, Perel examines the inevitable limitations of a culture of memory and posits that the ESMA building remains a specter of terror. This paper analyzes the way in which both directors stimulate the imagination of the audience so that both the filmmakers and the public can reflect on the performative dimension of the documentary in the production and consumption of traumatic memories.

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