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Browsing by Author "Department of English, School of Liberal Arts"
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Item Cognitive spaces: Expanding participation framework by looking at signed language interpreters’ discourse and conceptual blending(2014) White, Julie A.; Department of English, School of Liberal ArtsWe know from previous research (Wadenjso, 1998; Metzger, 1999; Roy, 2000) that interpreters are active participants within the interpreting event. We know that interpreters interact with the participants, and discourse by negotiating turn-taking, and adjusting the interpretation to meet cultural expectations. According to participation framework, speakers align themselves with the different participants in the communication event, or shift between different types of footing (Goffman, 1981). This framework has also been used to analyze interpreters, (Wadensjo, 1982, 1998; Metzger, 1999; Roy, 2000) to show how interpreters are not neutral participants in the event, but are interacting with many of the demands of the job, one of which is the discourse. In this research, which was an investigation of a monologue-interpreted event, the interpreters align themselves or blend the mental space of the original message with their interpreted message. In other words, the interpreters hold, at the minimum, two frames of footing active, simultaneously, instead of switching between the frames of footing. Cognitive linguistics, more specifically, the conceptual blending theory of Fauconnier & Turner (1996) can help expand the discussion of footing by using the theory of mental spaces (Fauconnier, 1985, 1997; Fauconnier & Turner, 1998). The data come from the discourse of six signed language interpreters who simultaneously interpret a lecture from English to American Sign Language (ASL). The discourse of the six interpreters supports the notion that interpreters blend a space, Narrator Space, with the author of the message. In addition to this space, interpreters also use a newly identified space, Interpreter Space. Interpreter Space is a mental space where the interpreters demonstrate their processes of their interpretations through a variety of linguistic features such as producing constructed action and dialogue in ASL when it was not present in English. In addition to these spaces being identified in the data, all six interpreters seamlessly negotiated and blended several different mental spaces by using the same types of linguistic features that Deaf signers use (i.e. eye gaze, blinking, head tilting/shifting, and body shifting) (Dudis, 1997, Thumann, 2010). This study proposes the notion of using the conceptual blending process to expand the framework of analyzing and teaching interpreting.Item Constructing Radical Black Female Subjectivities: Survival Pimping in Austin Clarke’s The Polished Hoe(Project Muse, 2015) Springer, Jennifer Thorington; Department of English, School of Liberal ArtsThis essay seeks to add to progressive scholarship that probes the ways in which black women create safe spaces to unapologetically accept their sexuality and the sexual agency that evolves as a result while simultaneously acknowledging the fluidity of feminine identities. In what follows, the author begin by describing the implications of what bell hooks calls "radical black subjectivity" for the sexual agency that may be secured by women who participate in sex work. Second, she examines how Clarke's protagonists, Ma and Mary, evolve and emerge as sexual agents rather than mere victims in their quest for personhood. Their reinvention of self surpasses personal subjectivity and serves as a testament to the struggles of women like themselves who resist from the margins, validating such experiences as worthy of scholarly critique. The third part of the essay challenges the simplistic and troubling idea that women who participate in sex work are merely objects -- objectified by men or self-objectified.Item Development of the CoMac Adherence Descriptor™: a linguistically-based survey for segmenting patients on their worldviews(Dove Medical Press, 2015) Connor, Ulla M.; Mac Neill, Robert S.; Mzumara, Howard R.; Sandy, Robert; Department of English, School of Liberal ArtsNonadherence to prescribed medication and healthy behaviors is a pressing health care issue. Much research has been conducted in this area under a variety of labels, such as compliance, disease management and, most recently, adherence. However, the complex factors related to predicting and, more importantly, understanding and explaining adherence, have nevertheless remained elusive. However, through an in-depth linguistic analysis of patient talk, the International Center for Intercultural Communication (ICIC) at Indiana University has produced a psycholinguistic coding system that uses patients' own language to cluster them into distinct groups based on their worldviews. ICIC's studies have shown, for example, that patients reveal their fundamental perceptions about themselves and their environment in their life narratives; clustering of individual patients based on these different perceptions is possible via the use of differential language in survey questions, and differential language can be used to tailor messages for individual patients in a manner that these individuals prefer over generically worded communication. In grant-funded research, an interdisciplinary team of researchers at the ICIC reviewed the literature and identified three basic psychosocial tenets related to adherence: control orientation, based on locus of control research; agency, based on self-efficacy; and affect or attitude and emotion. These three constructs were selected because, in the published literature, they have been consistently found to be connected to patient adherence. Based on this research, a survey, the CoMac Descriptor™ was developed. This report shows that The Descriptor™ questions and responses are valid and reliable in segmenting patients across psychosocial constructs, which will have positive implications for health care providers and patients.Item Enter Shakespeare’s Young Hamlet, 1589(Société Française Shakespeare, 2016-02-29) Bourus, Terri; Department of English, School of Liberal ArtsThis essay argues that Q1 Hamlet represents the earliest version of Shakespeare’s play, written in the late 1580s. The argument builds upon, and for the first time combines, evidence in Terri Bourus, Young Shakespeare’s Young Hamlet: Print, Piracy and Performance (2014) and Zachary Lesser, Hamlet After Q1 (2015). It concentrates on differences between Q1 and the later, expanded, canonical texts of the play, specifically in relation to the age of Hamlet and the Queen. It emphasizes that Hamlet’s age crucially affects the age, sexuality, and political importance of his mother (an issue ignored by male critics). Hamlet’s age has been a factor in performances of the play from Burbage and Betterton in the seventeenth century to 2015 productions of Q1. Why then did Harold Jenkins in 1982 dismiss the importance of Hamlet’s age? To contextualize Jenkins’ dismissal (founded on the principles of both New Criticism and New Bibliography), this essay traces scholarship on the age difference back to the 1870s. It focuses particularly on the conflict between two influential texts: A. C. Bradley’s Shakespearean Tragedy (1904) and L.C. Knight’s “How Many Children Had Lady Macbeth?” (1933). It also calls attention to neglected details of Thomas Nashe’s 1589 allusion to “whole Hamlets of tragical speaches”: these point to Shakespeare as the author of the 1580s play, and also to specific details found in Q1 but not present in Belleforest’s story of Amleth in Histoires Tragiques.Item Fragmentary Futures: Bradbury's Illustrated Man Outlines--and Beyond(2015) Eller, Jonathan R.; Department of English, School of Liberal ArtsItem Gamer Girls, Gold Farmers, and Activism In Real Life(Springer, 2016-06) Musgrave, Megan L.; Department of English, School of Liberal ArtsThis essay analyzes the graphic novel In Real Life as an example of Cory Doctorow and Jen Wang’s intention to raise young people’s awareness about gender and economic disparities within the gaming industry. Broadly, In Real Life combats the pervasive cultural anxiety that Jane McGonigal challenges in her book Reality is Broken–namely that young people’s growing connection to technology, and specifically to gaming, will cause them to spend their lives “wasting time, tuning out, and losing out on real life” (2011, p. 11). Specifically, it provides a realistic, accessible example of digital citizenship for twenty-first century youth. The innovative notions of digital citizenship Doctorow and Wang present in the text call for an end to gender and economic marginalization as facilitated by a gaming industry in which many young adults participate. By connecting gaming to activism, In Real Life offers a new avenue by which to use young adult literature to inspire civic engagement on the part of young people. The aim is to show that the imaginary activism depicted in literature not only has the potential to, but is actually designed to engage young people as active users, consumers, and shapers of technology.Item Gaming as Civic Engagement in Salman Rushdie’s Luka and the Fire of Life(Project Muse, 2015) Musgrave, Megan L.; Department of English, School of Liberal ArtsThis essay investigates the ways that Salman Rushdie’s 2010 novel Luka and the Fire of Life engages twenty-first-century concerns about the role of technology in daily life. Borrowing its narrative structure from classic video games, Luka argues that “old” storytelling modes must be adapted in order to remain relevant to new generations for whom technology is becoming indispensable. In this regard, Rushdie supports the position asserted by James Paul Gee, Henry Jenkins, Jane McGonigal, and other new media critics: gaming has the potential not only to bridge the generation gap, but also to sharpen problem-solving skills and inspire young people to integrate play, technology, and citizenship-building activities.Item Intensive Reflection in Teacher Training: What is it Good For?(2015) Ene, Estela; Riddlebarger, Cassidy; Department of English, School of Liberal ArtsThe merits of reflective exercises in teacher training are well known. Reflection through journals, surveys/questionnaires, action research, or supervised teaching and classroom discussion creates opportunities for teachers in training to think critically of what they do in their classes, why they do it, and how they could improve. Sometimes, however, teacher training programs may not be ideally positioned to offer novice student teachers (NSTs) the most extensive and coordinated opportunities for teaching, observation, and reflection. The current study examines the usefulness of an intensive reflective exercise realized as a two-question questionnaire used in a Second Language Writing (SLW) course. The findings indicate that the questionnaire was useful in eliciting a fair amount of critical thinking and integration of prior knowledge, new content, and personal experience. For the teacher trainer, it worked as a tool for assessing student learning and planning lessons. The study reflects on the limitations of the intensive reflection exercise applied in it (such as brevity and isolation from other assignments), and makes pedagogical recommendations for future implementation.Item The Real McCloy: Fiction, History, and the Real in Zoë Wicomb’s “The One That Got Away”(Indiana University Press, 2017-02) Hoegberg, David E.; Department of English, School of Liberal ArtsThis article examines the intertextual connections between Zoë Wicomb's 2008 short story, "The One That Got Away," and Helen McCloy's 1945 novel, The One That Got Away, a piece of detective fiction used by Wicomb's main character as the basis for a work of contemporary art. Drawing concepts from Wicomb's 2005 essay on setting and intertextuality, I argue that Wicomb creatively interacts with McCloy's novel to explore issues of authorial ethics, historical representation, and ideological critique. At the heart of both works is a series of triangular relationships between readers, texts, and their corporeal authors that foreground acts of resistant reading and creative reframing. Familiarity with McCloy's novel reveals new forms of reference and commentary at work in Wicomb's story.Item Rubrics and Corrective Feedback in ESL Writing: A Longitudinal Case Study of an L2 Writer(Elsevier, 2016-10) Ene, Estela; Kosobucki, Virginia; Department of English, School of Liberal ArtsIn teaching and assessing L2 writing, the ideal combination of Corrective Feedback (CF) and rubric use is yet to be determined. When rubrics are used with multiple drafts and assignments, teachers may wonder if other forms of CF are still necessary or useful. This longitudinal case study follows a learner’s progress over the course of one year in order to explore the relationship between CF and rubrics as complementary parts of a repertoire of pedagogical instruments that together support students’ development as language learners and writers. The study takes place in a context where rubrics are institutionally mandated and additional CF is optional. This classroom-based, teacher-led, action-research study finds that, when institutions require the use of form-focused CF and rubrics, it is possible that they discourage teacher written comments, thus depriving the student of personalized feedback. The learner improved her accuracy after receiving both form-focused CF and rubrics, but she valued marginal and end comments more, although she received these sparingly. It appears that institutionally mandated rubrics have some limiting effects on addressing aspects of writing other than form and can leave learners unsatisfied. We recommend supplementing rubrics with individualized comments when responding to and assessing L2 writing.