Browsing by Author "Upton, Thomas A. (Thomas Albin)"

Now showing 1 - 10 of 24
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    The Adjunct Model of Language Instruction: Guidelines for Implementation in the English for Academic Purposes Program at IUPUI
    (2008-10-10T17:54:02Z) Kinsey, Marienne Elizabeth; Upton, Thomas A. (Thomas Albin); Duerksen, Aye Nu E.; Belz, Julie A. (Julie Anne)
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    An Approach to Corpus-based Discourse Analysis: The Move Analysis as Example
    (Copyright © 2009 SAGE Publications [BREAK]The original doi for the as-published version of the article is 10.1177/1461445609341006. To access the doi, open the following DOI site in your browser and cut and paste the doi name where indicated: [LINK]http://dx.doi.org[/LINK]. [BREAK] Access to the original article may require subscription and authorized logon ID/password. IUPUI faculty/staff/students please check University Library resources before purchasing an article. Questions on finding the original article via our databases? Ask a librarian: [LINK] http://www.ulib.iupui.edu/research/askalibrarian [/LINK]., 2009-10) Upton, Thomas A. (Thomas Albin); Cohen, Mary Ann
    This article presents a seven-step corpus-based approach to discourse analysis that starts with a detailed analysis of each individual text in a corpus that can then be generalized across all texts of a corpus, providing a description of typical patterns of discourse organization that hold for the entire corpus. This approach is applied specifically to a methodology that is used to analyze texts in terms of the functional/communicative structures that typically make up texts in a genre: move analysis. The resulting corpus-based approach for conducting a move analysis significantly enhances the value of this often used (and misused) methodology, while at the same time providing badly needed guidelines for a methodology that lacks them. A corpus of ‘birthmother letters’ is used to illustrate the approach.
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    Black, Brown, Yellow, and White: The New Faces of African American English
    (2009-03-18T18:53:14Z) Vanegas, José Alfonso; Shepherd, Susan; Upton, Thomas A. (Thomas Albin); Fox, Stephen L.
    This thesis began, as I imagine most theses do, as a very formal and very orthodox research paper. While it continues to be this to a measurable extent, it has undergone a metamorphosis. In these pages I discuss the serious challenges faced in schools (as well as the setbacks endured inside their walls) by native-English speaking children of all cultures and creeds, who speak forms of English other than Standard English (hereafter SE) in their homes and with their family and friends. I then contrast these challenges with the stark advantages enjoyed by children who, due likely to their inherited socio-economic class, make regular use of SE inside their residences and with their peers and relations. One non-standard dialect of English found in widespread use by young boys and girls in the United States is African American English (hereafter AAE). Because success in U.S. schools depends heavily on students’ production and comprehension of SE, those youngsters who already employ SE as their principal language are at an immediate educational advantage, one that is, by default, not afforded to children who as a rule speak a dialect/language other than SE, such as AAE. Within these pages you will find an official statement made by the TESOL (Teaching English to Speakers of Other Languages) Executive Committee that soundly validates African American English as a true, rule-governed linguistic system, and thus a language. I also discuss my view that to devalue a child’s language in school, by not validating it as true, operative speech—“Don’t talk that way, that’s wrong!”—is, in essence, to devalue the whole child. It is an act that will be perceived negatively and reacted to negatively by most children. In addition to these issues, I discuss the prevalence of AAE in American society at large, as well as its prevalent use by non-African American youth.
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    Case Study of the American British Cowdray School of Nursing (ABCSN)
    (Publisher of original article: Palgrave Macmillan. This is a post-peer-review, pre-copyedit version of an article published in International Journal of Educational Advancement. [BREAK]The definitive publisher-authenticated version of: Thomas Upton "Editorial: Nursing Papers," CASE International Journal of Educational Advancement 3, no. 2 (2002): 163-172, is available online at:[BREAK] [LINK]http://www.palgrave-journals.com/ijea/archive/index.html[/LINK].[BREAK]Access to the original article may require subscription and authorized logon ID/password. IUPUI faculty/staff/students please check University Library resources before purchasing an article. Questions on finding the original article via our databases? Ask a librarian: [LINK] http://www.ulib.iupui.edu/research/askalibrarian [/LINK]., 2002) Upton, Thomas A. (Thomas Albin); Orvananos de Rovzar, Marcela
    This case study is the last of five looking at the influence of culture on fundraising activities in international non-profits. The American British Cowdray School of Nursing (ABCSN), a nonprofit school affiliated with a local Mexican hospital and university, reflects many of the fundraising practices common to Mexican non-profit organizations, which are in fact few. In Mexico, fundraising and philanthropy have never been widely practiced, a restrictive legal and tax framework inhibits fundraising activity, there is a general mistrust of nonprofits, and there is a general lack of knowledge about or skills with fundraising among nonprofit organizations. This case study examines the organizational structure and fundraising strategies of the ABCSN, and then reflects on the influence the cultural context of the organization has played on shaping them.
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    Dear Birthmother: A Linguistic Analysis of Letters Written to Expectant Mothers Considering Adoption
    (2007-07-20T19:08:40Z) Cohen, Mary Ann D.; Harrington, Susanmarie; Upton, Thomas A. (Thomas Albin); Shepherd, Susan
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    Designing and Evaluating a Transitional Academic Program
    (© 1999 College Reading and Learning Association. [LINK]http://www.crla.net/journal.htm[/LINK]., 1999) Upton, Thomas A. (Thomas Albin)
    The University of Wisconsin-Eau Claire faced the ethical dilemma of admitting non-native English speaking immigrants and refugees who were academically at-risk, but not providing the academic and language support the students needed to succeed. This paper provides a description and an evaluation of a transitional academic program designed to address these students' language and learning needs as well as help them integrate into the university. Its success is reflected not only in strong student improvement, but in the collaboration of many university departments and units to create an efficient and cost-effective administrative structure.
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    Editorial: Nursing Papers
    (This is a post-peer-review, pre-copyedit version of an article published in International Journal of Educational Advancement. The definitive publisher-authenticated version of: Thomas Upton "Editorial: Nursing Papers," CASE International Journal of Educational Advancement 3, no. 1 (2002): 41-44, is available online at: [LINK]http://www.palgrave-journals.com/ijea/archive/index.html[/LINK] [BREAK]Access to the original article may require subscription and authorized logon ID/password. IUPUI faculty/staff/students, please check University Library resources before purchasing an article via the publisher. Questions on finding the original article via our databases? Ask a librarian: [LINK]http://www.ulib.iupui.edu/research/askalibrarian[/LINK]., 2002) Upton, Thomas A. (Thomas Albin)
    Spanning issues 3.1 and 3.2 of this journal is a series of case studies looking at the practice of fund raising cross-culturally. These articles were first presented at a seminar jointly sponsored by the Indiana Center for Intercultural Communication (ICIC) and the IU Center on Philanthropy (COP), "Case Studies of Fundraising Internationally," which was held on the Indiana University Purdue University Indianapolis campus in October 2001.
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    English for Academic Public Speaking
    (2008-04-16T12:59:54Z) LeBeau, Stephen Allen, Jr.; Upton, Thomas A. (Thomas Albin); Goering, Elizabeth M.; Davis, Ken, 1945-
    With a basic understanding of the connection between EAPS and the goals of public speaking I will focus on issues especially challenging to EAPS students due to cultural and language differences, which include: communication apprehension, understanding your audience’s frame of reference, rhetorical organization, and non-verbal communication.
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    "Everything in the Middle:" A Case Study of a Generation 1.5 Student's Academic Writing Process
    (2009-09-30T18:32:58Z) Zwald, Regan Lee; Connor, Ulla, 1948-; Upton, Thomas A. (Thomas Albin); Beck, M. Catherine
    This case study of a Generation 1.5 university student presents the participant’s experiences in an EAP writing course and a text analysis of her revision process in that course. The study shows the participant's complex educational and English language learning experiences both before and after her immigration to the U.S.
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    First and Second Language Use in Reading Comprehension Strategies of Japanese ESL Students
    (TESL-EJ (Teaching English as a Second or Foreign Language - The Electronic Journal for English as a Second Language): [LINK]http://www.tesl-ej.org[/LINK]., 1997-11) Upton, Thomas A. (Thomas Albin)
    Reading in a second language (L2) is not a monolingual event; L2 readers have access to their first language (L1) as they read and many use it as a strategy to help comprehend an L2 text. Due to difficulties in observing the comprehension process, little research has been conducted to try to determine what roles the L1 and L2 play in the reading strategies of L2 readers or how these roles vary at different proficiency levels. This study attempts to address these two issues. Eleven native speakers of Japanese, at two different proficiency levels, were asked to think-­aloud –in the language of their thoughts—as they were reading an English text. In retrospective interviews, subjects then listened to their tape-­recorded think-­aloud protocols and were asked to clarify and explain their thoughts. Three generalizations about L1 and L2 strategy use emerged from the data and are discussed.