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Item 13 Things Your Mail Carrier Won't Tell You(Booth: A Journal, 2016-01-22) Layden, SarahItem Analyzing Topical Structure in ESL Essays: Not All Topics are Equal(Copyright © Cambridge University Press [BREAK]The original doi for the as-published version of the article is 10.1017/S0272263100009517. 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]., 1990) Schneider, Melanie; Connor, Ulla, 1948-Topical structure analysis (TSA), a text-based approach to the study of topic in discourse, has been useful in identifying text-based features of coherence. It has also been used to distinguish between essays written by groups of native English speakers with varying degrees of writing proficiency (Witte, 1983a, 1983b). More recently, TSA has distinguished between higher and lower rated ESL essays, but with different results from those found with native speakers of English (Connor & Schneider, 1988). The present study replicated the previous ESL study of two groups of essays written for the TOEFL Test of Written English with three groups of essays. Findings indicate that two topical structure variables, proportions of sequential and parallel topics in the essays, differentiate the highest rated group from the two lower rated groups. We offer explanations for the results and propose that all occurrences of a particular type of topic progression do not contribute equally to the coherence of a text.Item 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 AnnThis 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.Item Becoming More HIP: Assessment Trends in High-Impact Learning Practices and Student Success(Stylus Publishing, 2019) Thorington Springer, Jennifer; Powell, Amy A.; Graunke, Steven; Hahn, Tom; Hatcher, Julie A.; English, School of Liberal ArtsItem "Before She Was a Virgin. . .": Doris Day and the Decline of Female Film Comedy in the 1950s and 1960s(This is a pre-copyedited version of an article accepted for publication in Cinema Journal following peer review. The definitive publisher-authenticated version is available through the University of Texas Press. [BREAK] IUPUI student/staff/faculty: Access to the original article may require subscription and authorized logon ID/password. 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]., 2006) Bingham, Dennis, 1954-Doris Day's complicated "dialogue" with her audiences varied over the decades, and endures, in a distorted way, in popular memory. This article studies the decline of her film stardom and her retirement from films as concurrent with the definitive end of the female comic as the unequivocal subject, rather than object, of comedy.Item Book review of Feedback in Second Language Writing: Contexts and Issues Edited by Ken Hyland and Fiona Hyland (2nd edition)(Elsevier, 2020-04) Ene, Estela; World Languages and Cultures, School of Liberal ArtsItem Building new selves: identity, “Passing,” and intertextuality in Zoë Wicomb’s Playing in the Light(2018) Hoegberg, David; English, School of Liberal ArtsThis article examines Zoë Wicomb’s wide-ranging use of intertextuality in the novel Playing in the Light to explore the links between identity construction and postcolonial authorship. Focusing on the characters as intertextual agents, I argue that the three coloured women on whom the novel focuses – Helen, Marion, and Brenda – use texts in distinctive ways that illuminate their struggles to position themselves in South Africa’s complex and changing racial landscape. Racial “passing” is one form of a larger pattern in the novel of the use of citation and imitation to achieve specific ends. By embedding the citations of Helen and Marion within the citation-rich narrative of Brenda, Wicomb lays bare the mechanisms of identity construction within a work that stages and highlights its own intertextual practices.Item 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, MarcelaThis 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.Item Chapter 12. Embrace the Messiness: Libraries, Writing Centers, and Encouraging Research as Inquiry Across the Curriculum(The WAC Clearinghouse; University Press of Colorado, 2020-04-20) Bartlett, Lesley Erin; Tarabochia, Sandra L.; Olinger, Andrea R.; Marshall, Margaret J.; Alabi, Jaena; Truman, James C. W.; Farrell, Bridget; Mahoney, Jennifer Price; English, School of Liberal ArtsItem 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.