Pub Date : 2022-02-17eCollection Date: 2022-03-17DOI: 10.1016/j.omto.2022.02.003
Jia-Han Ding, Yi Xiao, Shen Zhao, Ying Xu, Yu-Ling Xiao, Zhi-Ming Shao, Yi-Zhou Jiang, Gen-Hong Di
Triple-negative breast cancer (TNBC) is an aggressive type of breast cancer. High fibrosis, marked by increased collagen fibers, is widespread in TNBC and correlated with tumor progression. However, the molecular features of fibrosis and why it results in a poor prognosis remain poorly understood. Based on multiomics datasets of TNBC, we evaluated the pathological fibrosis grade of 344 samples for further analysis. Genomic, transcriptomic, and immune changes were analyzed among different subgroups of fibrosis. High fibrosis was an independent adverse prognosis predictor and had interactions with low stromal tumor-infiltrating lymphocytes. Genomic analysis identified copy number gains of 6p22.2-6p22.1 (TRIM27) and 20q13.33 (CDH4) as genomic hallmarks of tumors with high fibrosis. Transcriptome analysis revealed the transforming growth factor-beta pathway and hypoxia pathway were key pro-oncogenic pathways in tumors with high fibrosis. Moreover, we systematically evaluate the relationship between fibrosis and different kinds of immune and stromal cells. Tumors with high fibrosis were characterized by an immunosuppressive tumor microenvironment with limited immune cell infiltration and increased fibroblasts. This study proposes new insight into the genomic and transcriptomic alterations potentially driving fibrosis. Moreover, fibrosis is related to an immunosuppressive tumor microenvironment that contributes to the poor prognosis.
{"title":"Integrated analysis reveals the molecular features of fibrosis in triple-negative breast cancer.","authors":"Jia-Han Ding, Yi Xiao, Shen Zhao, Ying Xu, Yu-Ling Xiao, Zhi-Ming Shao, Yi-Zhou Jiang, Gen-Hong Di","doi":"10.1016/j.omto.2022.02.003","DOIUrl":"10.1016/j.omto.2022.02.003","url":null,"abstract":"<p><p>Triple-negative breast cancer (TNBC) is an aggressive type of breast cancer. High fibrosis, marked by increased collagen fibers, is widespread in TNBC and correlated with tumor progression. However, the molecular features of fibrosis and why it results in a poor prognosis remain poorly understood. Based on multiomics datasets of TNBC, we evaluated the pathological fibrosis grade of 344 samples for further analysis. Genomic, transcriptomic, and immune changes were analyzed among different subgroups of fibrosis. High fibrosis was an independent adverse prognosis predictor and had interactions with low stromal tumor-infiltrating lymphocytes. Genomic analysis identified copy number gains of 6p22.2-6p22.1 (<i>TRIM27</i>) and 20q13.33 (<i>CDH4</i>) as genomic hallmarks of tumors with high fibrosis. Transcriptome analysis revealed the transforming growth factor-beta pathway and hypoxia pathway were key pro-oncogenic pathways in tumors with high fibrosis. Moreover, we systematically evaluate the relationship between fibrosis and different kinds of immune and stromal cells. Tumors with high fibrosis were characterized by an immunosuppressive tumor microenvironment with limited immune cell infiltration and increased fibroblasts. This study proposes new insight into the genomic and transcriptomic alterations potentially driving fibrosis. Moreover, fibrosis is related to an immunosuppressive tumor microenvironment that contributes to the poor prognosis.</p>","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":"6 1","pages":"624-635"},"PeriodicalIF":5.3,"publicationDate":"2022-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8898759/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90676562","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-01DOI: 10.1097/MPG.0000000000001408
Mike Thomson, Andrea Tringali, Jean-Marc Dumonceau, Marta Tavares, Merit M Tabbers, Raoul Furlano, Manon Spaander, Cesare Hassan, Christos Tzvinikos, Hanneke Ijsselstijn, Jérôme Viala, Luigi Dall'Oglio, Marc Benninga, Rok Orel, Yvan Vandenplas, Radan Keil, Claudio Romano, Eva Brownstone, Štěpán Hlava, Patrick Gerner, Werner Dolak, Rosario Landi, Wolf D Huber, Simon Everett, Andreas Vecsei, Lars Aabakken, Jorge Amil-Dias, Alessandro Zambelli
This guideline refers to infants, children, and adolescents ages 0 to 18 years. The areas covered include indications for diagnostic and therapeutic esophagogastroduodenoscopy and ileocolonoscopy; endoscopy for foreign body ingestion; corrosive ingestion and stricture/stenosis endoscopic management; upper and lower gastrointestinal bleeding; endoscopic retrograde cholangiopancreatography; and endoscopic ultrasonography. Percutaneous endoscopic gastrostomy and endoscopy specific to inflammatory bowel disease has been dealt with in other guidelines and are therefore not mentioned in this guideline. Training and ongoing skill maintenance are to be dealt with in an imminent sister publication to this.
{"title":"Paediatric Gastrointestinal Endoscopy: European Society for Paediatric Gastroenterology Hepatology and Nutrition and European Society of Gastrointestinal Endoscopy Guidelines.","authors":"Mike Thomson, Andrea Tringali, Jean-Marc Dumonceau, Marta Tavares, Merit M Tabbers, Raoul Furlano, Manon Spaander, Cesare Hassan, Christos Tzvinikos, Hanneke Ijsselstijn, Jérôme Viala, Luigi Dall'Oglio, Marc Benninga, Rok Orel, Yvan Vandenplas, Radan Keil, Claudio Romano, Eva Brownstone, Štěpán Hlava, Patrick Gerner, Werner Dolak, Rosario Landi, Wolf D Huber, Simon Everett, Andreas Vecsei, Lars Aabakken, Jorge Amil-Dias, Alessandro Zambelli","doi":"10.1097/MPG.0000000000001408","DOIUrl":"10.1097/MPG.0000000000001408","url":null,"abstract":"<p><p>This guideline refers to infants, children, and adolescents ages 0 to 18 years. The areas covered include indications for diagnostic and therapeutic esophagogastroduodenoscopy and ileocolonoscopy; endoscopy for foreign body ingestion; corrosive ingestion and stricture/stenosis endoscopic management; upper and lower gastrointestinal bleeding; endoscopic retrograde cholangiopancreatography; and endoscopic ultrasonography. Percutaneous endoscopic gastrostomy and endoscopy specific to inflammatory bowel disease has been dealt with in other guidelines and are therefore not mentioned in this guideline. Training and ongoing skill maintenance are to be dealt with in an imminent sister publication to this.</p>","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":"39 1","pages":"133-153"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91008941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article examines Elizabeth Wardle's "Intractable Writing Program Problems, Kairos, and Writing about Writing" to explain how the use and abuse of contingent faculty in higher education affects the ability to implement a writing studies approach to the teaching of composition. Central to writing studies is the argument that by focusing on a social science research agenda through the use of the concepts of transfer, genre, and metacognition, writing programs will enhance their disciplinary prestige, and this will bring more resources and tenure-track positions. The strategy then is to mimic the dominant university research paradigm, but the problem remains that research universities are structured by a series of social hierarchies privileging research over teaching, theory over practice, the sciences over the humanities, and graduate education over undergraduates.Although I focus on research universities, many of the practices developed at these institutions are spreading to all forms of higher education in a globalizing mode of social conformity: in an effort to reduce costs and increase administrative control, universities around the world are increasing their reliance on inexpensive, just-in-time academic labor. On many levels, writing studies is itself structured by the contradictory nature of its relation to the dominant university research paradigm: while the teaching of writing challenges many of the standard institutional hierarchies, the desire for more resources often pushes composition programs to reproduce the structures that place writing, teaching, students, form, and practice in a debased position. Wardle's work is important here because she both acknowledges the need for structural change at the same time she offers a curricular and theoretical solution.Wardle begins her article by highlighting the problematic relation between the theories of writing studies and the practice of actual composition courses:Macro-level knowledge and resolutions from the larger field of Writing Studies are frequently unable to inform the micro-level of individual composition classes, largely because of our field's infamous labor problems. In other words, composition curricula and programs often struggle to act out of the knowledge of the field-not because we don't know how to do so, but because we are often caught in a cycle of having to hire part-time instructors at the last minute for very little pay and asking those teachers (who often don't have degrees in Rhetoric and Composition) to begin teaching a course within a week or two.1Here, Wardle correctly indicates that we cannot promote new pedagogical practices, theories, and research projects, if we do not also deal with academic labor issues. As she stresses, it is hard to mentor and train faculty who are hired at the last minute and may not have expertise in writing studies. This important framing of the relation between research and teaching can help us to think about the political, economic
{"title":"Contingent Labor, Writing Studies, and Writing about Writing","authors":"Robert Samuels","doi":"10.2307/j.ctt1v2xts5.4","DOIUrl":"https://doi.org/10.2307/j.ctt1v2xts5.4","url":null,"abstract":"This article examines Elizabeth Wardle's \"Intractable Writing Program Problems, Kairos, and Writing about Writing\" to explain how the use and abuse of contingent faculty in higher education affects the ability to implement a writing studies approach to the teaching of composition. Central to writing studies is the argument that by focusing on a social science research agenda through the use of the concepts of transfer, genre, and metacognition, writing programs will enhance their disciplinary prestige, and this will bring more resources and tenure-track positions. The strategy then is to mimic the dominant university research paradigm, but the problem remains that research universities are structured by a series of social hierarchies privileging research over teaching, theory over practice, the sciences over the humanities, and graduate education over undergraduates.Although I focus on research universities, many of the practices developed at these institutions are spreading to all forms of higher education in a globalizing mode of social conformity: in an effort to reduce costs and increase administrative control, universities around the world are increasing their reliance on inexpensive, just-in-time academic labor. On many levels, writing studies is itself structured by the contradictory nature of its relation to the dominant university research paradigm: while the teaching of writing challenges many of the standard institutional hierarchies, the desire for more resources often pushes composition programs to reproduce the structures that place writing, teaching, students, form, and practice in a debased position. Wardle's work is important here because she both acknowledges the need for structural change at the same time she offers a curricular and theoretical solution.Wardle begins her article by highlighting the problematic relation between the theories of writing studies and the practice of actual composition courses:Macro-level knowledge and resolutions from the larger field of Writing Studies are frequently unable to inform the micro-level of individual composition classes, largely because of our field's infamous labor problems. In other words, composition curricula and programs often struggle to act out of the knowledge of the field-not because we don't know how to do so, but because we are often caught in a cycle of having to hire part-time instructors at the last minute for very little pay and asking those teachers (who often don't have degrees in Rhetoric and Composition) to begin teaching a course within a week or two.1Here, Wardle correctly indicates that we cannot promote new pedagogical practices, theories, and research projects, if we do not also deal with academic labor issues. As she stresses, it is hard to mentor and train faculty who are hired at the last minute and may not have expertise in writing studies. This important framing of the relation between research and teaching can help us to think about the political, economic","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":"39 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68727423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
It seems only fair to start with my own first-person admission: I am personally, pedagogically, and professionally interested in how students do and do not write about themselves in their academic papers. And as a composition instructor, I have seen that students, too, are deeply concerned with understanding the "rules" for academic writing, particularly around the use of the pronoun I. Their confusion is understandable: high school teachers, college professors, and writing handbook authors-all wrestling with how best to train students to becomes successful writers in and outside of the classroom-sometimes offer conflicting guidelines and advice. Some contend that first-person pronouns make a text more readable or better highlight a writer's own contributions, while others caution that first-person references are overly informal or subjective.1Scholars, though, consistently use first-person pronouns in their own writing-though this, too, is not uncomplicated. In a survey of 240 scholarly articles from well-regarded journals across a variety of academic fields, linguist Ken Hyland found that every article in the sample contained "at least one first person reference," with scholars in the humanities and social sciences self-referencing particularly frequently ("Humble Servants" 212).2 Despite this evidence that scholars commonly use first-person pronouns, Hyland believes this practice is still at odds with traditional academic attitudes. He observes that impersonality in writing is often "institutionally sanctified" as a signal of disciplinary mastery, yet it is also "constantly transgressed" in our scholarship (209). Because of this contradiction, Hyland argues that gauging where and when self-referencing is appropriate "remains a perennial problem for students, teachers, and experienced writers alike" (208).What becomes clear from this conflict is that we have historically and ideologically conflated first-person pronoun use with more informal, personal writing. But is this conflation warranted? To examine this, I argue that we must carefully refine what we mean by "personal" and "academic" writing. For although we have spent decades discussing the appropriateness and utility of these two writing styles (often as iterations of the seminal Bartholomae/ Elbow Debate, and, more recently, in productive explorations of alternative discourses and widened disciplinary conventions), we still largely intuit our own definitions of each kind of writing.3 And too often, these definitions are used to create a good-versus-bad, academic-versus-personal binary that student writing-and our own-simply does not follow. What makes writing academic? What makes writing personal? Can writing be both academic and personal? And, most relevant to the current study, does the use of first-person pronouns necessarily signal or encourage personal writing?Individual instructors will always, of course, have different preferences around first-person pronoun use; some will welcom
{"title":"Understanding I: The Rhetorical Variety of Self-References in College Literature Papers","authors":"L. Beerits","doi":"10.15781/T2610VT2B","DOIUrl":"https://doi.org/10.15781/T2610VT2B","url":null,"abstract":"It seems only fair to start with my own first-person admission: I am personally, pedagogically, and professionally interested in how students do and do not write about themselves in their academic papers. And as a composition instructor, I have seen that students, too, are deeply concerned with understanding the \"rules\" for academic writing, particularly around the use of the pronoun I. Their confusion is understandable: high school teachers, college professors, and writing handbook authors-all wrestling with how best to train students to becomes successful writers in and outside of the classroom-sometimes offer conflicting guidelines and advice. Some contend that first-person pronouns make a text more readable or better highlight a writer's own contributions, while others caution that first-person references are overly informal or subjective.1Scholars, though, consistently use first-person pronouns in their own writing-though this, too, is not uncomplicated. In a survey of 240 scholarly articles from well-regarded journals across a variety of academic fields, linguist Ken Hyland found that every article in the sample contained \"at least one first person reference,\" with scholars in the humanities and social sciences self-referencing particularly frequently (\"Humble Servants\" 212).2 Despite this evidence that scholars commonly use first-person pronouns, Hyland believes this practice is still at odds with traditional academic attitudes. He observes that impersonality in writing is often \"institutionally sanctified\" as a signal of disciplinary mastery, yet it is also \"constantly transgressed\" in our scholarship (209). Because of this contradiction, Hyland argues that gauging where and when self-referencing is appropriate \"remains a perennial problem for students, teachers, and experienced writers alike\" (208).What becomes clear from this conflict is that we have historically and ideologically conflated first-person pronoun use with more informal, personal writing. But is this conflation warranted? To examine this, I argue that we must carefully refine what we mean by \"personal\" and \"academic\" writing. For although we have spent decades discussing the appropriateness and utility of these two writing styles (often as iterations of the seminal Bartholomae/ Elbow Debate, and, more recently, in productive explorations of alternative discourses and widened disciplinary conventions), we still largely intuit our own definitions of each kind of writing.3 And too often, these definitions are used to create a good-versus-bad, academic-versus-personal binary that student writing-and our own-simply does not follow. What makes writing academic? What makes writing personal? Can writing be both academic and personal? And, most relevant to the current study, does the use of first-person pronouns necessarily signal or encourage personal writing?Individual instructors will always, of course, have different preferences around first-person pronoun use; some will welcom","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":"67 1","pages":"550"},"PeriodicalIF":0.0,"publicationDate":"2016-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67096681","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-09-01DOI: 10.7330/9780874219258.c020
Carmen Kynard, R. Eddy
Jl' ow physically removed from the spaces of the historically black colleges and universities (HBCUs) but still politically and psychically invigorated by their historical legacy, we seek to center the radical presence of the HBCUs in definitions of and needs for critical literacy and anti-racist pedagogies at the American university (Brown and Freeman; Williams and Ashley). HBCUs have created a critical space in which the cultural identities of black college students have pedagogical consequence inside of the arenas of racial inequality in the United States (Allen; Brown and Davis; Fleming; Gasman; Ross). HBCUs have thus retooled higher education in the United States, and yet their less told stories of race and pedagogy remain under-theorized.
{"title":"Toward a New Critical Framework: Color-Conscious Political Morality and Pedagogy at Historically Black and Historically White Colleges and Universities.","authors":"Carmen Kynard, R. Eddy","doi":"10.7330/9780874219258.c020","DOIUrl":"https://doi.org/10.7330/9780874219258.c020","url":null,"abstract":"Jl' ow physically removed from the spaces of the historically black colleges and universities (HBCUs) but still politically and psychically invigorated by their historical legacy, we seek to center the radical presence of the HBCUs in definitions of and needs for critical literacy and anti-racist pedagogies at the American university (Brown and Freeman; Williams and Ashley). HBCUs have created a critical space in which the cultural identities of black college students have pedagogical consequence inside of the arenas of racial inequality in the United States (Allen; Brown and Davis; Fleming; Gasman; Ross). HBCUs have thus retooled higher education in the United States, and yet their less told stories of race and pedagogy remain under-theorized.","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":"61 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2009-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71280538","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
If college writing faculty wish to prepare students to engage in civic forums, then how might we prepare students to write and speak amid racial politics on our campuses? This article explores the college student discourse that shaped an interracial conflict at a public California university in 2002 and questions the "rhetoric of injury" informing racial accountability in the post-civil rights era. Language: en
{"title":"Campus Racial Politics and a \"Rhetoric of Injury\".","authors":"H. Hoang","doi":"10.2307/j.ctt163t7r9.7","DOIUrl":"https://doi.org/10.2307/j.ctt163t7r9.7","url":null,"abstract":"If college writing faculty wish to prepare students to engage in civic forums, then how might we prepare students to write and speak amid racial politics on our campuses? This article explores the college student discourse that shaped an interracial conflict at a public California university in 2002 and questions the \"rhetoric of injury\" informing racial accountability in the post-civil rights era. Language: en","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":"61 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2009-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68702789","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2005-12-01DOI: 10.37514/per-b.2011.2379.2.14
D. Brent
I n "The Future of WAC," Barbara Walvoord argues persuasively that the WAC movement "cannot survive as Switzerland" (69): that is, in order to maintain its forward momentum and avoid schism, isolation, or atrophy, WAC must align itself with other educational movements that have national stature and staying power. She mentions a number of movements with which WAC has natural affinities: critical thinking, ethical thinking, assessment, and educational reform in general. Susan McLeod, Eric Miraglia, Margot Soven and Christopher Thaiss's recent edited collection WACfor the New Millennium, adds further weight to this argument with essays that detail WAC's relationship to related movements such as service-learning, learning communities, electronic communication, and writing-intensive courses.
在《WAC的未来》一书中，芭芭拉·沃尔沃德(Barbara Walvoord)令人信服地指出，WAC运动“不能像瑞士那样生存”(69):也就是说，为了保持其前进的势头，避免分裂、孤立或萎缩，WAC必须与其他具有全国地位和持久力的教育运动保持一致。她提到了WAC与许多运动有着天然的联系:批判性思维、伦理思维、评估和一般的教育改革。Susan McLeod, Eric Miraglia, Margot Soven和Christopher Thaiss最近编辑的合集《新千年的WAC》进一步加强了这一论点，其中详细介绍了WAC与相关运动(如服务学习，学习社区，电子通信和写作强化课程)的关系。
{"title":"Reinventing WAC (Again): The First-Year Seminar and Academic Literacy","authors":"D. Brent","doi":"10.37514/per-b.2011.2379.2.14","DOIUrl":"https://doi.org/10.37514/per-b.2011.2379.2.14","url":null,"abstract":"I n \"The Future of WAC,\" Barbara Walvoord argues persuasively that the WAC movement \"cannot survive as Switzerland\" (69): that is, in order to maintain its forward momentum and avoid schism, isolation, or atrophy, WAC must align itself with other educational movements that have national stature and staying power. She mentions a number of movements with which WAC has natural affinities: critical thinking, ethical thinking, assessment, and educational reform in general. Susan McLeod, Eric Miraglia, Margot Soven and Christopher Thaiss's recent edited collection WACfor the New Millennium, adds further weight to this argument with essays that detail WAC's relationship to related movements such as service-learning, learning communities, electronic communication, and writing-intensive courses.","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":"05 1","pages":"253-276"},"PeriodicalIF":0.0,"publicationDate":"2005-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69917826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S. Dewitt, Cynthia L. Selfe, Pamela Takayoshi, J. Gee
{"title":"Review: What Video Games Have to Teach Us about Learning and Literacy by James Paul Gee. Co- authored with Cynthia L. Selfe and Scott Lloyd DeWitt","authors":"S. Dewitt, Cynthia L. Selfe, Pamela Takayoshi, J. Gee","doi":"10.2307/4140653","DOIUrl":"https://doi.org/10.2307/4140653","url":null,"abstract":"","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":"56 1","pages":"335"},"PeriodicalIF":0.0,"publicationDate":"2004-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/4140653","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69322506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article suggests that literacy development in immigrant, refugee, and other historically marginalized communities can be understood as a response to rhetorical struggles in contexts of civic life. To illustrate this "rhetorical conception of literacy:' the article examines a collection of anti-immigrant letters published in a Midwestern newspaper between 1985 and 1995 and the responses to these by a group of Southeast Asian Hmong refugee writers. The essay explores the relationships of content, form, language, and audience in the two sets of letters to show how the anti-immigrant rhetoric became the basis for new forms of public writing in the Hmong community.
{"title":"Letters from the Fair City: A Rhetorical Conception of Literacy.","authors":"John Duffy","doi":"10.2307/4140648","DOIUrl":"https://doi.org/10.2307/4140648","url":null,"abstract":"This article suggests that literacy development in immigrant, refugee, and other historically marginalized communities can be understood as a response to rhetorical struggles in contexts of civic life. To illustrate this \"rhetorical conception of literacy:' the article examines a collection of anti-immigrant letters published in a Midwestern newspaper between 1985 and 1995 and the responses to these by a group of Southeast Asian Hmong refugee writers. The essay explores the relationships of content, form, language, and audience in the two sets of letters to show how the anti-immigrant rhetoric became the basis for new forms of public writing in the Hmong community.","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":"56 1","pages":"223-250"},"PeriodicalIF":0.0,"publicationDate":"2004-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/4140648","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69322889","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sometimes, you know, you have a moment. For us, this is one such moment. In coming together at CCCC, we leave our institutional sites of work; we gather together-we quite literally conveneat a not-quite-ephemeral site of disciplinary and professional work. At this opening session in particular, inhabited with the echoes of those who came before and anticipating the voices of those who will follow-we pause and we
{"title":"Made Not Only in Words: Composition in a New Key","authors":"K. Yancey","doi":"10.2307/4140651","DOIUrl":"https://doi.org/10.2307/4140651","url":null,"abstract":"Sometimes, you know, you have a moment. For us, this is one such moment. In coming together at CCCC, we leave our institutional sites of work; we gather together-we quite literally conveneat a not-quite-ephemeral site of disciplinary and professional work. At this opening session in particular, inhabited with the echoes of those who came before and anticipating the voices of those who will follow-we pause and we","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":"56 1","pages":"297-328"},"PeriodicalIF":0.0,"publicationDate":"2004-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/4140651","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69322484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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