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":null,"pages":null},"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}
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":null,"pages":null},"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 : 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":null,"pages":null},"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}
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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
J. Hollowell, Michael P. Clark, S. Mailloux, Christine Ross
{"title":"Responses to \"Education Reform and the Limits of Discourse:Rereading Collaborative Revision of a Composition Program's Textbook\"","authors":"J. Hollowell, Michael P. Clark, S. Mailloux, Christine Ross","doi":"10.2307/4140652","DOIUrl":"https://doi.org/10.2307/4140652","url":null,"abstract":"","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2004-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/4140652","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69322495","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}
In this essay, I analyze Kenneth Burke's Cold War pedagogy and explore the ways it connects to (and complicates) Paulo Freire's conception of praxis. I argue that Burke's theory and practice adds a rhetorical nuance to critical reflection and then envision how his 1955 educational concerns gain significance for teachers and scholars today who, like Burke, live in a time "when war is always threatening.:'
{"title":"Becoming Symbol-Wise: Kenneth Burke's Pedagogy of Critical Reflection.","authors":"J. Enoch","doi":"10.2307/4140650","DOIUrl":"https://doi.org/10.2307/4140650","url":null,"abstract":"In this essay, I analyze Kenneth Burke's Cold War pedagogy and explore the ways it connects to (and complicates) Paulo Freire's conception of praxis. I argue that Burke's theory and practice adds a rhetorical nuance to critical reflection and then envision how his 1955 educational concerns gain significance for teachers and scholars today who, like Burke, live in a time \"when war is always threatening.:'","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2004-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/4140650","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69322478","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}
G. Smitherman, Víctor Villanueva, Suresh Canagarajah
It s no secret that, in most American classrooms, students are expected to master standardized American English and the conventions of Edited American English if they wish to succeed. "Language Diversity in the Classroom: From Intention to Practice "works to realign these conceptions through a series of provocative yet evenhanded essays that explore the ways we have enacted and continue to enact our beliefs in the integrity of the many languages and Englishes that arise both in the classroom and in professional communities.Edited by Geneva Smitherman and Victor Villanueva, the collection was motivated by a survey project on language awareness commissioned by the National Council of Teachers of English and the Conference on College Composition and Communication.All actively involved in supporting diversity in education, the contributors address the major issues inherent in linguistically diverse classrooms: language and racism, language and nationalism, and the challenges in teaching writing while respecting and celebrating students own languages. Offering historical and pedagogical perspectives on language awareness and language diversity, the essays reveal the nationalism implicit in the concept of a standard English, advocate alternative training and teaching practices for instructors at all levels, and promote the respect and importance of the country s diverse dialects, languages, and literatures. Contributors include Geneva Smitherman, Victor Villanueva, Elaine Richardson, Victoria Cliett, Arnetha F. Ball, Rashidah Jammi Muhammad, Kim Brian Lovejoy, Gail Y. Okawa, Jan Swearingen, and Dave Pruett.The volume also includes a foreword by Suresh Canagarajah and a substantial bibliography of resources about bilingualism and language diversity."
众所周知，在大多数美国课堂上，如果学生想要成功，他们就必须掌握标准化的美国英语和编辑过的美国英语的惯例。“课堂上的语言多样性:从意图到实践”通过一系列具有争议性但不偏不倚的文章来重新调整这些概念，这些文章探索了我们如何制定并继续制定我们对课堂和专业社区中出现的许多语言和英语的完整性的信念。由日内瓦·史密瑟曼和维克多·维拉纽瓦编辑的这本书是受国家英语教师委员会和大学写作与交流会议委托进行的一项关于语言意识的调查项目的启发而出版的。他们都积极支持教育多样性，讨论了语言多样化课堂中固有的主要问题:语言与种族主义、语言与民族主义，以及在尊重和颂扬学生母语的同时教授写作所面临的挑战。这些文章从历史和教学的角度探讨了语言意识和语言多样性，揭示了标准英语概念中隐含的民族主义，倡导各级教师的另类培训和教学实践，并促进了对国家多样化方言、语言和文学的尊重和重要性。撰稿人包括Geneva Smitherman、Victor Villanueva、Elaine Richardson、Victoria Cliett、Arnetha F. Ball、Rashidah Jammi Muhammad、Kim Brian Lovejoy、Gail Y. Okawa、Jan Swearingen和Dave Pruett。该卷还包括苏雷什·卡纳加拉贾的前言和大量关于双语和语言多样性的资源参考书目。”
{"title":"Language Diversity in the Classroom: From Intention to Practice","authors":"G. Smitherman, Víctor Villanueva, Suresh Canagarajah","doi":"10.2307/4140656","DOIUrl":"https://doi.org/10.2307/4140656","url":null,"abstract":"It s no secret that, in most American classrooms, students are expected to master standardized American English and the conventions of Edited American English if they wish to succeed. \"Language Diversity in the Classroom: From Intention to Practice \"works to realign these conceptions through a series of provocative yet evenhanded essays that explore the ways we have enacted and continue to enact our beliefs in the integrity of the many languages and Englishes that arise both in the classroom and in professional communities.Edited by Geneva Smitherman and Victor Villanueva, the collection was motivated by a survey project on language awareness commissioned by the National Council of Teachers of English and the Conference on College Composition and Communication.All actively involved in supporting diversity in education, the contributors address the major issues inherent in linguistically diverse classrooms: language and racism, language and nationalism, and the challenges in teaching writing while respecting and celebrating students own languages. Offering historical and pedagogical perspectives on language awareness and language diversity, the essays reveal the nationalism implicit in the concept of a standard English, advocate alternative training and teaching practices for instructors at all levels, and promote the respect and importance of the country s diverse dialects, languages, and literatures. Contributors include Geneva Smitherman, Victor Villanueva, Elaine Richardson, Victoria Cliett, Arnetha F. Ball, Rashidah Jammi Muhammad, Kim Brian Lovejoy, Gail Y. Okawa, Jan Swearingen, and Dave Pruett.The volume also includes a foreword by Suresh Canagarajah and a substantial bibliography of resources about bilingualism and language diversity.\"","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2004-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/4140656","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69322517","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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