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4. Defining Access to Undergraduate Research in Writing Studies: A Proposed Model for Increasing Support, Opportunity, and Participation

Author

Lockett, Alexandria, Babcock, Rebecca Day, and Hart, D. Alexis

Abstract

This article examines how to increase access to undergraduate research within the interdisciplinary field of writing studies. Drawing on experiences with this effort, the authors argue that students need a more diverse range of opportunities to participate in undergraduate research. The article presents and analyzes three case studies of undergraduate research in writing studies that expand traditional models.

Published
2021

5. Writing Programs, Veterans Studies, and the Post-9/11 University: A Field Guide. CCCC Studies in Writing & Rhetoric (SWR)

Author

National Council of Teachers of English, Hart, D. Alexis, Thompson, Roger, Hart, D. Alexis, Thompson, Roger, and National Council of Teachers of English

Abstract

For good reasons, the rise of veterans studies has occurred within the discipline of writing studies, with its interdisciplinary approach to scholarship, pedagogy, and community outreach. Writing faculty are often a point of first contact with veteran students, and writing classrooms are by their nature the site of disclosures, providing opportunities to make connections and hear narratives that debunk the myth of the stereotypical combat veteran of popular culture. D. Alexis Hart and Roger Thompson offer rich academic inquiry into the idea of "the veteran" as well as into ways that veteran culture has been fostered or challenged in writing classrooms, in writing centers, and in college communities more generally. Presenting a more nuanced approach to understanding "the veteran" leads not only to more useful research, but also to more wide-ranging and significant scholarship and community engagement. Such an approach recognizes veterans as assets to the college campus, encourages institutions to customize their veterans programs and courses, and leads to more thoughtful engagement with veterans in the writing classroom.

Published
2020

6. Multiple Forms of Representation: Using Maps to Triangulate Students' Tacit Writing Knowledge

Author

O'Sullivan, Íde, Hart, D. Alexis, Holmes, Ashley J., Knutson, Anna V., Sinha, Yogesh, and Yancey, Kathleen Blake

Abstract

This article draws on examples of student interviews incorporating multiple modalities to explore the writing lives of students as part of a larger project focusing on participants' experiences of writing within and beyond the university. We explain this innovative, iterative research method combining multiple texts and maps, characterizing it as a kind of triangulation operating inside the frame of the interview. Through students' triangulated multiple representations, the interviewer learns about, and from, students' tacit knowledge of their experiences as it is made explicit through multiple modalities: visual as well as linguistic (oral and written). Our study suggests that engaging students in multiple modalities allows researchers to get a more comprehensive understanding of participants' experiences. Moreover, as we demonstrate from our findings, students found that the mapping activity helped them understand their own writing and the relationships among their spheres of writing more fully. We argue for the value of engaging research participants in multiple modalities as a way of eliciting tacit knowledge through triangulating the data in the discourse-based interview.

Published
2022

7. Reading, Writing, and Rhetoric: The Three R's of Civic Education.

Author

Hart, D. Alexis

Abstract

This paper contends that modern compositionist courses have successfully met the goal of training students to become socially productive citizens by teaching them to be proficient "readers" who critically examine the sources and dissemination of knowledge, but that the field has fallen short of its goal of training students to actively produce their own knowledge because it is presenting a restricted view of what it means to "write" well. The paper argues that because most English departments focus on reading and interpretation of texts, the majority of students who take freshman composition leave believing that "good" writing means grammatically correct writing rather than writing that is morally or politically engaged or writing that constructs or produces new forms of knowledge. By examining the standard departmental syllabi, anthologies, writing handbook, and grading sheet for the 2-semester Freshman Composition sequence at the University of Georgia, the paper shows how reading is privileged over writing and how this hierarchy results in an over-emphasis on writing as a rule-bound skill to be mastered rather than a meaningful way of inventing new ideas and encouraging civic engagement. The paper first gives a brief overview of the history of rhetoric and then examines a syllabus from "a typical large land-grant university" (University of Georgia) to show that many freshman composition courses are still rooted in 19th-century concerns, and that this results in students achieving the status of "reflective" citizen "readers," but falling short of becoming "active" citizen "rhetors." (Contains 10 references. Course materials are attached.) (NKA)

Published
2002

12. Lifewide Writing across the Curriculum: Valuing Students' Multiple Writing Lives Beyond the University.

Author

HOLMES, ASHLEY J., YANCEY, KATHLEEN BLAKE, O'SULLIVAN, ÍDE, HART, D. ALEXIS, and SINHA, YOGESH

Subjects
LIFE writing, COMMUNITIES, EUROPEAN communities, CLASSROOM environment, HOLISTIC education, STUDENTS, FLIPPED classrooms
Abstract

A lifewide approach to writing and writing across the curriculum (WAC) recognizes education as a holistic endeavor that values the range of environments in which learning occurs (Commission of the European Communities, 2000; Skolverket, 2000). Drawing on student data (surveys, interviews, and maps) collected from students at six institutions across three continents, we document and describe the rich writing lives students experience within their course-based, self-motivated, civic, internship, co-curricular, work-based, and other "spheres" of writing (see O'Sullivan et al., 2022; Yancey et al., 2022). Students' writing lives are located across a diverse set of spheres, often providing for authentic writerly roles, and are characterized by six features: (1) writing regularly/sustained engagement; (2) valuing writing; (3) engaging in personal expression and having an opportunity to be heard; (4) using writing for entry into and continuation of community membership; (5) perceiving writing as providing rich connections; and (6) being aware of and accepting challenges inherent to writing. WAC programs, we believe, would benefit from re-envisioning WAC through a lifewide lens and working to better understand students' lifewide writing lives. Lifewide WAC practices draw from and support student writers in lifewide learning by eliciting students' prior writing experiences, using lifewide writing as a bridge for entry into disciplinary communities, assigning meaningful and diverse genres of writing, and being transparent about the complexities inherent in classroom-based writing and in writing spheres beyond the university. More than inviting students as stakeholders in program design or partnering with various programs on campus, Lifewide WAC provides an opportunity to increase students' agency as they continue to develop lifewide writerly identities. [ABSTRACT FROM AUTHOR]

Published
2022
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14. Standing Up To Be Counted: Female Military Personnel and Online Mentoring

Author

Hart, D. Alexis, Allegheny College, Virginia Tech. Department of English. Center for the Study of Rhetoric in Society, Virginia Tech. Veterans Studies Group, and Weimerskirch, Barbara

Subjects
Gender stereotypes, Online communities, ViS, Mentoring, Female veterans, Veterans in Society
Abstract

Women working in male-dominated fields such as science and the military often encounter challenges fitting into their workplace communities, feeling themselves to be cast as less intelligent and less powerful (physically and with regard to leadership). The problems connected to gendered stereotypes do not end once female military personnel leave the military service. As a result, female veterans often downplay their skills and accomplishments and do not identify themselves with the veteran moniker. Several online communities for military women have emerged that strategically use Web 2.0 technologies to enable female military personnel to mentor each other in relatively safe electronic spaces to support the professional and personal growth of participants and to articulate personally and publicly the reasons why women, too, “count” as veterans. The Second Conference on Veterans in Society: Humanizing the Discourse was held at the Hotel Roanoke in Roanoke, VA from April 27-28, 2014 Presented during Panel Session 3A: "How to Tell a Woman’s War Story: Gender, Service, Support, and Storytelling", moderated by Barbara Weimerskirch Includes conference paper and presentation slides

Published
2014

16. Writing War: Veterans in the College Writing Classroom

Author

Hart, D. Alexis and Thompson, Roger

Subjects
College writing, Writing composition, Writing program administration, ComputingMilieux_COMPUTERSANDEDUCATION, ComputingMilieux_COMPUTERSANDSOCIETY, WPA, Veterans
Abstract

As writing classrooms may be the primary locations where students' military experiences are shared, writing instructors bear special ethical responsibility when teaching veterans. A discussion of research conducted with the support of a Conference on College Composition and Communications (CCCC) Research Initiative Grant, investigating the demographics of Post-9/11 military veterans who are entering college writing courses.

Published
2013

17. Local Military Matters: Bridging the Military-Civilian Gap through College-Community Interactions

Author

Hart, D. Alexis and Hart, D. Alexis

Abstract

The call for papers for the 3rd annual Veterans in Society Conference included a statement made by President Ruscio of Washington & Lee University in which he wondered "whether people with different backgrounds, different experiences and different opinions can address difficult questions and, if not necessarily agree with one another, at least strive, with mutual respect, to better understand each other and to find common ground." Similar questions have been asked by generations of military veterans with respect to the potential impact of their military backgrounds and experiences in their lives as civilians. The oft-cited PEW Research Center's 2011 study of war and sacrifice in the Post-9/11 era draws attention to the "military-civilian gap" and notes that this gap "is much wider among younger respondents." Consequently, as Woll writes, "Reintegration challenges can be particularly pronounced for young service members and veterans enrolling in or returning to colleges, universities . . . where most of the students are younger and lack experience with and exposure to the military." Such lack of experience and understanding on the part of "traditional" college students not only can lead to student-veterans feeling frustrated or isolated in classrooms but also, at an extreme, result in behaviors such as those of the University of Florida fraternity members whose chapter was suspended after an incident in which disabled military veterans were verbally insulted and spat upon. In an effort to bridge the "military-civilian gap" and to help military veterans and college students "better understand each other," I designed a first-year seminar titled "Meadville's Military Matters" in which first-year college students at a fouryear liberal arts college interacted with, interviewed, and composed profiles and "war stories" (using David Venditta's War Stories: In Their Own Words as a model) for military veterans in the local community. While doing so, the students wer

Published
2015

22. Inquiring Communally, Acting Collectively: The Community Literacy of the Academy -Women eMentor Portal and Facebook Group.

Author

Hart, D. Alexis

Subjects
WOMEN military personnel, WORK environment, MALE domination (Social structure), LITERACY & society, MENTORING
Abstract

Women who work in highly male-dominated fields such as science and the military often find it difficult to establish a place for themselves within their workplace communities. In this essay, I examine how two related online communities for military women enable participants to overcome their workplace isolation, form a collective consciousness, find positive mentorship, and develop a community literacy that affords them a voice through which to enact both personal and public change. [ABSTRACT FROM AUTHOR]

Published
2011
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23. A Rhetoric of Style.

Author

Hart, D. Alexis

Subjects
COMPOSITION (Language arts), NONFICTION
Abstract

The article reviews the book "A Rhetoric of Style," by Barry Brummett.

Published
2010

24. Race and/or Reconciliation : Proceedings of the 3rd Conference on Veterans in Society

Author

Nobles, Heidi, Davitt, Marcia, Center for the Study of Rhetoric in Society, Virginia Tech. Veterans Studies Group, Dubinsky, James M., Pencek, Bruce, Catherwood-Ginn, Jon, Quigley, Paul, Reed, Wornie L., Fields, Cynthia, Grady, Judy, Jones, Cheryl, Karnes, Daniel, Stevers, Tammy, Miller, COL John, Morse, Patricia, Sandoz, Elizabeth, Waalkes, Ruth, Hart, D. Alexis, Williamson, Richard A., Lembcke, Jerry, Kennedy, John C., Hepburn, Sharon A. Roger, Musil, Donna, Price, Stuart V., Giguere, Joy M., Duffey, Suellynn, Grant, Leonard Francis III, Craig, Jim, Grohowski, Mariana, Dahlstrand, Kate, and Gunsallus, April L.

Subjects
ComputingMilieux_GENERAL, ViS, Military, Retired military personnel--United States, ComputingMilieux_COMPUTERSANDEDUCATION, Race relations, Race and/or Reconciliation, the Third Conference on Veterans in Society, GeneralLiterature_REFERENCE(e.g.,dictionaries,encyclopedias,glossaries), ComputingMilieux_MISCELLANEOUS, GeneralLiterature_MISCELLANEOUS, Veterans in Society, Veterans
Abstract

The Veterans in Society (ViS) research group is proud to present the proceedings of the Third Conference on Veterans in Society: Race and/or Reconciliation, with papers that represent a wide range of research and community engagement, and a focus that speaks to the growth of our work over the past several years. Virginia Tech. Department of English. Distinguished Alumni Board Virginia Tech. Department of English Taylor, Myles Virginia Tech. Center for the Arts Virginia Tech. University Libraries Virginia Tech. College of Liberal Arts and Human Sciences Virginia Tech. Office of the Vice President for Student Affairs and Vets@VT Virginia Tech. Office of Associate Vice President for Human Resources Virginia Tech. Office of the Provost Radford University. McConnell Library Virginia Tech. Student Success Center Virginia Center for Civil War Studies Virginia Tech Veterans Caucus (VTVC) Virginia Tech. Center for Peace Studies and Violence Prevention Virginia Tech. College of Architecture and Urban Studies Virginia Tech. College of Natural Resources and Environment Virginia Tech. Department of History Concord University. Department of Sociology Virginia Tech. Institute of Policy and Governance Virginia Tech. Department of English Virginia Tech. ICTAS. National Security Thrust Virginia Tech. Office of Diversity and Inclusion Virginia Tech. Office of the Vice President for Graduate Education Virginia Tech. Office of the Vice President for Undergraduate Education Virginia Tech. Pamplin College of Business Virginia Tech. Race and Social Policy Research Center Concord University. Social Work Program Association of the United States Army (AUSA), Stonewall Jackson Chapter Lisle, Ali Haskins Virginia Tech. College of Liberal Arts and Human Sciences. Women’s and Gender Studies Program "First published 2016." Race and/or Reconciliation, the Third Conference on Veterans in Society, took place in Roanoke, VA from November 12-14, 2015. Conference hosted by the Center for the Study of Rhetoric in Society, Department of English http://www.rhetoric.english.vt.edu/ The CSRS is a proud Commemorative Partner of the Vietnam War Commemoration. To learn more about the Commemoration, please visit www.vietnamwar50th.com. In Memoriam: Many of the donations that funded this conference were made with specific individuals in mind. Three donors made specific bequests, which we want to honor: In memory of Staff Sgt. James Will; In memory of Captain Douglas Taylor Gray, III; In memory of 1st Lt Al Giddings, VTCC, Class of 1966 Front cover photo of African American and Caucasian soldiers together during World World II. Image from the United States Army and courtesy of the Harry S. Truman Library & Museum. Public domain. Available online at http://www.trumanlibrary.org/photographs/view.php?id=303. Back cover photo by Master Sgt. A.J. Coyne, Virginia National Guard Public Affairs. Airmen of the 203rd RED HORSE Squadron (August 8, 2015). Public domain. Available online from Virginia National Guard at http://vaguard.dodlive.mil/2015/08/28/7984/.

Published
2016

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