Writing Program Research Articles

The spatiotemporal dynamics of translingual practices and agency: A three-year longitudinal study of a migrant youth from Uzbekistan to South Korea

ABSTRACT With the large influx of Russian-speaking migrant workers and their children to South Korea, there is a growing need to explore the language and literacy practices of emerging multilingual learners. Specifically, as the Korean language is predominantly used in South Korean contexts, including school, Russian-speaking children face enormous linguistic and academic challenges and demonstrate different language practices in and out of school contexts. Drawing upon the conceptual frameworks of translingualism and agency, this three-year longitudinal case study attempts to investigate how and for what purposes an emergent multilingual youth executes his agency to engage in translingual practices within and across different contexts (in and out of school, and in an after-school program called Translingual Writing Program) and how his participation in translingual practices influences how he exercises his agency as a language learner. This study employs multiple sources of data to build a multifaceted perspective on an emerging multilingual youth’s translingual practices and agency across multiple contexts over the course of three years. The findings suggest that the youth’s engagement in translingual practices became more agentive and active under circumstances in which his multilingual beliefs and competence were valued, and where a relatively large number of resources were available.

Toward Sustainable Writing Programs in the Quality Enhancement Plan Era

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‘But what are they?’: Zine-making and invitational creative practice in an undergraduate creative writing class inspired by the work of Lynda Barry

This illustrated article offers a record of work done for a third-year undergraduate module called Creative Writing and the Self, as part of the Creative and Professional Writing programme at the University of the West of England, Bristol, in the autumn term of 2021, where students created zines as a record of their student experiences, which corresponded to the years of the pandemic. The article considers the students’ creative process and what is communicated in the zines, pages from which illustrate the article, informed by the methodology of Lynda Barry. The module offered the opportunity for staff and students to use a more open-ended rhetoric than elsewhere on their course(s), and the article considers this alongside the pedagogical implications of a hybrid and multimodal form and approach, of telling stories using text and images, inviting acknowledgement and observation, rather than judgement.

Skeleton, and: Skeleton, and: Skeleton

Skeleton, and: Skeleton, and: Skeleton Deborah Landau (bio) SKELETON Strutting avec Cyndi Lauper, a flourish. Stuntkissing Kevin S. behind school on roller skates getting allelectric in biology class, at Dairy Queen, babysitting, Louie M.lying on top of me under layers of Michigan winter we wereexcessive. Those scenarios could get orthodontically complex.Trepidatious afterglow we'd saunter back to school. Who neededoratory? We were mad for the body in its meant-for-pleasure finery, lips a-cherry,nails glossed wine, libido an overdrive meant to keep us here a long time. [End Page 22] SKELETON Spooky! Everyone under their faces seems to bekaput know what I mean?Excessive sprawl of generations emptying onwardlabile, fleeting then that's it forever, bang.Eager to stay, I take the kale and kombuchatoting a calamitous hairdo and wrecked face asonward we sublimate (bones, bones, bones)never again veiled in skin. [End Page 23] SKELETON Sugar withdrawal symptoms turn out to be, what, exactly—keto flu, depression,killer headaches and cravings (cravings) (cravings)endorphins how I long for you— longing, that's a sugar andlove is, morning sun too, especially through French windows andearth is a sugar while it still greens around us. What else sweetens? not the internet nottweets, except maybe Alex's which are really poems in tweet's clothing, definitely notone (a tweet) from the president yet iced with the season's firstnarcissus blooms this day & somehow it's still a thrill to wake, warmbodied alive. [End Page 24] Deborah Landau deborah landau is the author of five books, including Skeletons. She is a professor and director of the NYU Creative Writing Program. Copyright © 2022 Yale University

Of Poets and Doctors

In this personal narrative, adapted from my memoir of my years in Doha, I present a digest of the educational philosophy that informed four years of my teaching at the Weill Cornell Medical College in Qatar, as WCM-Q was known when first established. As an author, artist, educator and practitioner of complementary alternative medicine who has worked with international students over many years, and in my therapeutic practice treated many clients from diverse backgrounds, I had much to bring to my teaching and to my position as Coordinator of the Writing Program in the college&apos;s Premedical Studies department. The years 2005 – 2009 were crucial in Qatar&apos;s development as an “education economy” and cosmopolitan crossroads, and I was eager to work with first and second year premed students on their way to our Medical Studies program—the first to grant American medical degrees anywhere overseas. It&apos;s not really so difficult for motivated, well instructed students to learn to write college level essays, but I also wanted these science-minded future doctors to learn what sorts of questions are asked in fields of the humanities. I wanted them to have a taste of what Socrates meant when he said, “The unexamined life is not worth living.” Such inquiry goes with learning the skills of close reading, literary analysis, and research methodology, which were the bases of my writing seminars. As well, in my course on literature and psychology, I introduced future doctors to the archetype of the shaman as wounded healer. I related this concept to my own undergraduate crisis that resulted in my choosing to become a poet rather than a doctor of veterinary medicine, and eventually to becoming certified as a hypnotherapist and establishing my private practice. Things might have changed somewhat since I left Qatar, but in this presentation I hope to inform my audience of what we started with at WCM-Q and how I succeeded with my students. I invite colleagues to consider how they approach the subjects of Narrative Medicine and Medical Humanities today to teach students in the Middle East.

The Effectiveness of Classroom Exercises in the Teaching and Learning of Creative Writing in Tertiary Institutions

This study investigates the effectiveness of classroom exercises in the teaching and learning of Creative Writing in tertiary institutions. The exercises presented in this study are restricted to the three basic genres of literature: drama, prose and poetry. In contemporary scholarship, Creative Writing is part of the curriculum of tertiary education. Creative Writing programmes continue to develop in different parts of the world, with emphasis on workshops which promote the acquisition of the craft through different pedagogical approaches. The thrust of such approaches is that creative writing courses can be significantly assessed to measure individualistic progress of the learners. Creative Writing exercises test and evaluate discrete skills in the course. Hinging on the Non-traditional Academic Approach which posits that evaluation is crucial in the teaching and learning of Creative Writing, this study concludes that classroom exercises are potent instruments for teaching and learning Creative Writing in tertiary institutions.

Write and Let Go: An Online Writing Program for University Students.

BackgroundThere are a plethora of studies on expressive writing and positive writing interventions, but few have addressed the combination of both paradigms. Additionally, research on the role of ambivalence toward change in the context of writing-based interventions is lacking. Ambivalence toward change is a natural movement of approaching and avoiding change that may occur in various situations. In psychotherapy, its resolution is associated with successful outcomes.AimThis study tested the efficacy of a combination of expressive and positive writing paradigms in an internet-based intervention to improve university students’ mental health. Additionally, focusing participants on a current, unresolved problem allowed us to explore the possible role of ambivalence toward change as a mediator of the intervention’s results.MethodsWe recruited 172 participants who were randomly divided into experimental (n = 85) and control (n = 87) groups. The intervention consisted of the identification of a current problem and four writing tasks on consecutive days. Assessment was conducted at baseline and posttest in both groups and at follow-up in the experimental group. Participants in the experimental condition were also assessed after each task. Measures of anxiety, depression, rumination, ambivalence toward change, distress, and wellbeing (optimism, affect, and satisfaction with life) were collected.ResultsMultivariate analysis of variance (MANOVA) showed that participants in the experimental group had a significant decrease from baseline to posttest in ambivalence toward change and rumination when compared with the control group. These results were maintained at follow-up. No differences were found in the remaining measures. Within the experimental group, ambivalence toward change, rumination, and distress significantly decreased throughout the intervention and the exploratory mediation analysis indicated that ambivalence toward change partially mediated the improvements in rumination and distress.DiscussionConsidering different perspectives about a current problem and using a combination of expressive and positive writing fostered the reduction of ambivalence toward change and rumination. Ambivalence toward change reduction after the second writing task may have created optimal conditions for the subsequent decrease in rumination and distress. Future studies should replicate this finding and dismantle the components that are more adequate in changing these variables.

Twenty-five Years: Logos and My Catholic Life

Twenty-five YearsLogos and My Catholic Life David Paul Deavel Key Words religious conversion, Logos Journal This is the final issue of Logos for which I have served as editor. By the time you are reading this issue, I will have departed from St. Paul, Minnesota, to join the theology department at the University of St. Thomas in Houston, Texas. Leaving the University of St. Thomas for the University of St. Thomas sounds like the verbal equivalent of an M. C. Escher painting or perhaps the plot teaser for a bit of Philip K. Dick fanfiction written by a pious millennial nerd. I am long used to confusions of this sort. The editor of Logos: A Journal of Eastern Christian Studies is Adam Deville. Logos, Logos; Deavel, Deville. Confusions aside, I like to think of my move, however, as on one level just an inverted outdoor activity strategy. It’s not quite true, but some people say that everywhere you go, you spend about four months trying to stay indoors as much as possible. In Minnesota that period is the winter, while in Texas it is the summer. The truth is that I am extraordinarily excited about my new position and the possibilities inherent in it. St. Thomas in Houston is a newer (1947) and smaller (about 2,700 undergraduates and 1,300 graduate students), but very dynamic institution. As a member of the theology department, I will have as colleagues Logos contributors [End Page 5] Thomas Harmon, Randy Smith, and Sr. Albert Marie Surmanski. My teaching will be in the graduate theology program, the Archdiocese of Galveston-Houston’s St. Mary’s Seminary, and the undergraduate core curriculum. I hope to contribute something to the work of Logos contributors James Matthew Wilson and Joshua Hren, who both joined the university last year to co-found a Master of Fine Arts in Creative Writing program that is “committed expressly to a renewal of the craft of literature within the cosmic scope, long memory, and expansive vision of the Catholic literary and intellectual tradition.”1 There is a lot more to say about my new destination, but this essay is about this journal and my own life as a Catholic, both of which are celebrating their twenty-fifth anniversary this year. The saying, often attributed to Albert Einstein, is, “Coincidence is God’s way of remaining anonymous.” I cannot help but think that the coincidence of the first issue of Logos being issued in spring of 1997 and my own being received into the Catholic Church almost simultaneously has to do with the mischievously hidden workings of a God whose Providence puts things together in ways that are often not seen till much later. I will not say that my destiny was to pull the Red Pen Excalibur from a rock and preside at the Round Table of Logos editorial meetings, but one of the reasons I have loved every second of my nineteen years working on this journal (the last six as editor-in-chief) is that the vision that animates it—of seeing how the glory of Christ radiates from and illuminates both Catholic culture specifically and all human culture—is a large part of what drew me to Catholic faith specifically. My first recollection of Logos: A Journal of Catholic Thought and Culture came a little more than a year after I had been received into the Catholic Church. In the fall of 1998, I was beginning my second semester of graduate work in theology at Fordham University. That time seems another world in more ways than one. Then the internet was beginning to be useful to scholars but had not quite dominated our reading habits in the way it has now. I still had the habit of (and time for) wandering through the current periodicals section [End Page 6] of the university library and flipping through journals, magazines, and newspapers to see what there was in the wide world to know. After assembling a little stack of materials with articles I wished to read rather than skim, I would plop myself down into a chair, spread out, and feast intellectually for an hour or two...

Implementation of the Peer Tutor Model as an Effort to Increase the Effectiveness of Reading and Writing the Qur'an

This study's objective was to assess the application of the peer tutor model in an effort to improve the capacity to read and write the Qur'an. This study employs a qualitative case study methodology. This research utilizes both primary and secondary data types. Observations and interviews with research respondents provided preliminary data for this study, which was done at State Senior High School 1 Cilaku, Cianjur district using the peer tutor approach. The Qur'an Reading and Writing Program with a peer tutor model implemented at the State Senior High School 1 Cilaku, Cianjur, was considered successful because it showed a significant change in students' ability to read the Qur'an. Those who initially were not fluent in reading the Qur'an, slowly but surely, their ability to read and write the Qur'an increased. This can be seen from their attendance list (who often attend Qur'an Reading and Writing, progress is also fast) compared to before participating in the Qur'an Reading and Writing program or those who rarely attend Qur'an Reading and Writing (because of permission or illness).

The Effects of Self-Compassion Writing Program on Self-Compassion, Shame, and Emotional Reaction in University Students with High Shame Tendency: Comparison with Distraction Writing Program

목적 본 연구는 수치심 경향성이 높은 대학생들을 대상으로, 과거 수치심을 경험했던 상황을 회상함으로 인해 나타나는 상태 수치심의 증가와 상태 자기자비의 감소를 변화시키는 데 있어서 ‘자기자비 글쓰기’의 효과를 검증하고자 하였으며, 이를 위해 ‘주의분산 글쓰기’ 처치 조건을 비교집단으로 설정하였다. 방법 연구 과정에서 상태 수치심을 직접적으로 측정하기 위해, 상태 수치심 및 죄책감 척도(SSGS) 가운데 상태 수치심 문항을 번안하고 타당화한 뒤 사용하였다. 실험 전 한국판 수치심 경험 척도(K-ESS)를 작성한 대학생 중 수치심 경험 수준이 높은 46명(남자 11명, 여자 35명)을 선별하여, 수치심을 경험했던 상황을 회상하게 하였다. 그 후, 자기자비 글쓰기 처치 집단, 주의분산 글쓰기 처치 집단에 각 23명(남자 5명, 여자 18명; 남자 6명, 여자 17명) 씩 무선할당 하였으며, 각 처지집단 별로 상태 자기자비, 상태 수치심 및 정서반응(행복감, 슬픔, 분노감, 불안감)을 수치스러운 경험의 회상 전, 회상 후, 글쓰기 처치 후에 각각 측정하였다. 결과 두 처치 집단 모두 글쓰기 처치 후 상태 자기자비가 증가하였고 상태 수치심과 불안감이 감소하였으나, 자기자비 처치 집단이 주의분산 처치 집단에 비해 상태 자기자비와 상태 수치심, 불안감의 변화량이 유의하게 더 큰 것으로 나타났다. 두 처치 집단 모두 처치 후 슬픔과 분노감이 감소하고 행복감이 증가하였으나, 집단 간 유의한 차이를 보이지 않았다. 결론 이러한 결과는 자기자비 글쓰기가 수치심 경향군의 상태 자기자비 함양 및 상태 수치심과 불안감 감소에 효과적이며 그 효과가 주의분산 글쓰기보다 우수함을 시사한다. 끝으로, 본 연구의 제한점과 의의에 관해 논의하였다.

About the Authors

About the Authors

The Last of Him

Reviewed by: The Last of Him Nadra Mabrouk (bio) When floods rose, the tree branches thinned,carrying nothing but menses. Barren, deficientof the most precious of metals, I walk the pathmy mother plows through, tearing at tinsel on my body.There is never a clearing; the path encircles the darkest woodlandwhere everything is either pregnant or rotting, asleep.New-age medicine says this is where to come for healing,but instead, the bark, cracking, showed my future—how to run while looking back, everything certain as blood. Click for larger view View full resolution MERIKOKEB BERHANU (ETHIOPIA/US), UNTITLED LII (2020), ACRYLIC ON CANVAS, 60 X 48 IN. / COURTESY OF ADDIS FINE ART [End Page 53] Nadra Mabrouk Nadra Mabrouk is the recipient of the Brunel International African Poetry Prize and the 2019 Amy Award from Poets & Writers magazine. She holds an MFA from the New York University Creative Writing Program, where she was a Goldwater Fellow. The author of the chapbook Measurement of Holy (Akashic, 2020), she works in publishing and teaches in New York City. Copyright © 2022 World Literature Today and the Board of Regents of the University of Oklahoma

Livestream

Livestream Matthew Tuckner (bio) Yellowstone National Park I watch schools of salmon lend themselves with pleasure to the mouths of grizzly bears when everything that's supposed to sit circled quietly around me starts shouting, the fat brick of hash I told my friend not to let me keep, not even if I kowtow at the knees for it, the pair of garish rotisserie chickens peppered with rosemary gossiping in the fridge, the little stipples of spinach I bestow gorgeous honorifics upon before they're sluiced from my teeth & swept down the drain. It's when the video teems, buffers, & leaps forward in time, losing time as it moves, that I misplace the bear I had come to love for the way she carries what remains of the fish after they've been fleeced of meat notched in her auburn fur like gaudy opals. Falling for [End Page 19] how she lumbered & caterwauled, lifting her snout to goad whatever wind the river carried with it, I felt myself, much like the thin-beaked heron entering the water without breaking the water, shocked at how easily I can sneak through this life. The dolly cants the camera & the camera cants my eye past the blotch of vetch blurred on the shoreline, yards beyond the center of the lens, just another perennial I'd find listing & losing its color in my mother's garden. Foraging for my bear by the strings of bone that bangle the thick muscles of her wrists, I wonder what the lens would find if it spun around & racked its focus: the way I bump my snout up against a big green button when it's feeding time, how I lick my coat until it sparkles & I can finally purr myself to sleep. When I was kept in a cage because I couldn't gather language to cradle the reasons I wanted to leap into the mouth of a beast that would catch & destroy me, my mother sent missives repeating be good & don't die, among other dreadful spondees. [End Page 20] When the lock was unlatched, & a clear, blue sky pinned my pupils, I should've been better, I will get better, I still say, a sentence I scan for its stresses, finding nothing but my plain as bone sadness. It would be wise to ape the species of duck I don't know the name of, that floats past the bears it confuses for hills, hopscotches between slipstreams of blood, ducks its bill below the surface, & slides down the long arc of a waterfall. I push my face flush against the screen to glimpse the better place it's tumbled to when a window pops up & tells me I can have twenty more minutes, but only if I pay for it. [End Page 21] Matthew Tuckner Matthew Tuckner is a writer from New York. He is currently an MFA candidate in Creative Writing at NYU where he is Poetry Editor of Washington Square Review and teaches in the Undergraduate Writing Program. He is the recipient of a University Prize from the Academy of American Poets, and was a finalist for the inaugural Prufer Poetry Prize. His poems have appeared or are forthcoming in 32 Poems, Colorado Review, The Missouri Review, Bennington Review, Bat City Review, Image, New Ohio Review, Poetry Northwest, and Sixth Finch, among others. Copyright © 2022 Pleiades and Pleiades Press

After the First Night Alone, Somewhere New

After the First Night Alone, Somewhere New Diannely Antigua (bio) I'm up too early organizing my pillsin the drawer I'll use only for a month,and the shampoo in the shower—always label facing out.Home is where my compulsions are, home is whereI've cried the most. In Brooklynevery L train was home, those late nightsor early mornings of giving into what I thought I deserved. I deservedless than love then. I deserved the shriekof the subway, digging the cityfrom underneath my fingernails. Homewas where the water turned grey, washingmy hands caked with New York's dailygift. Once, I was taught home was whereGod's people were, and I believed it,wagged my tongue in a languageI don't speak anymore. In this language,I love you could have sounded like a trippySound of Music, like shuffling the solfège syllables—si do re mi fa la fa la sol ti re mi—over andover until the trance left you falling out,the Spirit waiting to catch you. I would've fallenfor any lord. I would've fallen for the fallenangel himself, if he promised mebelonging, the intoxicating smellof my beloved's shirt, the armpitsripe with it. [End Page 106] Diannely Antigua Diannely Antigua is a Dominican American poet and educator, born and raised in Massachusetts. Her debut collection Ugly Music (YesYes Books, 2019) was the winner of the Pamet River Prize and a 2020 Whiting Award. A graduate of nyu's Creative Writing Program, she is the recipient of fellowships from CantoMundo, Community of Writers, and the Fine Arts Work Center Summer Program. She resides in Portsmouth, New Hampshire, where she is the poet laureate. Copyright © 2022 University of Nebraska Press

About the Contributors

About the Contributors

Keep Teaching: Leveraging Disruption as a Catalyst for Change

In response to the COVID-19 global pandemic, the University of Maryland (UMD) Libraries quickly switched to online teaching and learning. This disruption created a chance for innovation, allowing the UMD Libraries to scale back nonessential functions and focus on improving mission-critical work. The authors present the teaching program at UMD Libraries as a case study for innovation under pressure, highlighting three areas: (1) redevelopment of the Fearless Teaching Institute, an online professional development program for library teachers; (2) transition of a fundamental program—the Academic Writing Program—from an in-person to an online learning environment; and (3) redesign of the Research and Teaching Fellowship, a teacher training program for master of library and information science (MLIS) students, all to better support online learning and pedagogy.

Can an Online Expressive Writing Program Support People with Inflammatory Bowel Disease? A Feasibility Randomised Controlled Trial

Can an Online Expressive Writing Program Support People with Inflammatory Bowel Disease? A Feasibility Randomised Controlled Trial

Does the Decline of the Humanities Track the Decline in Civil Society?

The following conversation took place on January 28, 2022 in Davis California between Margaret Ferguson, David Simpson, Andrea Ross and the interviewer, NASJ editor Andrew Majeske (AM). Margaret Ferguson (MF), Professor Emerita at UC Davis, is author of Dido’s Daughters: Literacy, Gender and Empire in Early Modern England and France, as well as other books and numerous articles. She is a member of the American Academy of Arts and Sciences, she is past president of the Modern Language Association, and she was co-editor for the 6th and most recent edition of the Norton Anthology of Poetry. Margie’s husband, David Simpson (DS), Professor Emeritus at UC Davis, retired from there as G. B. Needham Endowed Chair in English. He also is a member of the American Academy of Arts and Sciences, as well as a former Guggenheim Fellow, and is a past president of the Wordsworth-Coleridge Association. He is author of many books, most recently of States of Terror: History, Theory, Literature (U of Chicago P 2019), and Engaging Violence: Civility and the Reach of Literature, forthcoming later this year from Stanford UP. Andrea Ross (AR) is the author of Unnatural Selection: A Memoir of Adoption and Wilderness and teaches in UC Davis’ University Writing Program.

Coalitional literacies of digital safety and solidarity: A white paper on nextGEN international listserv

nextGEN, a listserv and advocacy collective founded and maintained by graduate students across the international field of writing studies, 1 1 “Writing studies,” here, refers to the expansive fields and subfields variously called rhetoric and composition, rhetoric and writing, composition studies, etc. as well as subfields such as computers and writing. This is not an endorsement in the ongoing debates about the proper name(s) of our shared field, rather a choice for consistency. kairotically begun in response to controversial interactions on the Writing Program Administrator-Listserv (WPA-L) in March 2018 (Laughner, 2019; “Where We Are,” 2020; Beare, 2021). Following the release of Vershawn Ashanti Young's 2019 CCCC Call for Papers, the backlash on WPA-L discussed, and in many ways perpetuated, the on-going racialized, linguistic discrimination within writing studies, writ large. As graduate students contributed to these conversations, this situation clearly illustrated their systemic dismissal from disciplinary conversations. In this white paper, we highlight tactical strategies used by nextGEN since its inception to demonstrate the importance of coalitional literacies in digital advocacy spaces. Finally, we conclude by briefly looking forward to future challenges and possibilities for the next generation of nextGEN. Overall, we offer this argument as a “white paper” because it is our–the authors–understanding and situating of the systemic problems that defined the emergence and early work of nextGEN. 2 2 To be exceedingly clear, we are not saying that these commitments are shared among all or even most subscribers to the nextGEN listserv. These commitments express a cultural outcome towards which our actions are meant to build. We fully expect different understandings of nextGEN and its mission to proliferate throughout the collective as well as the general public. We offer readers a specific history, scholarly framework, and model for building and sustaining an international listserv and advocacy space for and by graduate students through coalitional literacies of digital safety and solidarity.

Enhancing Empathy through a Creative Writing Program in Elementary School

Education is not only about the transferring of knowledge, but also about the cultivation of strong social and emotional skills, which are necessary for the strengthening of the social competence of students, their positive self-perception and their success in school. Empathy, which refers to the ability to recognize another person‟s emotional state is one of the basic skills of the 21st century, which helps all students grow up to become active and critically aware citizens. The research/intervention program "Creative Writing and Social Learning Skills", implemented by students of the 5th and 6th grade of elementary schools in Thessaloniki, Greece, explores the enhancement of empathy, through the use of creative writing as an educational tool. Activities used were based on literary texts from Balkan countries and countries of Eastern and Southeastern Europe. The research sample consisted of 573 students, who were divided into the Intervention Group, that implemented the program, and the Control Group, that attended its regular curriculum. The analysis of the level of skills in children, and especially the level of empathy, which is of concern to us in the present study, was carried out using a structured improvised questionnaire, the alpha Cronbach coefficients where of range at very high levels. Study results showed that the Intervention Group exhibited statistically greater improvement in the assessment of empathy compared to the Control Group.