Snapshots of Legends
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Abstract
Welcome to the seventh edition of Una Voce! Inside are essays which represent some of the best writing by Tacoma Community College students during the 2006/2007 academic year.
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It was just over 50 years ago that a proposal for a system of new residential colleges at the University of Toronto was put forward and accepted. A strategy was formulated, plans were established, and the foundations were laid, both literally and metaphorically. What has emerged since then is something more than a college-in the heart of Canada's largest city we have built a neighbourhood where students, faculty, staff and alumni can find friends and feel welcome. Guided by the vision of an inclusive and socially-engaged community, New College works to support students through one of the most important times in their lives, as they prepare to become the leaders of tomorrow. Looking forward to the next 50 years and beyond, the possibilities are boundless-we hope you'll join us on this journey.
SEM Student News, 2015
Graduate students who have taken multiple classes with me like to joke about how frequently I throw around the phrase "community of scholars." I certainly do invoke the term quite a bit, and, as I take on a new role as Coordinator of the MA Literature and Generalist programs, I am committed more than ever to this model of scholarship and professional development at IUP.
SEM Student News, 2014
2016
Deleted: not Deleted:. Deleted: (E) A course taken under the "CR/NC" option may not be repeated for a grade of "AUD." Deleted: F Deleted: Courses must be repeated at the university of Akron.
2013
Call for Submissions 100 2 These authors are represented in two of the required texts for the course, The Norton Book of Composition Studies, and A Guide to Composition Pedagogies. sional writing majors to each group of middle school writers (an initial set, a set after switching groups, and a final set tallied by clickers); we also draw on anecdotal evidence from class discussions of these scores (and the similarities and differences among them). Third, we analyze the actual feedback the groups posted to the wiki for each student writer. Throughout our analysis, we include excerpts from the reflections composed by the college students at the end of the process. In addition, one middle school student's writing, in particular, serves as a provocative point of intersection across the stages of this process. Reframing Responses to Student Writing Paper Jellyfish and Raisin-y Babies: Initial Perceptions of Student Submissions Ted was surprised by the remarkable quality of the writing from the Pennsylvania students. Students submitted detective fiction, dream sequences, fantasy and futuristic fiction, as well as sophisticated memoirs. For example, one student, Grace, from whose text we have permission to quote, submitted a memoir about adjusting to moving and to changes in her family. Her text demonstrates originality and humor as well as trust in her readers. Everyone loved [baby brother]. When we brought him home from the hospital a bunch of people came to see the bright blue eyed baby boy with a crop of pale blond hair and my exhausted mother. Ignoring me in the process, naturally. Just like people always had since they had brought [younger sister] home from the hospital when she was a baby. I didn't care for hospitals. That's where all the babies came from. Some babies were cute and very pretty to look at and adore, like dolls. Others had red, raisin-y, faces and cried too much. They smelled especially undesirable when they needed changing. I never quite understood why my mother loved babies so much. Still don't. She also demonstrated excellent control of syntax in constructing a sophisticated authorial voice: "Later, when I got to Pennsylvania it was still hot but there it was very humid. Sticky hot. Hard-to-breathe-in my-chest hot. Help me, the sun is beating down on me to kill me hot." Most of the texts from this group revealed students who seemed to enjoy writing and who were writing to engage and entertain their readers, not just to earn the approval of a teacher. One student created adult characters of all of the other students in the group and wrote a fictional story of a class reunion gone awry. Another piece ended with a sophisticated reprisal of a beautifully described image from an arts festival of handcrafted jellyfish with candles inside floating up into an evening sky. As one college student would later write in a reflection on the experience, Some of [the students' stories]...I could never think of even if I tried. [One] boy wrote a science fiction short story in which he made up words and mentioned hilarious details that made me chuckle. One writer played well with dialogue and demonstrated its importance in storytelling in general. Another writer used absolutely stunning imagery and captured a scene that I can picture looking at through a photograph from a polaroid camera. In all, Pennsylvania demonstrated some excellent storytelling. The overall quality of the student writing would, we hoped, reframe teacher candidates' idea of what eighth grade writers are capable of, and encourage them to respond to these students as "real writers." NCTE PROMISING YOUNG WRITERS PROGRAM HOLISTIC WRITING EVALUATION SCALE Submissions that receive a 3, 2, or 1 should meet a certain level of effectiveness with regard to organization, content, style, usage, and writing process. Submissions that do not meet this level should receive a 0. 3 Submissions scored as a 3 tend to employ an organizational framework that is especially effective for the topic/genre. The content is particularly effective throughout the piece because of its substance, specificity, or illustrative quality. The work is vivid and precise, with distinguishing characteristics that give the writing an identity of its own within the conventions of the genre/medium, though it may contain an occasional flaw. The work is polished and impressive for the eighth grade. 2 Submissions scored as a 2 are organized effectively for the topic/genre. The content is effective throughout the piece, though the paper may lack the substance, specificity, or illustrative quality of a 3. The stylistic/surface features of the genre/medium are consistently under control, despite occasional lapses. The potential in the writing is realized, though not to the degree that further revision would allow. 1 Submissions scored as a 1 show evidence of the writer's attempt at organization. Content, though effective, tends to be less consistent or less substantive, specific, and illustrative than that found in papers scored as a 3 or 2. The writer generally observes the stylistic conventions of genre/medium but unevenness suggests that the writer is not yet in full command of his/her voice. Some errors are usually present, but they aren't severe enough to interfere significantly with the reader's experience. The potential in the writing is evident, but the work would clearly benefit from further revision.
1998
women! Poor blind victims! Like slaves they patiently drag their chains and bow their heads under the yoke of human laws. With no other guide than an untutored and trusting heart, they choose a master for life" (Gomez de Avellaneda 144). Thus wrote Gertrudis Gomez de Avellaneda y Arteaga (1814-1873) in her novel Sab, published in Spain in 1841. Depicting the forbidden topic of love between a mulatto slave and an aristocratic white woman, this book was a work of tremendous controversy and was banned in Gomez de Avellaneda's native island of Cuba in the nineteenth century. The controversy extended well beyond the taboo of mixed relationships, however, for Gomez de Avellaneda, as the quotation above illustrates, exposed the plight of aristocratic women in the patriarchal society of which she was a member. In the same century, a literary figure of the southern United States, Mary Boykin Chesnut (1823-1886), depicted the fate of women within her own culture in similar terms. "There is no slave, after all, like a wife," she wrote in her Diary (59). A member of the southern aristocracy during the antebellum and Civil War period, and one of its sharpest critics, Chesnut, like GOmez de Avellaneda, published her literary attacks on the systems of oppression that condemned both women and blacks to servitude. Now available 116-123). With the prevalence of peoples of diverse races, including the indigenous populations, as well as the African, the traditional Spanish obsession with the concept of limpieza de sangre, or purity of blood, intensified. Mea-9 Community College Humanities Review 19 Community College Humanities Review Works Cited

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