Scholarly Communication

Listen to this interview of Robert Samuels, author of Teaching Writing, Rhetoric, and Reason at the Globalizing University (Routledge, 2021). We talk about grammar, which is what everything really fits inside of. Mostly.Interviewer : "Clearly, the liberal globalist position will cause some pushback. What would you say to our listeners, what would you say to your readers to help them make that pushback into counterargument?"Robert Samuels : "Well, it's difficult, because on one hand, if I'm saying we should focus on logic and reason, it seems like I'm saying that we should ignore emotion, but what I'm also saying is that we should really think about how emotion is manipulated through language and the role that language plays in communication. And so the problem is you want to have a more complex argument, where it's not just either-or. But in our current debate culture it seems that everything often comes into this very polarized either-or discourse. And so it's difficult to figure out how to get people who are not already on your side to listen to you. And I think that's a general problem we have within culture and society, at least in the United States: that is, how to open up this space where people can try to judge arguments based on facts and their merit and their logic and not on some predetermined ideological investment."Daniel Shea, heads Scholarly Communications, a Special Series on the New Books Network. Daniel is Director of the Heidelberg Writing Program, a division of the Language Center at Heidelberg University, Germany. Just write Daniel.Shea@zsl.uni-heidelberg.de Learn more about your ad choices. Visit megaphone.fm/adchoices

Today I talked Joe Essid and Brian McTague about their book Writing Centers at the Center of Change (Routledge 2020). We discuss about critical thinking through writing and we talk about what it is that's critical to writing.Interviewer: What's the next big change you see coming?Brian McTague: I don't know exactly what that's going to be, but I think it's going to have something to do with adapting what the previous 'normal' model was for writing centers into this new normal that definitely takes into account technology on a broader scale and how we communicate. You know, we can communicate face-to-face via technology, so does it have to be in person? One example from my own writing center: Over the last year we have done a lot of online-Zoom group workshops. And group workshops are something that we've always offered in person, and sometimes we'd get ten people, sometimes we'd get nobody. Now, we have a Zoom workshop, and we get up to eighty students, or actually, eighty participants, because there are also often some faculty and staff there, too. So to me, that shows that there's potential to learn a lot from what we've done well in this very challenging past year.Joe Essid: Brian, that's grounded optimism. And I think it's something I will do on our campus, once I have the breathing space. That's a post-pandemic opportunity to begin to host some workshops, and use Zoom, because then faculty can attend them from home, students don't have to trek to a room that we have to book. So, I think our writing workshop program is going to move to Zoom, and I can bring in outside experts. Learn more about your ad choices. Visit megaphone.fm/adchoices

Listen to this interview of David Payne, who is Chief Careers Editor at Nature. We talk about high quality writing, about the gracious community of scientists, and about diversity, diversity, diversity.Interviewer : "What is the one thing you hope, for sure, that every piece of Careers content will achieve?"David Payne : "Oh, that's a question, isn't it? You know what, I think it is about emotion. And I just want it to––not tug at your heartstrings, that sounds cheesy––but I feel, we spend so much time at work, and work does define us, rightly or wrongly, actually. So much of what we do is mediated through the jobs that we do. We spend so much time with our colleagues, and probably more than we do with family members often. So, I just hope that every piece we publish resonates. We can't resonate with everybody, of course, because it's a very diverse workforce in science. But, whenever I read any piece of content, I always think, how many boxes are we ticking here. You know, who is going to be interested in this. Of course, the target audience is currently the early career researcher, but of course you have all sorts of halo effects, as well. You want to think that funders are reading it, that they're finding it a useful take; people like yourself, who train people to write as a scientist; lab leaders; policymakers; thought leaders; and all the way down the line." Learn more about your ad choices. Visit megaphone.fm/adchoices

Listen to this interview of Bill Cope and Mary Kalantzis, creators of the website newlearningonline.com and also professors at the College of Education, University of Illinois. We talk about monastic instruction in the sixth century, we talk about textbook learning in the sixteenth century, and we talk about cybersecurity education in the twenty-first century, but overall we talk about imbalances in self agency.Interviewer: "Could you describe one pedagogical affordance of the technology on your learning platform CGScholar?"Bill Cope: "So, what we're doing is we're using big data and learning analytics as an alternative feedback system. So, what we say, then, is, okay, well: 'The test is dead! Long live assessment!' We have so much data from CGScholar. Why would you create a little sample of an arrow or two at the end of a course, when we can from day one be data mining every single thing you do? And by the way, by the end of the course, we have these literally millions of data points and for every student. Now, the other thing, as well, is, our argument is––and we call this recursive feedback––is that every little data point is a piece of actionable feedback. Someone makes a comment on what you do, you get a score from somebody on your work against a Likert scale...so what we're doing is, we have this idea of complete data transparency, but also, we're not going to make any judgments for you or about you, or the system's not going to do it, without that feedback being actionable, so that you can then improve your work. It feeds into your work. So, the difference is, instead of assessment being retrospective and judgmental, what we're doing is making micro-judgments which are prospective and constructive and going towards your learning."Visit the Learning Design and Leadership Program here and visit CGScholar here. Learn more about your ad choices. Visit megaphone.fm/adchoices

Listen to this interview of Shyam Sharma, Associate Professor and Graduate Program Director in the Department of Writing and Rhetoric at Stony Brook University. We talk about how mutually appreciative attitudes advance Writing in the Disciplines, about how other languages matter to writing in English, and about how US Presidents have changed the ways we teach writing and learn to write.Interviewer: "Where does language come in to the sort of writing development called Writing Studies or English for Academic Purposes or Academic Literacies?"Shyam Sharma: "Well, there are language-focused academic curriculums around the world. But language is not writing. If it was, then I wouldn't have my job. You know, for the most part, students who speak English as a native language wouldn't need to learn anything about genres and conventions and writing and rhetoric and communication. And so, where English is taught in non-English-speaking regions, the concern about language buries everything so far down that it is difficult for people to foreground it and to pay specialized attention to it and to develop research programs and to be funded and to be recognized and so on."Daniel Shea, heads Scholarly Communications, a Special Series on the New Books Network. Daniel is Director of the Heidelberg Writing Program, a division of the Language Center at Heidelberg University, Germany. Just write Daniel.Shea@zsl.uni-heidelberg.de Learn more about your ad choices. Visit megaphone.fm/adchoices

Listen to this interview of Elisa De Ranieri, Editor-in-Chief of Nature Communications. We talk about knowing the research you have done, but communicating the message you want said.Interviewer: "When a submission lands on your desk, or better said, you call it up on your screen, what are you pleased to see, what makes your work easier?"Elisa De Ranieri: "Yeah, well, I guess what makes the job easier for an editor is to receive a paper that is well-written and well-constructed and where the authors are so experienced that they know how to pitch their story. It's nice because it, obviously, spares the editor the trouble of having to unpick what's being said. You know, there are papers where––I'm not saying that they're badly written––but they are so dense because it's not a story, it's a dump of facts, so that you have to start unpicking the facts until you've made your own version of the story that the authors are trying to tell, and only then can you assess that story based on your criteria."Daniel Shea, heads Scholarly Communications, a Special Series on the New Books Network. Daniel is Director of the Writing Program at Heidelberg University, Germany. Just write Daniel.Shea@zsl.uni-heidelberg.de Learn more about your ad choices. Visit megaphone.fm/adchoices

Listen to this interview of Shyam Sharma, author of Writing Support for International Graduate Students: Enhancing Transition and Success (Routledge, 2020). We talk about international students and rhetoric, international students and confidence, international students and community-based programming, and vision.Interviewer : "Could you give an example for how teachers can foster agency among international students?"Shyam Sharma : "Let's say you walk into a class and you ask, 'How do people greet in a formal academic setting.' If you say, 'How do people greet in a formal academic setting, in your local community' –– Just add that phrase at the end –– what happens is that the Chinese student versus the American student versus the Brazilian student get to share their ideas about how people (in English, of course), about how people greet each other formally. But by giving them a platform where their ideas can be brought in order to explore, that allows many of things, one being to set the terms of engagement which are, then, not my terms and you are the foreigner. Instead, at least it's a starting point. It allows the student to create these different terms of engagement on their own." Learn more about your ad choices. Visit megaphone.fm/adchoices

Listen to this interview of Helen Sword, author of Stylish Academic Writing (Harvard UP, 2012). We talk about bad writing, but a lot more about how to make it good. There's even a dog.Interviewer : "What is it that keeps most students and then, too, many early-career academics away from making the effort to write well?"Helen Sword : "Writing is seen as this utilitarian thing. You've got to learn it. It's got lots of rules. If you get things wrong, somebody's going to put red ink on there or red tracked changes or whatever. There's a lot of emotional baggage tied up with the hard work of writing well, and yet when I interviewed successful academic writers, what I heard over and over again, was about the pleasures that they take in the hard work of the craft. And that's where, for me, I link the pleasures of writing well back to stylish academic writing, to the craft of writing well. Those two things have got to go hand in hand to be a long-term sustainable kind of enterprise." Learn more about your ad choices. Visit megaphone.fm/adchoices

Listen to this interview of Jo Mackiewicz, author of Writing Center Talk over Time: A Mixed-Method Study (Routledge, 2018). We talk about talk, tutor talk, student talk, spoken written-language, and Wisconsin.interviewer : "Now, this is pretty much something that a writing center is aiming for, isn't it? I mean, you don't want that––just as in the classroom with the teacher––you don't want that the writing tutor is doing all of the talking, do you?"Jo Mackiewicz : "Oh, yeah. One of the biggest goals of the writing center tutor is to try to get the student to talk. Because there's a great tendency for students to backchannel, to show they're understanding––and of course, that's their role and it makes sense that they would do that. But what a tutor wants to try to do, in the best case, is to get them to start talking, to try to start putting words together themselves, to try to reshape their words, to try to orally shape the words that would go in their papers."Daniel Shea, heads Scholarly Communications, a Special Series on the New Books Network. Daniel is Director of the Writing Program at Heidelberg University, Germany. Just write Daniel.Shea@zsl.uni-heidelberg.de Learn more about your ad choices. Visit megaphone.fm/adchoices

What do university presses do? And how do they contributed to public discourse?November 9 is the beginning of University Press Week, and today I had the honor of talking to Niko Pfund, the president of the Association of University Presses and the head of Oxford University Press. In the interview, we discuss the work of university presses and their value to the production of knowledge and a vibrant exchange of ideas. We also talked about the challenges UPs face generally and in the time of COVID.Pfund began his career at Oxford University Press (OUP) in New York in 1987 as an editorial assistant in law and social science before moving to NYU Press as an editor in 1990. He served as editor in chief at NYU before becoming director in 1996 and returned to Oxford in 2000 as its academic publisher. Currently he is responsible for the development of OUP’s acquisitions and editorial program for research books and reference, as well as for the management of the its North American offices.Marshall Poe is the founder and editor of the New Books Network. He can be reached at marshallpoe@newbooksnetwork.com Learn more about your ad choices. Visit megaphone.fm/adchoices