Digital Humanities Projects by Naomi Silver
Beyond Plagiarism is a collaborative instructional resource created by the Sweetland Center for W... more Beyond Plagiarism is a collaborative instructional resource created by the Sweetland Center for Writing and the University of Michigan Library at the University of Michigan.
This website aims to teach students how to use sources effectively and responsibly. In these lessons, we do not focus on the punitive aspects of plagiarism. Instead, we want students to understand how to better articulate your ideas in relation to those of others. Avoiding obvious, intentional plagiarism is relatively straightforward; however, learning how to integrate sources responsibly, and without losing sight of your own voice is difficult for writers at all levels. Beyond Plagiarism seeks to help the user learn to negotiate this terrain with more confidence. Overall, as a research-based project, Beyond Plagiarism seeks to enhance information literacy and writing in regard to academic integrity and responsible engagement with research sources.
Papers by Naomi Silver
The Henry James Review, 2001
Really, universally, relations stop nowhere, and the exquisite problem of the artist is eternally... more Really, universally, relations stop nowhere, and the exquisite problem of the artist is eternally but to draw, by a geometry of his own, the circle within which they shall happily appear to do so. [.. .] Art would be easy indeed if [.. .] such conveniences, such simplifications, had been provided. We have, as the case stands, to invent and establish them, to arrive at them by a difficult, dire process of selection and comparison, of surrender and sacrifice. The very meaning of expertness is acquired courage to brace one's self for the cruel crisis from the moment one sees it grimly loom.-Henry James, Preface to Roderick Hudson (FW 1041) In the space between the two endings of Henry James's novel The American-the first completed in 1877 for the final installation of a serial publication in The Atlantic Monthly and the second completed in 1905 for publication in Volume 2 of the 1907 New York Edition of James's collected works-James traces a path from the archaic blood ritual of communion sacrifice to the allegedly modern spiritualization of religious renunciation to the secular "crisis" of a more ethical mode of relationality. James's novel tells the story of an American businessman, Christopher Newman-"a powerful specimen" of the "national type" (18, 17)-who has come to Europe, and finally Paris, in 1868 "to pick up aesthetic entertainment" (AM1 301). 1 Newman becomes engaged to the widowed daughter of an old, aristocratic French family, Claire de Cintré, née Bellegarde, only to lose her to the Carmelite convent when the family turns against the marriage and Claire proves too faithful to the family "religion" to resist its law.
Explanation Points, Sep 3, 2019
Translingual Pedagogical Perspectives: Engaging Domestic and International Students in the Composition Classroom, 2021
Chapter 10, "Translingualism as Methodology for Peer Writing Consultants-in-Training," focuses on... more Chapter 10, "Translingualism as Methodology for Peer Writing Consultants-in-Training," focuses on the ways translingual practices can be taken up in nonclassroom learning environments. The author, Naomi Silver, describes the introduction, and subsequent revision, of copyrighted material, not for distribtion do not always reach back into this rich history, as editors, we fully acknowledge that without the work of those cited above, this collection, and the valuable insight of the contributors, would not be possible.
College Composition and Communication, 2015
Many campuses, like ours, have long-established Writing across the Curriculum/Writing in the Disc... more Many campuses, like ours, have long-established Writing across the Curriculum/Writing in the Disciplines (WAC/WID) programs in the belief that writing across or in all disciplines will enhance student learning. A central WAC premise is the idea "that writing is highly situated and tied to a field's discourse and ways of knowing, and therefore Writing in the Disciplines (WID) is most effectively guided by those with expertise in that discipline" ("Statement" 1). Structuring this premise are two traditional ways of understanding disciplines: as epistemological and as institutional. This article explores the tensions that arise when these traditional conceptions of disciplines bump up against the lived practices and interests of WAC/WID program stakeholders, which we conceive of as disciplinarity.Traditionally, WAC/WID programs have taken the notion of discipline as a given, when, in fact, discipline is a concept that can be understood in multiple ways. In one c...
This essay—which began its life as a roundtable at the 2011 Computers and Writing Conference— jux... more This essay—which began its life as a roundtable at the 2011 Computers and Writing Conference— juxtaposes six responses from different administrators and faculty engaged in the turn towards multiliteracy centers. Although our title invokes Stephen North’s 1984 essay in which he tried to assert an identity for the “new” writing center, ours is influenced in approach more by North’s 1994 follow-up article “Revisiting The Idea of the Writing Center” and Beth Boquet and Neal Lerner’s explication of the influence of North’s work in writing center studies. North’s reconsideration critiques his overly “romantic idealization” of writing centers and moves from global axioms to local action (10). Likewise, within this essay, the six authors grapple with local contexts and offer local solutions; none have tried to “romanticize” the difficult trade-offs involved in the changing identities of writing centers, and still none have dismissed the idea outright because it isn’t convenient.
The current conversation surrounding peer writing tutor professional development frequently inclu... more The current conversation surrounding peer writing tutor professional development frequently includes discussions of authority, autonomy, and oversight. At the University of Michigan's Sweetland Writing Center, our conversations have followed similar trends with the added complication of an unusual setup when it comes to one-to-one writing consultations. Because Sweetland is staffed entirely by what the field calls "professional consultants" (university writing faculty with MFA or Ph.D. degrees), "professional development" has meant simply carrying out the work of the Academy, that is, attending conferences, publishing books and articles, conducting research, and revising curriculum. Yet in the Peer Tutoring Center – a space populated by upper-level undergraduates who have completed two semesters of intensive training taught by Sweetland faculty in the theory and practice of tutoring their peers – "professional development" has raised many issues of ...
Praxis is proud to announce the second edition as a peer-reviewed journal. The theme for the Spri... more Praxis is proud to announce the second edition as a peer-reviewed journal. The theme for the Spring 2012 edition is multiliteracy and the writing center. The New London Group (1996) uses the term multiliteracies to describe "two important arguments we might have with the emerging cultural, institutional, and global order: the multiplicity of communication channels and media, and the increasing saliency of cultural and linguistic diversity." Additionally, the authors suggest that the multiplicity of communications channels and increasing cultural and linguistic diversity in the world today call for a broader view of literacy than portrayed by traditional language-based approaches. Given the continued importance of multiliteracy in our education system, writing centers may need to reassess how multiliteracy impacts our field. With dwindling budgets and students' increasing need for help, the featured articles and columns address how writing centers address the multiliteracy needs and how this may impact the future of writing center work. Praxis is enthusiastic about the contributing authors who share their own experience with the intersection of multiliteracy and writing Works Cited
Paroles Gelees, 1996
Congress and the taxpayers deserve a little less romancing and a lot more reality about where the... more Congress and the taxpayers deserve a little less romancing and a lot more reality about where the arts and humanities are today. Lynne Cheney, "Mocking America at U.S. Expense" What is literary criticism, and what is it up to today? "Risk and Resolution: Literary Criticism at the Fin-de-Millenaire," the title of this conference, would seem to invite us to reflect on these questions and take stock of the stakes, status, risks and purposes of literary criticism at the close of our 20th century. The urgency of this kind of reflection and stocktaking in these days of budgetary turmoil hardly needs underscoring. Indeed, as the stock of the humanities-and academia in general-in the eyes of both elected officials and the public at large continues to fall, the need for aggressive stocktaking and self-study becomes more and more urgent. All of which seems to make good practical sense. If we cannot figure out who we are and what we are doing, how can we possibly market our services in an increasingly difficult marketplace of ideas? Understanding what we are doing would seem to be the essential condition of our continued existence. Yet, there would seem to be difficulties associated with ascertaining "where the arts and humanities are today"-difficulties neither negligible, merely local, nor accidental to this kind of reflection. Starkly put, there would seem to be something inherent to the work of literary criticism that makes it particularly difficult to take stock of what has been done and what literary critics are currently engaged in doing. Which is not at all to say that such stocktaking is inconsequential or that literary criticism should be exempted from it. Paradoxically enough, literary criticism may in fact achieve its greatest rigor and its highest value-both intellectual and socio-cultural-in a mode of questioning and self-questioning that so far has yielded plenty of insights but no definitive answers and little straightforward factual knowledge.
The Henry James Review, 2001
Praxis is proud to announce the second edition as a peer-reviewed journal. The theme for the Spri... more Praxis is proud to announce the second edition as a peer-reviewed journal. The theme for the Spring 2012 edition is multiliteracy and the writing center. The New London Group (1996) uses the term multiliteracies to describe "two important arguments we might have with the emerging cultural, institutional, and global order: the multiplicity of communication channels and media, and the increasing saliency of cultural and linguistic diversity." Additionally, the authors suggest that the multiplicity of communications channels and increasing cultural and linguistic diversity in the world today call for a broader view of literacy than portrayed by traditional language-based approaches. Given the continued importance of multiliteracy in our education system, writing centers may need to reassess how multiliteracy impacts our field. With dwindling budgets and students' increasing need for help, the featured articles and columns address how writing centers address the multiliteracy needs and how this may impact the future of writing center work. Praxis is enthusiastic about the contributing authors who share their own experience with the intersection of multiliteracy and writing Works Cited
333 irst-year writing courses or programs at many universities are often founded on three related... more 333 irst-year writing courses or programs at many universities are often founded on three related assumptions: a) the first-year composition (FYC) course(s) should be part of general education for all students; b) FYC courses will provide students with a common learning experience to support their academic writing in other courses; and c) FYC provides a foundation on which a program's upper-level writing courses build. These assumptions are embedded in institutional claims central to many FYC courses, as well as in documents like the WPA Outcomes Statement, which argues that " faculty in all
irst-year writing courses or programs at many universities are often founded on three related ass... more irst-year writing courses or programs at many universities are often founded on three related assumptions: a) the first-year composition (FYC) course(s) should be part of general education for all students; b) FYC courses will provide students with a common learning experience to support their academic writing in other courses; and c) FYC provides a foundation on which a program's upper-level writing courses build. These assumptions are embedded in institutional claims central to many FYC courses, as well as in documents like the WPA Outcomes Statement, which argues that "faculty in all
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Digital Humanities Projects by Naomi Silver
This website aims to teach students how to use sources effectively and responsibly. In these lessons, we do not focus on the punitive aspects of plagiarism. Instead, we want students to understand how to better articulate your ideas in relation to those of others. Avoiding obvious, intentional plagiarism is relatively straightforward; however, learning how to integrate sources responsibly, and without losing sight of your own voice is difficult for writers at all levels. Beyond Plagiarism seeks to help the user learn to negotiate this terrain with more confidence. Overall, as a research-based project, Beyond Plagiarism seeks to enhance information literacy and writing in regard to academic integrity and responsible engagement with research sources.
Papers by Naomi Silver
This website aims to teach students how to use sources effectively and responsibly. In these lessons, we do not focus on the punitive aspects of plagiarism. Instead, we want students to understand how to better articulate your ideas in relation to those of others. Avoiding obvious, intentional plagiarism is relatively straightforward; however, learning how to integrate sources responsibly, and without losing sight of your own voice is difficult for writers at all levels. Beyond Plagiarism seeks to help the user learn to negotiate this terrain with more confidence. Overall, as a research-based project, Beyond Plagiarism seeks to enhance information literacy and writing in regard to academic integrity and responsible engagement with research sources.