Showing posts with label writing. Show all posts
Showing posts with label writing. Show all posts

Tuesday, July 8, 2008

More on Student Writing

I read last week's post about student writing with great interest (although obviously without enough energy to actually comment).

I am one of those professors who assumes that students should be able to write when they get to me (sorry, Velma). I am constantly annoyed by students who do not know how to use punctuation, capitalization, or even paragraph breaks in the appropriate manner. While I am happy to assist them with synthesizing, making connections, and critically analyzing academic literature, I really don't think it's my job to explain that a group of words with no verb does not a sentence make.

I feel vindicated by an article in today's Chronicle about the new SAT writing section and its ability to predict student success.

The authors point out that the SAT may not be a perfect predictor of success, but when teamed with other methods of assessment can prove valuable for college admissions:

Among their findings: When controlling for other factors, such as level of parental education, each 100-point increase on the SAT writing section correlated, on average, with gains of 0.07 on first-year grade-point averages, 0.18 on grade-point averages in freshman English courses, and 0.54 in credit-hours earned.

"While the scores are imperfect," the researchers wrote in a working paper on the study, "taken together with high-school GPA, other portions of standardized tests, AP credit, and noncognitive variables, they clearly help predict first-year student academic achievement.

Certainly, the increases found are small (but significant). I'm left wondering, however, what the writing portion of the SAT actually measures--is it the ability to construct a sentence using the rules of English, or the ability to analyze and critically assess a problem using those skills? I suppose those are questions best left to the researchers in the College of Education.

As a final note, I leave you with the ever-so-wise opinion of Calvin.

*Any spelling or grammatical errors in this essay are the fault of the New Jersey Public School System, and not the author herself.

Wednesday, May 28, 2008

Great Chronicle Article

My friend Sarah (about whom I've written before) sent me an interesting Chronicle article today about the invisibility of academic work (or, more specifically, of the idea formation and preparation that precede the actual writing stage of a research project):
People far removed from academe can spit out the tired, if still pithy, phrase "publish or perish." But explaining the process that leads to publication to the average Joe, or to a supportive and understanding partner named Mo, isn't easy....

What does it look like to do intellectual work? What does it look like to have an insight? To formulate a theory? To solve a philosophical problem? What does it take to get to the point at which you're ready to sit down and write something, ready to present something to the world?
The invisibility of this type of work likely has been the subject of countless academic blog posts, so it is hardly revolutionary to discuss it here. I did, however, particularly appreciate the author's use of metaphor to illustrate how efforts to measure academic "output" by metrics recognizable to those outside academia (i.e., articles published) can underestimate the amount of time and effort invested in a particular research project:

When I first started running competitively, each time I told my brother that I had run a race, he would ask me the same question, "Did you win?" It diminished any achievement I may have felt -- a personal best, feeling good the whole time, having a great day...[because it] meant that the months of hard work I did training for the race were made invisible by the way he had framed the question....

You don't need me to tell you that when you're working it can sometimes look to the rest of the world like you're curled up in front of the fire petting the cat. This column is for your husbands, wives, partners, parents, siblings, friends, and strangers who ask questions like "When are you going to graduate? It's been five years already." Or "Why hasn't that book come out yet? You've been working on it forever!"

Personally, I think the solution to this problem is right there in the article: perhaps we should all "pose like Rodin's sculpture" in our offices to convince others that we're actually working!

Wednesday, May 21, 2008

SUNY Press Dissertation/First Book Award

Junior scholars who study violence against women or other issues related to gender, feminism, and criminology/sociology may be interested in the following announcement:
SUNY Press is proud to announce a new competition for the best single-authored dissertation or first book manuscript in the field of women’s and gender studies. We welcome nonfiction manuscripts that exemplify cutting-edge feminist scholarship, whether the area of focus is historical or contemporary. The competition is open to scholars from all disciplinary backgrounds, but we especially encourage work that speaks effectively across disciplines, and projects that offer new perspectives on concerns central to the field of women’s and gender studies. Possible topics may include, but are not limited to, the following:

Feminist knowledge production
Feminist politics
Activism
Intersectionality
Gendered experiences of people of color
Global and transnational feminisms
Institutions and public policies
Women of color feminisms
Theories and practices of coalition
Gender and globalization
Coloniality, postcoloniality and neo-imperialism
Girls studies
Gender and queer sexuality
Transgender studies
Gender and violence
Feminist philosophy and theory
Gender and disability
Gender and militarism
Gender and labor practices
Feminist science and environmental studies
Feminist pedagogy
Cultural production (media, film, music, literature)

If a winner of the competition is selected, he or she will receive a publication contract with SUNY Press and a $3,000 advance. Runners up may also be considered for publication with SUNY Press. All submissions must be postmarked by July 1, 2008, and should include the following materials:

--Cover letter
--C.V.
--Proposal, including a 4-5 page overview of the scope of the project and analysis of competing titles
--Complete manuscript, at least 150 double spaced pages, 12 pt. Courier font

Please mention the competition in your cover letter, and also indicate if any material from the manuscript has been previously published. The winner will be announced in the Fall of 2008. All submissions must be exclusive submissions to SUNY Press for the duration of the contest, and finalists will be notified by September 1, 2008.

Please direct all questions and submissions to

Larin McLaughlin
Acquisitions Editor
SUNY Press
194 Washington Ave., Ste. 305
Albany, NY 12210
larin.mclaughlin@sunypress.edu


Thursday, May 8, 2008

A Story of Rape, Race, and Healing

Yesterday I joked about blog-writing as therapy. Today, though, I want to share a very serious -- and moving -- essay about one rape survivor's journey toward healing and understanding by writing publicly about an assault she had kept secret for decades.

Joanna Connors, a writer for the Cleveland-based Plain Dealer newspaper, was raped in the summer of 1984. Though she told her family and friends about the attack and immediately reported it to the authorities, in the years that followed she discussed her ordeal less and less until it became a secret she harbored from everyone who knew her. Recently, though, she came to realize that true healing only could be achieved by writing about and sharing her experiences with others.

The six-part story that ran in a special section of last Sunday's Plain Dealer offers an emotional, honest, and extremely powerful analysis of many of the issues we deal with as criminologists: violent crime, sexual assault, victimization, and career criminality. It also offers a sociological analysis as well. Connors is a white woman who was raped by a Black man; accordingly, her essay addresses issues of race, class and gender; of privilege and power, poverty and disadvantage. Perhaps most movingly, it chronicles the restorative power of the relationships Connors forged with her attacker's relatives all these years later, and of the understanding that resulted from learning about his life and deciphering how and why their lives collided in such a brutal way more than two decades ago.

I hope that folks will take time to read this essay and share their comments about it here. It is extremely well-written and could be useful for facilitating in-class discussions, especially surrounding issues of race, class, power, and privilege as they relate to violent crime. One important warning, though: the description of the attack is graphic and could potentially serve as a trigger for sexual assault survivors.

Wednesday, May 7, 2008

Articles as Book Chapters

JP and I recently had one of our articles reprinted in an edited book. The book is edited by a number of very well-respected authors, and the book includes a number of prominent articles. Good news. The problem is that we were never contacted by the editors or the publishers as to give permission to have the article reprinted. I found the book when I was doing an unrelated Google search.

I understand that I sign away my rights of publication to the journal in which it was published. At the same time, wouldn't it be nice to get a heads up from the editors or get a free copy of the book in the mail. Does anyone know how this process works?

Tuesday, April 1, 2008

Book Review Issues

Several of our recent posts have addressed various professional/academic ethics issues. I have found the discussions in the comments to these posts to be quite helpful, so today I'd like to suggest another topic for discussion: what to do when you have serious criticisms of a book you've been asked to review.

Here's what happened: I was contacted by the book review editor of a journal and asked to review a recent book about intimate partner violence. I read the book and, frankly, was astonished at how poorly researched it was and at the level of bias inherent in the author's approach to explaining IPV.

As I was preparing to write my review, I considered how best to proceed. On the one hand, I felt compelled to provide my honest assessment of the book; on the other hand, as a junior scholar I was concerned about the potential consequences of so openly criticizing the author's work. I talked with several colleagues and solicited their advice, and then debated my options. As I saw it, I could either sugar coat my review in the interest of self-preservation, or I could write the blistering critique I thought the book deserved and risk ruffling the feathers of people whose feathers I preferred not to ruffle.

Ultimately, I decided that honesty was the best policy, and I felt confident that I could write a very strong critique of the book that was still respectful and professional in tone. At least, that's what I was striving for in my published review -- I'll let others judge whether or not I was successful.

So, here are my questions: have you ever been asked to review a book that you felt deserved a strongly-worded critique? If so, how did you proceed? Did concerns about your own reputation or professional self-interest influence how you approached writing your review?

Friday, February 29, 2008

Double-Dip

I have wanted to write about this story for some time now, but have been debating how to proceed as it concerns a rather sensitive subject. I decided that the best course of action was to use ridiculous examples in place of real identifiers so that the parties involved would stay completely anonymous. As the old saying goes, the names are made up but the story is real...

Recently I received a manuscript to review for the Journal of Ice Cream. The paper examined the influence of flavor name and percent chocolate content on tasters’ Peace Pop flavor preferences. I only glanced briefly at the manuscript as I set it in my “to do” pile, but not before noticing that its title was nearly identical to that of another article on Peace Pop flavor preferences published a few years ago in Ben & Jerry’s Quarterly. The BJQ article – which, as fate would have it, I had read not more than two weeks before – was written by several co-authors, the most senior of whom is an extremely well known and highly respected scoopologist. The similarity of the titles made me wonder if both articles were written by the same authors, but I decided that it also could have been a coincidence. (I don’t know about the rest of you, but I sometimes struggle to create titles for my manuscripts that are not repetitive of existing article titles.) Anyway, I didn’t think much more about it until I sat down to read the manuscript a short time later.

The first thing I did was flip to the data and methods section to look at the dataset that was used. I recognized it from the BJQ article, so I knew that the same authors had written the JIC manuscript I was reviewing. (I’d like to note here that I do not make a habit of trying to snoop out the authors of the manuscripts I review. However, considering that the field of scoopology is relatively small compared to other disciplines like foodology and drinkonomics, it is often possible to identify the author(s) of a “blind” manuscript, particularly if the same dataset is used in multiple articles.) Not thinking much of the discovery, I flipped back to the first page and began to read.

After reading the first two paragraphs I thought to myself, “Hmm. That sounds a lot like the introduction of the BJQ article.” But, as with titles, I sometimes find it difficult to craft introductions to my manuscripts that are not derivative of things I’ve already written, so I wasn’t terribly concerned that the authors had borrowed from their earlier work. Then I kept reading. “This really, really sounds a lot like the BJQ article,” I thought. I decided that I was going to comment in my review that the authors had borrowed too heavily from their previous article, and I wanted to identify which text in the JIC manuscript had been taken directly from the BJQ article. So, I located my copy of the BJQ article, put it side by side with the JIC manuscript, and began highlighting the copied passages. Would you believe that I did not stop highlighting once in nine pages? Not once! In nine pages!! Every subject heading, every sentence – the entire front end from the introduction right up to the data and methods section was taken verbatim from the BJQ article. The only difference was that an additional paragraph of text had been inserted to justify the inclusion of percent chocolate content, a variable the BJQ article had not examined.

I was in total disbelief. The more I read, the more I highlighted. The analysis was identical to that of the published article, save for the addition of percent chocolate content, so the results section was nearly identical as well. Same goes for the discussion and conclusion – the entire last two pages of text were lifted directly from the BJQ article! By the time I finished reading the manuscript I was speechless. I would estimate that, conservatively, 85% of the JIC manuscript was indistinguishable from the authors’ published BJQ article.

After the shock wore off, I decided that I needed to contact the JIC editor directly. Then I remembered that ShockProf had had a similar experience when she reviewed a manuscript for Scoops some years back, so I called her to ask her what she had done. She told me that she had also contacted the editor directly, and agreed with my decision. So, I e-mailed the editor and explained that I had some serious concerns about the manuscript I’d been asked to review, and asked if we could speak by phone. I also attached an electronic copy of the BJQ article, explaining that it would be of interest when we spoke, which ended up being the very next day.

Crazy, huh? I have a couple of thoughts about the matter, then I’d be interested to hear others' thoughts. First, I surmised from reading both papers that the data belonged to the senior author, but that the bulk of the analysis and writing was completed by the other co-authors. Given the exceptionally high regard in which the senior author is held by fellow scoopologists, I imagine that the creation and submission of the second manuscript to JIC was done without this person's knowledge or consent. There is simply no way a scholar of this person's caliber would ever stand for such shoddy, irresponsible, and unprofessional work. Suffice it to say that I would not want to be in the co-authors' position when the journal editor contacts them. I just do not understand how someone could jeopardize a colleague's reputation like that.

Second, I pondered the scenario in which I (or the other reviewers) did not catch this, and the manuscript was published in JIC. I imagine it would be a copyright violation of the BJQ article – anyone know what would have happened, either to the Journal of Ice Cream or to the authors? I suppose it’s probably a good thing that this was discovered before the manuscript ever had a chance to be published, both for the authors and for the journal.

Finally, I am just stunned at the laziness, carelessness, and foolishness involved here. The Trailing Spouse suggested that perhaps the co-author(s) didn't know that such behavior was improper; I assured him that you can’t leave a Ph.D. program without knowing that ripping off published work – even if it’s your own – is unethical, dishonest, and just plain wrong.

So, what do you think? What would you have done in my situation? Has this ever happened to you as a reviewer? Have you ever come across published articles by the same author(s) that you thought were a bit too close for comfort? And, most importantly, would you also ditch criminology for a career in scoopology quicker than you can say "Cherry Garcia"?

Tuesday, February 26, 2008

Criminology Limericks, Vol. 2

Well, it is that time in the semester again: time for criminology limericks. So this semester I decided to do something a little different. I gave my students about 15 minutes at the end of class today to write their poems using criminological concepts. I told them that I would chose three of the best and post them to this blog and let you all choose the best of the best (I ended up selecting 4). I am giving the winning student an extra credit point, so my students are counting on your vote! Please comment on which one you like the best! Thanks!

Student A

Everyone has the same goals in life;
We all want money, power, and maybe even a husband or wife.
The problem is that everyone’s opportunities are not the same,
Individuals are stressed, strained, and end up doing something lame.
These people turn to crime through illegitimate avenues and some even use a knife.

Student B

There was once a theorist who went by the name Merton.
The social structure of American society was to blame for crime he was certain.
Achieving wealth and status became the main goal,
But this just caused people to feel like they were stuck in a hole,
And in the end the whole American society ends up hurtin’

Student C

There was a rough side of the city,
Some of the buildings were quite shitty.
Because of the high turnover,
The buildings would often get looked over.
Crime now runs this community.

Student D

Hirschi and Gottfredson have a general theory of crime,
That if your parents rear you right they can save you in time.
Unfortunately for them it fails to explain,
Why white-collar criminals use their brain.
Perhaps their theory ain’t worth a dime.

Wednesday, February 20, 2008

No footnotes? NO FOOTNOTES???

So, here I am, busily preparing a manuscript for publication (essentially, the same thing Velma was doing on Monday. Hence, her Endnote rant.), when I come across the following sentence in the journal's instructions to authors:

Except for author acknowledgements, (our top tier journal) publishes neither footnotes nor endnotes. Please incorporate any essential material into the text.


What? WHAT??? We have four pages of endnotes--seriously. They contain information on the validity and reliability of our measures, collinearity issues, important differences between research sites, etc. FOUR PAGES!

So, I'm stuck with one of two options: delete the footnotes and edit them dramatically into the text (which is already too long according to the guidelines) or find another outlet.

Has anyone seen this before? I'm stumped...

Tuesday, February 19, 2008

Zotero!

Thanks to Dr. Cranky for sharing the information about Zotero, the "next generation research tool". In case you missed the info, shared in a comment on Velma's recent post about EndNote, Zotero is an online/offline reference tool that combines elements of EndNote, word processing programs, web searches, etc. I just installed it and watched the online tour and demo. I have to say that, if it lives up to its description, Zotero might just be the greatest thing since...well, you know...

Thursday, February 7, 2008

Blog On, Friends

Have you ever heard the comment, "How can you do (something other than work)? I don't even take time to go to the bathroom I am so busy." I hear this often - particularly at professional conferences. "You decided to have kids before tenure? The horror!"

I am getting off the mark, but I wanted to bring your attention to a great post at orgtheory.net. The discussion of the Sociological Imagination (Mills) is spot on. I loved this book in grad school, and I think I am going to bring it to our next grad seminar. The original discussion began at scatterplot.

In a spirit of full disclosure - I have heard myself make statements like this on occasion.

Monday, December 31, 2007

IRB

I am actually working on an IRB application as I type. My Mom sent this to me over the break, but I forgot to post it.

Dr. K Kringle
Adjunct Professor of Child Psychology
Far Northern University


Dear Dr. Kringle (Ph.D, M.D., D.O.? Please verify your credentials):
At the regularly scheduled December 24 meeting, the IRB reviewed your protocol, "A Global Observational Study of Behavior in Children" While we believe it has many good features, it could not be approved as submitted. If you choose to revise your study, please address the following IRB concerns:

1. You propose to study "children of all ages." Please provide an exact lower and upper age limit, as well as the precise number of subjects. Provide a statistically valid power calculation to justify this large of a study.

2. Your only inclusion criterion is "belief in Santa Claus." Please provide a copy of the screening questionnaire that determines such a belief. Provide a Waiver of Authorization under MPAA in order to record these beliefs prior to enrollment in your study. The Board recommends that you obtain a Certificate of Confidentiality as beliefs are sensitive and personal information.

3. You propose to "know when they are sleeping and know when they are awake." How will this be done? Will children undergo video monitoring in their beds? Will they have sleep EEGs? You list 100 elves as research assistants. Are any of them sleep physiologists? Please provide credentials of elves.

4. Your primary outcome measure is to "know when they've been bad or good." What standard is being used to determine "goodness"? Do children have to be good all year or just most of the time? Please specify required duration and provide the instrumentation, with appropriate consent forms, that will be used for operationally defining "goodness."

5. You propose to conduct your research by entering the subjects' homes through the chimney. Have you considered the liability potential, i.e., damage to the roof, carpeting, etc., that this will cause? Moreover, children are likely to be startled by your appearance late at night. Please revise your protocol to conduct your home visits between 9 am and 5 pm Monday through Friday with at least one parent being present and all risks and benefits carefully described.

6. You state that compensation for participation will be "sugarplums, candy, and toys" for the good little girls and boys. This may not be appropriate for the children with obesity, dental cavities, and hyperactivity. Also, your proposal to leave a lump of coal in the stockings of the bad children will be unfairly stigmatizing to them individually and as a group. In general, the Board suggests a small token of appreciation for all participants. Perhaps a $5 Toys-R-Us gift card would be more appropriate in order to avoid potential coercion.

7. The database of good and bad children will be kept "on a scroll at the North Pole." Please describe the location of the scroll and the security provisions you have in place to protect the data Is the scroll kept in a locked cabinet in a locked room? Who has access to the scroll? Are there backup copies of the scroll and how often are they compared to the original?

8. You mention the participation of "eight tiny reindeer" in your protocol. Please provide the Board with documentation of Institutional Animal Care and Use Committee approval.

9. Please provide the Human Subjects Protection training dates for Mrs. Claus and the elves.

10. As this study involves prospective data collection and is more than minimal risk without prospect of direct benefit to the subjects, informed consent signed by both parents will be required. Please have the consent form translated into every language spoken by children and ensure that assent forms are signed by all.

Please submit 25 copies of your revised protocol to the IRB. The IRB will be on Holiday Season schedule for the next two weeks. If approved, you will be able to conduct your study sometime in the spring, if all items are appropriately addressed.

Sincerely,
E. Scrooge, MD

Chair, Institutional Review Board

Copyright 2006, David R. Karp

Tuesday, December 11, 2007

Year-in-Review: Plagiarism Edition



I know we probably all discuss plagiarism in our classes (and, on more occasions than we'd prefer, have to deal with students who have plagiarized papers and assignments). Nonetheless, I was a bit surprised by this 2007 tally of press plagiarism incidents. Print media outlets ranging from university newspapers to the New York Times issued retractions or fired staffers this year for plagiarizing stories, underscoring that it's not just lazy undergrads who pilfer others' written work and pass it off as their own.

Thanks to HuffPost for the link.

Wednesday, October 17, 2007

Criminology Limericks

As many of you know I have my students do an in-class thing where they write a criminology limerick. You remember: AABBA. Anyway, I only give them about 15 minutes to spend on this, but the goal is to get them to think about the material in a different way. And maybe they will remember it better because it rhymes. Who knows. Here are a couple of the notable ones:

The traditional view of theories of strain
Claim everyone has a goal of wealth to gain
Those who cannot
Choose to commit crime alot
And journey through live in vain

Cohen had a theory of strain
That said some kids turn to gangs
It was based on middle class measuring rods
With values of money and legitimate jobs
But without proper means it was status to gain

Matza talked about delinquency and drift
He argued that criminal behavior involved a shift
When bonds become weak
Criminal behavior will peak
And from jail they will need a lift

Tuesday, October 16, 2007

Sesame Street & Student Papers

This afternoon I was spending some quiet time and watching Sesame Street with the girls. Like most of you, probably, I'm always pleased when one of the classic musical shorts from my youth appears in one of the contemporary episodes. Like, say, the ultra-dramatic "Milk" mini-film. (Milk. MI-ilk! Milk.) Or the slightly creepy, petal-lashed orange that sings the aria from Carmen. Or Teeny Little Super Guy. (You can't tell a hero by his size. He's just a teeny, little, super guy!)

Anywhoodle, the episode we watched today featured this short: Beginning, Middle, and End. (Sorry, embedding is disabled for this clip, so you'll have to follow the link.)

While I don't actually remember this clip (it aired in 1989, well past my SS viewing days), my adult self appreciates the Talking Heads parody that undoubtedly would have gone right over my youthful head. At any rate, watching this clip had me half-tempted to make it required viewing for my students before they turn in writing assignments for me. We all know how abysmal students' writing skills are these days, so why not force upon them a Talking Heads-lampooning, psychedelically-animated music video that hammers home what my lectures, writing guides, and web tips apparently cannot: your papers must have a beginning, a middle, and an end!

Whaddya think? Is it worth a shot?

Thursday, September 6, 2007

Chronicle Article

http://chronicle.com/jobs/news/2007/09/2007090601c/careers.html

This is a fantastic article which I'm going to give to people who think my professional life is cake because I don't teach five days a week. Secondly, I just like its tone...Joe and I were talking recently about needing long hours of solitude to write/publish.

Sincerely,
Pap