Professional Documents
Culture Documents
Lit Review and Annotated Bib Before Grading
Lit Review and Annotated Bib Before Grading
Literature Review
Victoria Malaszuk
Professor Mooney
March 8, 2020
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As defined by Gee and Ann M. Johns in Writing about Writing, “if there is one thing that
most of the [discourse community definitions] have in common, it is an idea of language [and
genres] as a basis for sharing and holding in common” (p. 320). A key aspect the passage
contains is “the relationship of identity to discourse communities.” (p.320). When looking at the
UCF is based on collaboration among the members and other professional discourse
communities such as dental offices in order to accumulate new knowledge and social skills. As
an active member of PDSA, I want to raise awareness towards the need for implementation of
more pre-professional clubs like PDSA in universities and college campuses. Furthermore, I
want to fill in the gap of research that hasn’t been touched upon, that being how these clubs make
one aware of genres and effectively use writing and rhetoric to communicate with their members.
With this in mind, I want to focus on how these clubs make one form an identity as well.
Numerous studies have analyzed the benefits of pre-professional school clubs, primarily being
necessary literacy strategies reflecting writing and rhetoric. These concepts led me to develop my
overarching themes in my synthesis matrix which will help me in turn build my research from
Taking the Ferrara, M. et al. (2018) and Cave (2004) pieces for example, these two pieces
expand on the concept of self-identity through studies done in school clubs. Cave’s piece
researches six different Japanese school clubs while Ferrara, M. et al piece researches five STEM
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clubs. Both conclude that self-identity is a positive outcome and almost always results with a
student’s development due to an individual’s tie to that specific discourse community. In other
words, the idea of self-identity comes from one’s focus on the passion behind what they are
engaging in. This perfectly reflects John’s (2019) article in which he states “the relationship of
identity to discourse communities.” While the Foreman, E., & Retallick, M. (2016) article
doesn’t explicitly state self-identity like the three other sources, it expands on the concept of
leadership in clubs and the values associated with it. Leadership is linked with self-identity and
Johns talks about it in her article as well where she mentions how one can “gain authority in the
Similarly, Alvermann, D. et al. (1999) and Casey (2012) examine the benefits of school
clubs as well but they aim their research towards finding what literacy strategies are used in these
school clubs. Alvermann, D. et al. (1999) assess that communal activity plays a big part in these
clubs and defines this term as “the interactions that occur as adolescents negotiate, reinvent, and
jointly create their lifeworlds with others of their own age and with the adults who share their
world.” Casey focuses on visual representation of text in a pre-professional club setting and
concludes with the “importance of individual and collective engagement” in these types of
discourse communities.
Beach, R., & Yussen, S. (2011) articles pays attention to the practices that contribute to
productive discussions in book clubs. Specific lexis goes hand-in-hand with this because every
club has a certain speech/language which members follow to interact with one another. Gee’s
(1989) article does well explaining this by stating in the text that “people construct meaning
through texts and language, and texts construct meaning as people use them” (p.275).
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Based on these research articles, one can conclude that there is enough evidence showing
why pre-professional clubs are a necessary part to be implemented in schools and universities but
as mentioned previously, there is a gap to be filled when it comes to answering the question of
how exactly rhetoric and writing act as a foundation for this type of discourse community.
Researching this topic is important because communication, one of the major themes found
across all the articles researched, relies heavily on the basis of rhetoric and writing.
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Annotation Dissection
Victoria Malaszuk
Professor Mooney
March 8, 2020
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References
Alvermann, D., Young, J., Green, C., & Wisenbaker, J. (1999). Adolescents' perceptions
and negotiations of literacy practices in after-school read and talk clubs. American
Educational Research Journal, 36(2), 221-264. Retrieved February 26, 2020, from www.jstor.org/
stable/1163539. When looking at this article, the main idea is found to be after-school clubs
acting as social outlets reflecting communication and rhetoric through literacy. The authors also
point out a theme that is central to their research which is “communal activity-a term used to
refer to the interactions that occur as adolescents negotiate, reinvent, and jointly create their
lifeworlds with others of their own age and with the adults who share their world.” An exper-
iment is done where 2 adults and 20 adolescents meet over a 15-week period in read and talk
clubs. At the end of the 15 weeks, it was concluded that through a discourse community like this
one, individuals were found reflecting new subject positions due to the integration of literacy
strategies.
This research article relates to my primary research because it examines the same
discourse community I am researching. Though the research article does not necessarily research
a pre-professional club, it researches school clubs which are a broader branch associated with my
research question. Looking at it in relation to my other secondary sources, this article goes hand-
in-hand with the Casey’s (2012) piece because both pieces ultimately research school learning
clubs that contain literacy strategies, which will help me develop my rhetoric/writing theme from
my synthesis matrix.
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Beach, R., & Yussen, S. (2011). Practices of productive adult book clubs. Journal of Ado-
lescent & Adult Literacy, 55(2), 121-131. Retrieved March 9, 2020, from www.js- tor.org/stable/
41309667 Looking at an abstract view of this article, the main idea is found to be the practices
that contribute to productive discussions in book clubs. Specifically, two adult book clubs are
analyzed in depth and researched. Data is collected to find the specific practices used to
When analyzing this article, the practices that make a club so successful involve a
member’s use of language/lexis. Specific lexis goes hand-in-hand with this article be- cause
every club has a certain speech/language which members follow to interact with one another.
Gee’s (1989) article does well explaining this by stating in the text that “people construct
meaning through texts and language, and texts construct meaning as people use them”(p.275).
Conversely, I will find this piece useful when connecting it to my primary research because
PDSA has specific dental lexis that is used between its members to communicate. This lexis is
found all over in powerpoints, the official web- site, during meetings, etc. and relating this article
to my research will help me to find a link in successful practices intertwined with lexis used in
clubs.
Casey, H. (2012). Multimodal learning clubs: students in multimodal learning clubs use a
variety of texts to learn important content. Middle School Journal, 44(2), 39-48.
Retrieved February 26, 2020, from www.jstor.org/stable/41763118. The main idea of this article
is the incorporation of new knowledge through digital tools contain- ing literacy strategies. An
participants included sixth graders and during classroom lectures videos would be played for
students to learn visually after reading from a textbook. Results por- trayed 4 main themes: “the
value of blending modes for learning, the importance of individual and collective engagement,
the need to expand conceptions of men- tor texts, and the importance of managing technology.”
lescents' Perceptions and Negotiations of Literacy Practices in After-School Read and Talk
Clubs.” from the American Educational Research Journal because both texts go into detail about
literacy strategies found in school clubs. In regards to connecting this piece to my primary
research, I find it useful when comparing it to the technologic portion of my research. I will be
breaking down the PDSA website and Instagram page to find over- lapping themes in rhetoric,
writing, and lexus. I believe that after analyzing the club’s so- cial media I will be able to relate
the 4 main themes found in Casey’s article to my own themes I find in my primary research.
Cave, P. (2004). "Bukatsudō": the educational role of Japanese school clubs. Journal of
Japanese Studies, 30(2), 383-415. Retrieved February 26, 2020, from www.js- tor.org/
stable/25064493. This article talks about the importance of Japanese school clubs and how being
involved in them promotes school order, human de- velopment, and learning. Cave states that the
learning which goes on in these school clubs follows a model based on observation and activity.
He describes what takes place during these clubs and takes the reader along a typical student’s
day at one of these clubs. Later in the reading, he goes into detail about his re- search in
which he observes six different school clubs and relates each to one an- other. He reveals that all
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six of the clubs follow a pattern of organization. Along with this, Cave connects these clubs by
Although this article doesn’t necessarily talk about a Pre-professional organiza- tion like
PDSA, it relates to an important theme found within my synthesis matrix: self- identity.
Similarly, it relates to many of my other sources such as the John’s (1997) article in Writing
about Writing which talks about the relationship of identity to discourse com- munities. Both
these articles discuss how an individual’s development and identity is shown through an
individual’s ties to a specific discourse community, in this case the dis- course community being
after-school clubs. Cave’s article will aid me in answering the question of how these clubs make
one aware of genres and form an identity in the dis- course community. As mentioned previously,
this source observes a certain model of learning that promotes an individual’s learning and
development. By knowing this, I will be able to relate my primary research of the Pre-dental
Association at UCF to Cave’s re- search and compare the two in order to fully answer my
Ferrara, M., Talbot, R., Mason, H., Wee, B., Rorrer, R., Jacobson, M., & Gallagher, D.
Journal of College Science Teaching, 47(6), 74-82. Retrieved February 26, 2020, from
metacognition. The articles goes into detail about the need for “a more robust, well-trained
STEM workforce” and directs one’s attention to the “The STEM Club Leadership for
Undergraduate STEM Education, Recruiting and Success Project” where case studies are
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conducted across five undergraduate schools in the U.S. Ultimately, results state that each STEM
club pinpoints a numerous amount of benefits reflecting an individual’s success in the STEM
When breaking down this article, I found that it connects to two of my themes from the
synthesis matrix. The first theme this article connects to is self-identity, just like my other
secondary sources by Cave (2004) and Johns (1997). It talks about the partici- pation of STEM
programs results in positive outcomes and self-identity is developed when individuals focus on
the passion behind what they are engaging in. The second theme the article connects to is writing
and rhetoric. A key aspect of the article is metacognition, the awareness of one’s thought process.
During the interactions within these STEM clubs, individuals are fully aware of what they are
doing and have to think and use appropriate strategies in order to solve problems. Additionally,
the article men- tions content knowledge which ties into my primary research. This is important
because each pre-professional club has specific content to be learned with different ways of
learn- ing the content. When conducting my primary research, I will analyze the different meth-
ods used as content knowledge in the STEM programs and compare it to PDSA’s. This
how PDSA uses metacognition during workshops, shadowing events, meetings, etc. Foreman, E.,
volvement and Leadership Activities on Community Values of the Social Change Model.
the involvement of undergraduate students in extracurricu- lar clubs with the goal of showing
benefits in leadership development. Additional- ly, the article draws conclusion around the
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concept of the Social Change Model of Leadership Development. The researches use the
“Socially Responsible Leader- ship Scale” to analyze the community values in relation to clubs
and students. Foreman and Retallick conclude with stating that students who were involved in
more extracurricular organizations and held officer position ended up scoring higher on the scale.
This article is valuable with my primary research because a key aspect of the Pre- dental
Association at UCF is leadership. The club consistently promotes officer positions and events to
get individuals to develop the skills associated with leaders. I will be able to analyze this
research article and depict what values are seen from the authors’ findings in and link them with
the values the PDSA club holds. In terms of how this research article fits in with my other
secondary sources, I can see a connection in the Johns (2019) article which expands on the
concept of self-identity through discourse community. Even though Foreman and Retallick don’t
specifically mention self-identity like Johns does, they ex- pand on the concept of leadership in
linked with self-identity and Johns talks about it in his article as well where he mentions
how one can “gain authority in the classroom or over texts” (p. 335).
Gee, J. (1989). Literacy, discourse, and linguistics. In E. Wardle & D. Downs (3rd). Writ-
ing about writing: A college reader (pp.274-295). Bedford/St. Martins. Gee’s main idea is
seen to be discourse communities and the many aspects of them. He introduces the term
“discourse” and goes in depth with related topics such as metaknowledge, mushfake, etc. When
expanding on these topics, Gee makes sure to define them clearly to the reader as well as provide
secondary sources, specifically the Beach, R., & Yussen, S article, because both analyze
discourse’s lexis. Gee’s piece will aid me in my primary research because the terms he analyzes
are themes found in my synthesis matrix, for example one being literacy. This will ultimately
help me when defining the themes in relation to the club’s website, meet- ings, powerpoints, etc.
Downs (3rd). Writing about writing: A college reader (pp.319-339). Bedford/St. Martins. Johns
examines the term “discourse community” and focuses on “the relationship of identity to
discourse communities” in which she explores the topic of authority and conflict in these
communities. Johns makes sure to communicate with the reader by making the reader consider
discourse communities: shared goals, communication, new skills and learning. By doing
this, she creates a bigger picture of how all this relates to an individual’s tie to a specific
discourse community.
sources, those being the Ferrara, M. et al. (2018) and Cave (2004) pieces and the Fore-
man, E., & Retallick, M. (2016) piece. As mentioned in my summary, the main idea Johns
highlights is “self-identity.” The Ferrara, M. et al. and Cave articles expand on the concept of
self-identity through studies done in school clubs. Cave’s piece researches six different Japanese
school clubs while Ferrara, M. et al piece researches five STEM clubs. Both conclude that self-
identity is a positive outcome and almost always results with a student’s development due to an
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individual’s tie to that specific discourse community. The Foreman, E., & Retallick, M. article
expands on the concept of leadership in clubs and the values associated with it. Leadership is
linked with self-identity and Johns talks about it in her article as well where she mentions how
one can “gain authority in the classroom or over texts” (p. 335). I believe self-identity is a major
factor in pre-profes- sional clubs, especially PDSA, because this is where students really open
their eyes to the passions they want to carry out in the future. With that stated, one of my
overarching themes is self-identity and examining John's article at a closer look will help me to
an- swer how exactly do pre-professional organizations create a foundation for finding self-
identity.