A REVISIONARY APPROACH TO CROSS-CURRICULAR LITERACY WORK

In this dissertation, I use qualitative research methods to study relationships between compositionists and faculty in other disciplines in the context of cross-curricular literacy (CCL) work. Drawing on a two-year CCL project in the biology department, for which I was a participant observer, I argue that compositionists need to attend more carefully to issues that influence day-to-day interactions with disciplinary faculty in order to develop more meaningful CCL relationships. Toward that end, I offer a revisionary approach to cross-curricular literacy work that cultivates complex relationships by delaying consensus and embracing disconnection and disorientation. More specifically, I employ revisionary stance as a discursive strategy to complicate three key concepts in CCL literature and scholarship—expertise, change, and outcomes. I re-vision three texts produced during my time in the biology department in order to illuminate the complexities of negotiating expertise, recognizing change, and pursuing outcomes in CCL contexts. Given the reciprocal relationship between discursive and material change (Lee), I maintain that revision of CCL discourse can inspire revision on a pedagogical level, shaping how compositionists and disciplinary faculty participate in CCL interactions. Thus, a revisionary approach leads me to conceptualize revisionary pedagogy for cross-curricular literacy work. I theorize revisionary pedagogy as a means of fostering pedagogical relationships in CCL contexts, complicating how relationships are framed in traditional Writing Across the Curriculum/Writing in the Disciplines scholarship. The literature advances three main conceptual models of CCL, each of which embraces expertise, change, and outcomes in ways that sponsor potentially problematic relationships between compositionists and disciplinary faculty. I draw on Composition scholars’ rich conceptualization of revision (Jung; Lee; Welch) and pedagogy (Kameen; Qualley; Stenberg) to challenge the litany of next-best models and imagine alternative possibilities for relationships in CCL contexts. Revisionary pedagogy is a means of approaching material circumstances that reconstitutes how compositionists and disciplinary faculty conceive of and participate in CCL relationships.

Space–time zero-inflated count models of Harbor seals

Environmental data are spatial, temporal, and often come with many zeros. In this paper, we included space–time random effects in zero-inflated Poisson (ZIP) and ‘hurdle’ models to investigate haulout patterns of harbor seals on glacial ice. The data consisted of counts, for 18 dates on a lattice grid of samples, of harbor seals hauled out on glacial ice in Disenchantment Bay, near Yakutat, Alaska. A hurdle model is similar to a ZIP model except it does not mix zeros from the binary and count processes. Both models can be used for zero-inflated data, and we compared space–time ZIP and hurdle models in a Bayesian hierarchical model. Space–time ZIP and hurdle models were constructed by using spatial conditional autoregressive (CAR) models and temporal first-order autoregressive (AR(1)) models as random effects in ZIP and hurdle regression models. We created maps of smoothed predictions for harbor seal counts based on ice density, other covariates, and spatio-temporal random effects. For both models predictions around the edges appeared to be positively biased. The linex loss function is an asymmetric loss function that penalizes overprediction more than underprediction, and we used it to correct for prediction bias to get the best map for space–time ZIP and hurdle models.