Book Review of "The Expanding Universe of Writing Studies: Higher Education Writing Research"
Bibliographic record
Abstract
In 1966, more than 50 scholars from the UK, US, and Canada convened at Dartmouth College to discuss the state of the profession of English teaching, ultimately proposing a “growth” model of language learning which contrasted with the skills-based models of curriculum sequencing prevalent at the time. While debates about the impact of the 1966 Dartmouth conference on the teaching of English continue to ebb and flow, from contrasting early accounts by seminar participants (Muller, 1967; Dixon, 1969) to more modern work which situates the conference as a harbinger of the process movement (Trimbur, 2008) or Writing Across the Curriculum (Palmquist et al., 2020), its continued provocation of scholarly discussion has become a legacy in its own right. Even if the Dartmouth Seminar didn't change anything happening in the classrooms of its era and thereafter, which is unlikely (Harris, 1991), it would remain a rare moment of international, professional collaboration and consideration virtually unparalleled in our field's history.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.019 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".