Ruth Spack

Biographic Data

ID763845
NAMERuth Spack
GIVEN NAMESRuth
FAMILY NAMESpack
SIGNATURESPACK R
AFFILIATIONSTufts University
ORCID0000-0002-2396-7068
VERIFIEDYes
TOTAL WORKS17
TOTAL CITATIONS21
WORKS AS AUTHOR17
WORKS AS EDITOR0
FIRST PUBLICATION YEAR1983
LATEST PUBLICATION YEAR2017
H-INDEX3

  • Carlisle Indian Industrial School

    Ruth SpackARTICLEJournal of American History2017Cited by: 2

    In 2012 Dickinson College in Carlisle, Pennsylvania, hosted a symposium to confront the troubling history of the famed Carlisle Indian School (CIS). For the majority indigenous academics, artists, activists, and descendants who attended the symposium the gathering provided an opportunity to honor the memory of the children who endured relentless attempts at linguistic and cultural erasure during the thirty-nine years of the school's existence (18…

  • American Indian Education

    Open AccessRuth SpackARTICLEHistory Compass2006References: 4

    This article examines history writing on American Indian education to show its movement from a focus on federal policy to studies that incorporate Native people’s perspectives. The article discusses the benefits and challenges of using oral histories, interviews, and autobiographies for historical analysis and points to the value of a multi‐voiced, interdisciplinary approach

  • English Lessons

    Ruth SpackARTICLETESOL Quarterly2006Cited by: 2

  • Remembered Histories and Other Controversial Issues

    Ruth Spack, A P R Howatt et al.ARTICLETESOL Quarterly2005

    N The general questions about the process of how languages are acquired and learned are central to the discourses of applied linguistics (AL) (Cook, 2003). Furthermore, because the domain of AL stresses English as the second language, these discourses are directly and indirectly connected to the politics and history of how English has become the language to learn (Brutt-Griffler, 2002; Canagarajah, 1999; Pennycook, 1998) and to the overall politi…

  • Dis/engagement

    Ruth SpackARTICLEMELUS Multi-Ethnic Literature of…2001

    Dis/engagement: Zitkala-Ŝa’s Letters to Carols Montezuma, 1901°C1902 Get access Ruth Spack Ruth Spack Bentley College Search for other works by this author on: Oxford Academic Google Scholar MELUS, Volume 26, Issue 1, March 2001, Pages 173–204, https://doi.org/10.2307/3185502 Published: 01 March 2001

  • Negotiating Academic Literacies

    Stephanie Vandrick, Vivian Zamel et al.ARTICLETESOL Quarterly2000

    Negotiating Academic Literacies: Teaching and Learning Across Languages and Cultures is a cross-over volume in the literature between first and second language/literacy. This anthology of articles brings together different voices from a range of publications and fields and unites them in pursuit of an understanding of how academic ways of knowing are acquired. The editors preface the collection of readings with a conceptual framework that reconsi…

  • English, Pedagogy, and Ideology

    Open AccessRuth SpackARTICLEAmerican Indian Culture and…2000

    In the late nineteenth century, when the US government embarked on an educational program to teach English to American Indian students, there were few if any trained teachers of English as a second language in public schools in the United States. Immigrant groups that wielded some political power, such as German speakers, created their own schools, which were staffed with teachers who spoke the students’ languages. In contrast, poor immigrant chi…

  • Cultural Backgrounds

    Ruth SpackARTICLETESOL Quarterly1998

  • The Rhetorical Construction of Multilingual Students

    Ruth SpackARTICLETESOL Quarterly1997Cited by: 5

    The TESOL Quarterly invites commentary on current trends or practices in the TESOL profession. It also welcomes responses or rebuttals to any articles or remarks published here in The Forum or elsewhere in the Quarterly

  • Guidelines

    Joël Paré, Ruth SpackARTICLETESOL Quarterly1997

  • "Two Commentaries on Ruth Spack's "Initiating ESL Students into the Academic Discourse Community

    Ruth SpackARTICLETESOL Quarterly1988

  • Initiating ESL Students into the Academic Discourse Community

    Ruth SpackARTICLETESOL Quarterly1988Cited by: 6

    In the interest of finding ways to help their students succeed in university studies, college-level L2 writing researchers and teachers have endeavored for years to define the nature of academic writing tasks. The effort to determine what academic writing is and what ESL students need to know in order to produce it has led to the development of a number of different approaches to the teaching of writing. Most recently, this effort has led to a pr…

  • "Two Commentaries on Ruth Spack's "Initiating ESL Students into the Academic Discourse Community

    Ruth SpackARTICLETESOL Quarterly1988

  • "Comments on Joy Reid's "The Radical Outliner and the Radical Brainstormer

    Ruth SpackARTICLETESOL Quarterly1985

  • Literature, Reading, Writing, and ESL

    Ruth SpackARTICLETESOL Quarterly1985Cited by: 2

    For a long time, literature, which once played a prominent role in language study, has been excluded from both ESL programs and first language composition programs whose central aim is the achievement of linguistic proficiency. In recent years, however, many educators in both fields have again acknowledged the academic, intellectual, cultural, and linguistic benefits of the study of literature. An examination of research on the activities of read…

  • Invention Strategies and the ESL College Composition Student

    Ruth SpackARTICLETESOL Quarterly1984Cited by: 4

    The recent finding by composition researchers and teachers that the composing process can be taught as an intellectual and cognitive activity has led to a renewed interest in the ancient art of invention and the view that invention can be practiced as systematic procedures of discovery, the primary purpose of which is to generate ideas about a subject. This article reviews composition and invention research, discusses a variety of discovery techn…

  • Student-Teacher Working Journals in ESL Freshman Composition

    Ruth Spack, Catherine SadowARTICLETESOL Quarterly1983

    Recently, first language composition researchers have shown that by using a traditional composition teaching method which focuses on the form and correctness of a finished product, teachers ask students to produce writing which does not reflect the actual writing process. Findings indicate that most school-sponsored writing does not involve the self-motivation, contemplation, exploration, and commitment which characterize real life writing. These…