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USF psych professor applies research to fiction

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1328171947 49 USF psych professor applies research to fiction

Many USF researchers have their work published to share with colleagues. However, one of these published professors decided to apply her work to a more entertaining medium: fiction.

Jamie Lynn Goldenberg, an associate psychology professor, earned her doctorate in social psychology and her post-doctorate in terror management. After having written an extensive collection of journal publications and presentations, she recently published her debut fiction novel, “Finding Jolie.”

The novel applies Goldenberg’s field of research to a story aimed at younger students.

The Oracle spoke with her about the novel itself and making the jump to fiction. 

The Oracle: What is a brief introduction to the storyline of your novel?

Jamie Lynn Goldenberg: It’s a fiction story about a 16 year-old high school girl named Jolie growing up in

suburban New Jersey who deals with issues of existential anxiety. She tries handling her fears by running away from them and experimenting with a lot of risky behavior like sex and drugs. She hits bottom when she finds out something about her family’s history, and she runs away from home.

Before she runs away she calls her high school algebra teacher and shakes up his world. His life is not the same after the call and he goes after her. The story is mostly about Jolie, but the story is also seen from the teacher’s point of view as a way to give more insight into Jolie.

O:What message do you want your audience to gain from the book?

JLG:It’s written for college students, like 17 and up. It is definitely not preachy, but there is definitely a significant message. The book is about life and being a young woman. It touches on our culture and getting sucked into the materialistic lifestyle. It also touches on this deeper level of life that also draws us in. You’ll see a lot of different glimpses that cause Jolie’s behavior. She sees some things more explicitly than some people do. I don’t want to give anything away, but I guess the message kind of circulates around that.

O:You have done a lot of research in the terror management theory and the human body and sexuality. Do these concepts correspond with the ideas in the novel?

JLG: Yes, they do. I spent so much time writing and doing research, so that was kind of my goal of this project. You can approach the book as a terror management novel, but you also do not have to. Those who read it without background knowledge on the subject would not get that out of it. The book definitely won’t give you some great insight, but if you are familiar with the theories you can analyze the book from that perspective.

O: What was your main motivation behind writing a fiction novel and how did your research play a role in deciding to write this story?

JLG: It’s the ideas that interest me. Social psychology is a vehicle to study these ideas and write about them, and I also wanted to tap into a different and broader audience. I love fiction and writing. It’s nice to write more freely and not be constrained by data, but the concepts in the book are not any less true.

O: Did you draw certain aspects of the story from your own life experiences?

JLG: I definitely used some things, so I would be more informed. I did write about certain places that I lived, but the book is definitely fiction. I loved the idea of writing fiction, but the story wasn’t planned. It sort of almost wrote itself. I love reading. What I wrote would have been what I would’ve wanted to read, and even what I want to read now. It speaks to me, and that’s why I wrote it.

O: How long did it take you to complete the novel?

JLG: I completed the first draft in about seven months, and then I spent an additional year editing it.

O: Those with Ph.Ds usually go toward a nonfiction track. Why did you choose fiction?

JLG: I was thinking about writing a nonfiction book with a colleague, and they’re not mutually exclusive. I love stories as a vehicle. I had thought about it, but I did not have any idea that I could do it. I was really pleasantly surprised by the whole process.

O: Do you plan to write any more fiction?

JLG: I hope so. I have a start to something, and I love the beginning. It would be more focused on objectification as a theme because my research has moved more into that direction.

O:Do you have any advice for college students or anyone interested in writing?

JLG:I think you just have to do it. What works for me is early morning, and I know that doesn’t work for everyone. It’s before I get caught up in all my daily stuff. I sometimes get up at like 5:30 with my coffee and just see what comes out. You have to give the time, and a lot of the time it didn’t work for me to think about it before. It helped sometimes, but I didn’t know what I was going to write until I sat down and started writing.

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The best way to find custom writing services is essays online

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1327895973 18 The best way to find custom writing services is essays online

Several websites in the internet offers essays online service. They may even cater completely different papers. You’ll only be in charge in selecting matters to your essay. However because of large inhabitants, college students cannot discover which amongst these web sites can really give them the very best essay they need to. You need to be an eager observer. Examine the writing service that being offer by totally different web sites and naturally the first thing that you must do is to have a Plagiarism Examine for the standard of their works

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Internet creates a rise in cut-and-paste plagiarism

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1327733950 68 Internet creates a rise in cut and paste plagiarism

“I’m not an idiot,” Danae Brentzel-Martina tells her high-school English students. “So don’t try to play me for one by plagiarizing on your papers.”

Plagiarizing — claiming someone else’s words as your own without proper credits — may be shameful, but not uncommon. In a Pew Research Center study released in August, 55 percent of college presidents said plagiarism had increased in the past decade; 89 percent of those who thought plagiarizing was on the increase cited the Internet was a major reason.

According to surveys of students and faculty by Rutgers Business School in Newark, N.J., about 33 to 40 percent of high-school and college students admit to having done some kind of cut-and-paste plagiarism.

Academic integrity is important, as is respecting people’s intellectual property, says Brentzel-Martina, who teaches her students to value their own ideas and work and to give credit to other people’s.

“My goal is that they know how to do it (credit) properly by the time they leave my classroom,” she says. “One of the biggest things that I work on in my classrooms is encouraging them to have their own ideas, so they don’t feel the need to … fall back on cheating.”

When the Norwin High School teacher sees something suspicious — often caught through the computer program called Turnitin — she will meet with the student privately. Sometimes, the student admits to cheating by copying someone’s else’s work, often from the Internet. Brentzel-Martina might will give students a chance to fix it, if they simply failed to cite their sources properly.

But in clear-cut, deliberate cases of plagiarism, the students will fail the assignment. A second offense could lead to the principal’s office and failing the course.

Plagiarizing is easier than ever for students, who can just copy something from a website, change the font and electronically paste it into their papers. Yet, the same technology that makes plagiarism easier for students to do makes it easier for teachers to catch. Many schools use anti-plagiarism computer programs. Turnitin, which 10,000 educational institutions use in 126 countries, scans papers and the Internet and reports on text matches.

The Turnitin software has helped numerous high-school teachers and college professors enforce academic integrity in the electronic age, says Chris Harrick of the Oakland, Calif.-based Turnitin.com.

“The means to commit plagiarism is much easier,” says Harrick, a native of Peters. “It’s definitely a growing concern among educators.”

Turnitin isn’t intended to be punitive, Harrick says. It may catch cheaters, but it, ultimately, aims to teach kids how to paraphrase and cite sources properly.

“We look at Turnitin not as a policing tool, but more as an educational tool for engaging students and helping instructors,” he says.

Brentzel-Martina calls Turnitin her first line of defense. After that, she catches plagiarism the old-fashioned way: watching for writing that just looks fishy. The writing may be above the student’s ability level, or it may shift in voice and tone in parts of the paper. Often, if she Googles something that looks suspicious, she will find it online.

Many people may assume that students plagiarize deliberately because they are lazy and just want to avoid doing their own work by stealing someone else’s. Yet, these cases are the minority, Harrick and Brentzel-Martina say. She had a student who plagiarized on a personal-reflection essay years ago. When confronted, he told her, “I thought you’d rather have it be right than what I think.”

“It’s rarely that they’re lazy,” Brentzel-Martina says. “They’re so afraid to be wrong.”

Wendy Skinner, dean of students at Shady Side Academy in Fox Chapel, agrees. Students usually don’t intend to steal someone else’s work. Often, Skinner will hear students say that they were up until 1 a.m. working on a writing assignment, ran out of energy, and copied some work into the paper as a last resort.

“They rarely plagiarize when they are well rested and when they have plenty of time to do the assignment,” Skinner says.

Plagiarism contains some gray areas and can be confusing, Skinner says. For instance, maybe a student will repeat a paragraph almost word-for-word from another source, but the paragraph contains mostly factual information and isn’t easily rephrased. Maybe students gave proper attributions and citations in their papers, but only changed a few words here and there.

Sometimes, a highly gifted student may raise suspicions because his or her writing is so good, Skinner says, but after a few assignments, the teacher will know and recognize the student’s ability.

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A Rulebook for Arguments Book Review

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This is a book review of A Rulebook for Arguments by Anthony Weston, published by Hackett Publishing Company, Inc. (2000), Indianapolis, IN; 87 pages; ISBN 978-0-87220-552-9When students are expected to write essays for college courses, they are often expected to give arguments to support the conclusion that they are claiming in that essay. An argument in an essay is not just stating your opinion which happens to dispute what other people say. This is the way the word argument is used when you do not agree with your roommate that the room should be painted black. In a paper you are writing, your instructor will be looking for statements that show your conclusion to be true or at least plausible and will sometimes expect you to know and argue two or more opinions which are usually opposing opinions. To write these papers you will need to know the rules for arguments so that you can use arguments to support your opinions in your essays and assess other people

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