Jonathan Marine

Jonathan Marine
George Mason University | GMU · Department of English

Professor

About

8
Publications
263
Reads
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1
Citation
Citations since 2016
8 Research Items
1 Citation
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201620172018201920202021202201234567
Additional affiliations
August 2019 - present
George Mason University
Position
  • Graduate Teaching Assistant
Description
  • English 302 - Advanced Composition
August 2016 - May 2019
George Mason University
Position
  • Adjunct Professor
Description
  • English 101 - Composition English 302 - Advanced Composition
August 2014 - present
Northern Virginia Community College - Woodbridge Campus
Position
  • Professor (Associate)
Description
  • English 111 English 112 English 125 English 210 English 236
Education
January 2019 - December 2025
George Mason University
Field of study
  • Writing & Rhetoric
August 2012 - May 2014
Southern New Hampshire University
Field of study
  • English Literature
August 2008 - May 2010
Towson University
Field of study
  • English

Publications

Publications (8)
Chapter
In ancient Roman mythology, Janus is the god of beginnings, transitions, and endings. For him, as for the other deities of ancient mythology, beginnings and endings were indistinguishable. For the TAs and GTAs of modern higher education, Janus represents an important referent – we are at once facing outward to the institutions we serve much as we f...
Research
Full-text available
This annotated bibliography contains several of the most important works on or about James Moffett, including articles, book chapters, special issues, and commemorative homages to his life and work.
Research
Full-text available
This bibliography contains all known publications of the well known language learning theorist James Moffett, including books, articles, book chapters, transcribed speeches, and research reports.
Article
Book review of McCann, T. M., & Knapp, J. V. (2021). Learning to Enjoy Literature: How Teachers Can Model and Motivate. Rowman & Littlefield. https://ncte.org/resources/journals/english-education/reviewing-the-field/
Article
Full-text available
This article reports on the implementation of a formative assessment tool (the Writing Engagement Scale, or WES) in grades 3–5 in schools in the United States. We used confirmatory factor analysis (CFA) to collect validity evidence for the WES for our population. Results demonstrated acceptable validity and reliability. In addition, survey results...
Article
(https://kairos.technorhetoric.net/26.2/reviews/marine/index.html) Colton and Holmes’ book, "Rhetoric, Technology, and the Virtues", seeks to update the neglected Aristotelian paradigm of virtue ethics in order to sketch a guide to rhetorical and ethical action in modern, digitally mediated contexts. In the Introduction, the authors grapple with t...
Chapter
Full-text available
While student engagement is a well-researched educational construct that is positively associated with student performance, writing engagement has received less attention. Drawing on engagement research generally and reading engagement research specifically, the authors present writing engagement as a multidimensional construct including affective,...
Article
Full-text available
Past research on bathroom graffiti (latrinalia) has utilized disparate collection and analysis methodologies. Here, we seek to devise a rigorous, unified methodological framework for the collection and analysis of latrinalia. We begin by reviewing the disjointed methodological approaches and findings of previous research on bathroom graffiti in ord...

Network

Projects

Projects (4)
Project
to organize, disseminate, and discuss the work of James Moffett, highlight work on or about him, his life, and career, and promote ongoing research which investigates the application of his theoretical principles in the classroom.
Project
This project aims to systematically map the landscape of international longitudinal writing research from 2000-2020. The project gives special attention to research methods and methodology as well as findings from L1 and L2 longitudinal studies.
Project
In this project we have designed and are testing a formative assessment tool, the Writing Engagement Scale (WES), for researchers and teachers to use to assess students’ writing engagement. Historically, students’ writing proficiency has received far more attention than students’ participation in the writing. Learning more about students’ engagement in writing will help researchers and teachers learn more about and better support students’ writing development. To date we have gathered validity and reliability information about a new questionnaire, the WES, with a sample of 179 students in grades 2-5. We also gathered teachers’ reflections on their students’ WES results to ascertain its usefulness as a formative assessment tool. Results suggest that the WES demonstrated acceptable psychometric properties; we also found that participating teachers found the WES to be a useful and insightful tool for formative classroom writing assessment. Our next steps include expanding the sample size in hopes of improving our communalities and correlating student engagement with text quality with the Analytic Writing Continuum, which was developed by Paul LeMaheiu and colleagues at the National Writing Project.