Academics Writing recounts how academic writing is changing in the contemporary university, transforming what it means to be an academic and how, as a society, we produce academic knowledge. Writing ...practices are changing as the academic profession itself is reconfigured through new forms of governance and accountability, increasing use of digital resources, and the internationalisation of higher education. Through detailed studies of writing in the daily life of academics in different disciplines and in different institutions, this book explores:
the space and time of academic writing;
tensions between disciplines and institutions around genres of writing;
the diversity of stances adopted towards the tools and technologies of writing, and towards engagement with social media; and
the importance of relationships and collaboration with others, in writing and in ongoing learning in a context of constant change.
Drawing out implications of the work for academics, university management, professional training, and policy, Academics Writing: The Dynamics of Knowledge Creation is key reading for anyone studying or researching writing, academic support, and development within education and applied linguistics.
Since the 1960s, a group of educators and researchers have championed the idea that learning coding and learning to read and write are, in some sense, part of the same skill set, but the grounds for ...asserting that similarity have continually shifted. Some have argued that as texts increasingly integrate digital components, expertise in coding will become a central part of reading in the 21st century. Others seem to use the word literacy simply to mean an important skill, without necessarily asserting a deeper similarity. In this study of novice writers and programmers in a second‐grade classroom, the authors explored a third hypothesis: that there is a fundamental relation between the activities involved in creating a written story and in creating a computer program. The findings of this research suggest that teachers can use a combination of coding and writing to reinforce students’ acquisition of the writing process.
Culturally relevant and sustaining pedagogy is an asset‐based approach to teaching and learning. In this way, students’ identities, languages, and cultures are centered in the learning experience, ...creating a sense of belonging. The authors observed culturally relevant and sustaining approaches to teaching and learning while visiting schools in New Zealand as part of a three‐week study abroad program. Specifically, the authors observed how teachers in New Zealand centered Maori and Pasifika cultures into daily instruction and learning. Together as teacher educators, an inservice teacher, and a preservice teacher, the authors examine the importance of culturally relevant and sustaining teaching and share their observations of how students’ cultures are honored through writing and arts integration in the classrooms visited in New Zealand. The authors describe how a fifth‐grade teacher applied lessons learned from her visit to New Zealand in her own classroom context in the United States.
In Section 1 of this article, the author discusses the succession of models of adult writing that he and his colleagues have proposed from 1980 to the present. He notes the most important changes ...that differentiate earlier and later models and discusses reasons for the changes. In Section 2, he describes his recent efforts to model young children’s expository writing. He proposes three models that constitute an elaboration of Bereiter and Scardamalia’s knowledge-telling model. In Section 3, he describes three running computer programs that simulate the action of the models described in Section 2.
A Cognitive Listening Hayden, Sarah
Angelaki : journal of theoretical humanities,
12/2023, Volume:
28, Issue:
6
Journal Article
Peer reviewed
Open access
This paper proposes a theory of text on-screen as “unvoiceover.” It addresses both the case for captioning as social good and the affordances (aesthetic, affective) of writing in or over the moving ...image. Advancing an argument informed by perspectives from d/Deaf Studies, Critical Disability Studies and Digital Interface Studies, and applying modes of analysis from literary criticism alongside those proper to the study of moving image and sound, it examines the idiosyncrasies of text-in-motion as non-sonorous, fugitive counterpart to the traditional, troublesome “voiceover.” To develop a poetics of the unsounding voice on-screen, the paper focalizes its argument through multimedia artist Liza Sylvestre’s Captioned series: a body of moving image work that is itself, paradoxically, uncaptioned. Framing Sylvestre’s lyrical “unvoiceover” as a reimagining of the lost roles of film explainers and literary intertitles, I argue that the artist’s takeover of the caption track intervenes critically in contemporary debates about the ethics of audio-visual translation, situated description and access as public ethos rather than private concern. Posing the artist’s personal-and-political writing as suggestive of a lower-case analogue to Deaf Gain, I show how Sylvestre’s “unvoiceover” educates its “receivers” in the purpose and functioning of captions. By reading Sylvestre’s writing on-screen more closely than its fugitive form seems to invite, I show how the unvoiceover encultures its own demands on its readers and elicits its own habits of reading. By scrutinizing how Sylvestre’s series makes the case for captioning, this paper makes the case for a new appraisal of the aesthetic, affective and political affordances of the unvoiceover as writing on the run.
For a significant part of the early modern period, England was the most active site of recipe publication in Europe and the only country in which recipes were explicitly addressed to ...housewives.Recipes for Thoughtanalyzes, for the first time, the full range of English manuscript and printed recipe collections produced over the course of two centuries.
Recipes reveal much more than the history of puddings and pies: they expose the unexpectedly therapeutic, literate, and experimental culture of the English kitchen. Wendy Wall explores ways that recipe writing-like poetry and artisanal culture-wrestled with the physical and metaphysical puzzles at the center of both traditional humanistic and emerging "scientific" cultures. Drawing on the works of Shakespeare, Spenser, Jonson, and others to interpret a reputedly "unlearned" form of literature, she demonstrates that people from across the social spectrum concocted poetic exercises of wit, experimented with unusual and sometimes edible forms of literacy, and tested theories of knowledge as they wrote about healing and baking. Recipe exchange, we discover, invited early modern housewives to contemplate the complex components of being a Renaissance "maker" and thus to reflect on lofty concepts such as figuration, natural philosophy, national identity, status, mortality, memory, epistemology, truth-telling, and matter itself. Kitchen work, recipes tell us, engaged vital creative and intellectual labors.
Theories of writing development posit several component skills as necessary to the writing process. This meta-analysis synthesizes the literature on the correlation between these proposed component ...skills and writing outcomes. Specifically, in this study, we examine the bivariate relationships between handwriting fluency, spelling, reading, and oral language and students' quality of writing and writing production. Additionally, the extent to which such relationships are moderated by student grade level and type of learner is also investigated. The findings document that each of the component skills demonstrates a weak to moderate positive relationship to outcomes assessing writing quality (rs = .33–.49) and the amount students write (rs = .20–.48). Moderator analyses were generally not significant with the exception that the relationship between reading and writing production was significantly higher for students in the primary grades. The implications of these findings to current theories and future research are discussed.
In order to meet writing objectives specified in the Common Core State Standards (CCSS), many teachers need to make significant changes in how writing is taught. While CCSS identified what students ...need to master, it did not provide guidance on how teachers are to meet these writing benchmarks. The current article presents research-supported practices that can be used to meet CCSS writing objectives in kindergarten to grade 8. We identified these practices by conducting a new meta-analysis of writing intervention studies, which included true and quasi-experiments, as well as single-subject design studies. In addition, we conducted a meta-synthesis of qualitative studies examining the practices of exceptional literacy teachers. Studies in 20 previous reviews served as the data source for these analyses. The recommended practices derived from these analyses are presented within a framework that takes into account both the social contextual and cognitive/motivational nature of writing.
Fourth‐grade students were introduced to a detailed process approach to examining mentor texts and then transferring their newfound knowledge of author craft to their own independent writing. The ...EASE strategy was created as a way to scaffold students from merely noticing the exceptional moves that authors make to adeptly applying these techniques. In an effort to read like writers and then write like readers, students were taught to closely examine powerful writing craft and assess why the author may have chosen to write in that particular way. They were also required to suggest other ways to write the excerpt and envision where they might use a similar move in a current or upcoming writing project. Through small‐group writing conferences and writing samples, students showcased how they made direct connections between mentor texts and their narratives and reports.
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