Notices tagged with writing

Notices

  1. dee dee

    # # ----- Losing touch: pedagogies of incorporation and the ability to write Megan Watkins, Greg Noble Social Semiotics Vol. 21, Iss. 4, 2011 ----- Abstract The idea of “touch” is often used to point to the exemplary performance of skilful actions. While such a notion seemingly references the sensuous nature of that skill, it tends to mask the embodied acquisition of that capacity, implying intuitive ability rather than technique perfected through practice. Ironically, it also masks the significance of tactility in the process of developing this “touch”. In the context of a child learning to write, this is especially important. This article explores the importance of touch in learning to construct written text. It argues that its physicality is profoundly “ecological”: writing entails a variety of relations of touch with diverse material objects. These relations have to be ordered into what we call the line of touch, which produces the sensual continuity of subject and these objects necessary for the “grace” of textual production. Drawing on the work of Merleau-Ponty and recent theorisation of embodiment, this article considers the ways in which tactility allows the body to “remember” text embodying not simply the shape and directionality of letters when handwriting, but the knowledge of the letters themselves. This process represents a form of “muscular memory”, “knowledge in the hands”, in which children necessarily “lose” the awareness of touch to achieve the automaticity required for the task of composition. The relations and lines of touch also have a pedagogic quality. A child does not simply or naturally acquire the capacity to write; they are taught to do so, and the pedagogies that effect this process are instrumental to their embodied competence. Touch and the incorporation of the sensibility of this technology through iteration are crucial aspects of literacy practice, yet, as this article will examine, are undervalued within the theory and practice of literacy pedagogy.

    about 5 months ago from web
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    # # # ----- Sara Whiteley Talking about ‘An Accommodation’: The implications of discussion group data for community engagement and pedagogy Language and Literature August 2011 20: 236-256, doi:10.1177/0963947011413562 ----- Abstract Community engagement is an important area of development both generally in Higher Education English departments and also in the disciplines of stylistics and cognitive poetics. Though claiming to be concerned with ‘real readers reading literature in the real world’ (Stockwell, 2002: 8), cognitive poetic and stylistic analyses could be biased towards the reading practices of academics (Miall, 2006). As a result, it is becoming increasingly popular for stylisticians to use empirical methods to investigate readers other than the analyst in their discussion of literary effect (e.g. Burke, 2010; Stockwell, 2009; Whiteley, 2011). This article examines extracts from group discussion data collected as part of the ‘Creative Writing in the Community’ project at the University of Sheffield. Five groups of readers were recorded discussing poems by contemporary British poet Simon Armitage. The groups consisted of cognitive poetic researchers, first-year undergraduate English students, and local reading groups respectively. I examine the style and content of their discussions in the light of existing research into the distinctions between ‘professional’ and ‘non-professional’ readers, and consider what the similarities and differences between their discourse could signal for university departments’ engagement with readers both within and outside of the classroom. ----- cognitive poetics community engagement impact interpretation non-professional readers professional readers reading groups Simon Armitage stylistics

    about 6 months ago from web
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    # # # # ----- Angela Goddard. "‘Type you soon!’ A stylistic approach to language use in a virtual learning environment." Language and Literature August 2011 20: 184-200, doi:10.1177/0963947011413561 ----- Abstract The starting point for this article is that although new communication technologies have become an integral part of much educational provision, the nature of virtual learning environments (VLEs) remains underresearched, particularly in terms of the language skills required of participants. Existing research paradigms from linguistics, especially those from formalist traditions, offer inadequate and simplistic accounts of new communication contexts. Drawing on the field of Mediated Discourse Theory and of Scollon’s central concept of discourse as a ‘nexus of practice’ (Scollon, 1998, 2011), the article brings together interactionist approaches with insights from stylistics in order to analyse a specific aspect of synchronous written language use within a VLE, that of ‘response cries’ (Goffman, 1981). The analysis acts as an exemplar, illustrating the complexity of new communication systems and the associated skills required by interlocutors to negotiate meaning in unfamiliar spaces. Response cries, as examples of utterances that are neither speech nor writing in any formal sense, show how ‘new representational technologies are simultaneously producing new forms of representation and mediational means’ (Scollon, 2001: 170). A number of pedagogic implications arise from this study, including the need to build a more sophisticated understanding of the nature of VLEs in order to assess participant performance accurately. For example, the study shows that in order to represent aspects of expressive language, which have traditionally been associated with speech, participants need a high level of literacy skill and metalinguistic awareness. In addition, participants who are part of international online study communities need to be able to negotiate new norms of usage as English is elaborated as a virtual lingua franca. ---- English as a lingua franca mediated discourse representation of speech response cries virtual learning environments

    about 6 months ago from web
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    # # # # # # ----- Culture & Psychology -- Table of Contents Alert A new issue of Culture & Psychology has been made available: 1 June 2011; Vol. 17, No. 2 URL: http://cap.sagepub.com/content/vol17/issue2/?etoc ----------------------------------------------------------------- Articles ----------------------------------------------------------------- Amerindian anthropology and cultural psychology: Crossing boundaries and meeting otherness' worlds Danilo Silva Guimaraes Culture Psychology 2011;17 139-157 http://cap.sagepub.com/cgi/content/abstract/17/2/139?etoc Encountering being, identity, and otherness: Reconsidering Guimaraes's ''Amerindian anthropology and cultural psychology'' and Amerindian perspectivism, with insights from anthropology of religion, African humanities, and collaborative ethnography Susan Rasmussen Culture Psychology 2011;17 159-176 http://cap.sagepub.com/cgi/content/abstract/17/2/159?etoc Historical representations and conflicts about indigenous people as national identities Mario Carretero and Miriam Kriger Culture Psychology 2011;17 177-195 http://cap.sagepub.com/cgi/content/abstract/17/2/177?etoc (Re)writing biography: Memory, identity, and textually mediated reality in coming to terms with the past Cristian Tileaga Culture Psychology 2011;17 197-215 http://cap.sagepub.com/cgi/content/abstract/17/2/197?etoc Tailoring identities Peeter Tulviste Culture Psychology 2011;17 217-221 http://cap.sagepub.com/cgi/content/abstract/17/2/217?etoc How emotion shapes religious cultures: A synthesis of cognitive theories of religion and emotion theory John Dulin Culture Psychology 2011;17 223-240 http://cap.sagepub.com/cgi/content/abstract/17/2/223?etoc Emergent organization in the dialogical self: Evolution of a ''both'' ethnic identity position Nancy J Bell and Anindita Das Culture Psychology 2011;17 241-262 http://cap.sagepub.com/cgi/content/abstract/17/2/241?etoc Bakhtin's realism and embodiment: Towards a revision of the dialogical self James Cresswell and Cor Baerveldt Culture Psychology 2011;17 263-277 http://cap.sagepub.com/cgi/content/abstract/17/2/263?etoc

    about 8 months ago from web
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    # # ----- Academic Writing in Context - Implications and Applications edited by Martin Hewings Preview Share Imprint: Continuum Pub. date: 15 Aug 2006 ISBN: 9780826481313 256 Pages, paperback World rights $70.00 Add to my Catalogue Add to my basket Description This volume explores a number of themes of current interest to those engaged in researching and teaching academic genres: the social and cultural context of academic writing; differences between the academic and non-academic text; the analysis of particular text types; variation within and across disciplines; and applications of theory in the teaching of writing. The contributors include many of today's most influential scholars in the area of academic literacy, working in a wide variety of tertiary academic contexts in Britain, Finland, Hong Kong, Zimbabwe, Australia and the United States. The implications will be of relevance to all those engaged in teaching academic writing to both native and non-native English speaking students in tertiary education around the world. Table of Contents Contributors Acknowledgements 1. Introduction; Marting Hewings 2. Publications by Tony Dudley-Evans 3. Distanced and refined selves: educational tensions in writing with the power of knowledge; Charles Bazerman 4. The future is with us: preparing diverse students for the challenges of university texts and cultures; Ann M. Johns 5. Descriptions or explanations? Some methodological issues in Contrastive Rhetoric; Anna Mauranen 6. From evidence to conclusion: the case of 'indicate that'; Tim Johns 7. 'In my opinion': the place of personal views in undergraduate essays; Greg Myers 8. Analysing genre: some conceptual issues; Vijay K. Bhatia 9. Abstracting from abstracts; Thomas Huckin 10. Short answers in first-year science writing. What kind of genres are they?; Helen Drury 11. Introductory textbooks and disiplinary acculturation: a case study from social anthropology; Alison Love 12. Cyberdiscourse, evolving notions of authorship, and the teaching of writing; Diane Belcher 13. Exemplification strategy in Adam Smith's 'Wealth of Nations'; Willie Henderson 14. Active verbs with inanimate subjects in scientific research articles; Peter Master 15. There'll be some changes made: predicting future events in academic and business genres; Meriel Bloor and Thomas Bloor 16. Anticipatory 'it' in academic writing: an indicator of disciplinary difference and developing disciplinary knowledge; Ann Hewings and Michael Hewings 17. Reflections on collaborative practice in EAP materials production; John M. Searle and Christine B. Feak References Index Author(s) Martin Hewings, Martin Hewings is Senior Lecturer in the Department of English, University of Birmingham. ----- http://www.continuumbooks.com/Books/detail.aspx?ReturnURL=/Search/default.aspx&ImprintID=2&BookID=125295

    about 10 months ago from web
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    # # ----- Andrea J. Wenger: Write with Personality. She looks at Myers-Briggs types with writing punctuation error diagnosis in mind. ----- http://andreajwenger.com/2010/11/05/punctuation-personality-type-fiction/

    about a year ago from web
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    # # # # ----- Apparently, because a lit teacher found that three of her students got tattoos saying "fear no more" after reading Mrs. Dalloway, that somehow justifies the importance of using literary texts in introductory comp courses: http://www.insidehighered.com/news/2011/01/12/teaching_literature_at_community_colleges#Comments I know I'm trivilizing the argument a little bit and not covering the scope of the whole text. But there is no discussion of improvement in writing outcomes, and one of the ideas mentioned in the piece is that research paper writing should be eliminated in order to enable more students to pass composition. Charlie

    about a year ago from web
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    # # ----- 100 word stories ----- http://podcasting.isfullofcrap.com/

    Saturday, 25-Sep-10 20:16:55 EDT from web
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    # # # ----- Salt Lake Community Writing Center ----- http://www.slcc.edu/cwc/

    Saturday, 25-Sep-10 10:22:58 EDT from web
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    # # ----- Writing Centers Online ----- http://writingcenters.org/links/writing-centers-online/

    Saturday, 25-Sep-10 10:20:58 EDT from web
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    # # ----- The Writing Center Directory ----- http://web.stcloudstate.edu/writeplace/wcd/index.html

    Saturday, 25-Sep-10 10:19:53 EDT from web
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    # # ----- International Writing Centers Association ----- http://writingcenters.org/

    Saturday, 25-Sep-10 10:13:41 EDT from web
  13. dee dee

    # # # ----- Insider/outsider discourses of communities: what agreements are necessary? Zero-tolerance discussions: what makes the members a community? In Stommel and Koole's study, an anorexia group refused to accept a newbie's lax interpretation of anorexia as unacceptable; this opinion had to be in place before further discussion could happen. AA is the same thing: 1st: admit that you have a problem. Discourse in these groups could not exist without the basic premise being accepted. Are there such premises for writing studies classes? In the current climate of freshman comp being a remedial space, do students first have to admit that they "have a problem" before they can be "helped"? Can we move students beyond seeing this as a remedial space, and if so, what new agreements will have to be in place for us to move forward in our discussions?

    Tuesday, 01-Jun-10 10:26:06 EDT from web
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    # # # # # # # ----- Xchanges: Welcome to Issue 6.1 of Xchanges! We are excited to present here a series of essays on topics in the disciplines of Technical Communication, Writing/Rhetoric, and Writing Across the Curriculum, written by upper-level undergraduate students from across the United States. This batch of eight essays, selected after blind review by a panel of faculty members from these disciplines at universities across the country, comprise our first issue of Xchanges from the journal's new home at New Mexico Tech. In reading these essays, you will see the various approaches these writers have adopted to present their original scholarship in these fields, approaches that range from undergraduate-thesis-length research studies to creative genre-transgressing analyses. We are proud to present this first issue from NMT. The essays that collectively constitute Issue 6.1 indicate the Xchanges journal's exciting new direction and the professional promise and research and writing excellence of these eight young scholars. Also, please click here to reader our CFPs for our graduate student issue, 6.2, and our next undergraduate issue, 7.2. Enjoy! Section I: Creative and Critical Approaches in Composition and Rhetoric "Perspectives on the Writing Center and Writing Across the Curriculum: A Dialogue Between the Sciences and Humanities," by Melissa Bugdal "Rhetorical Analysis of a Corporate Website: Philip Morris, Ethos, and Ethics," by Melanie Wilson "Pedagogy Shaped by Ideology: Beneath or Beyond Plato," by Kacey Ross "Excuse My Excess," by Lauren E. Tyrrell Section II: Technical Communication: Practice and Analysis "Analysis of Web Content Delivered to a Mobile Computing Environment," by Anthony Perreault "The Benefits of Using Web Content Management Systems," by Gregory L. Koch II "Socialization of the New Hire in the Workplace," by Linda Lambert "Typeface and Document Persona in Magazines," by Nida Stewart http://infohost.nmt.edu/~xchanges/

    Sunday, 30-May-10 18:51:39 EDT from web