Search

This Afterward to a suite of papers studying and interpreting the work of Hans Loewald (Atsmon, Goldstein, Milch-Reich, Ofer, and Young, all this issue) takes the opportunity to reflect on why Loewald is currently in the air. It considers not only why Loewald, but why Loewald now, and, specifically, why Loewald especially in times of trouble? The meaning of an international Loewald Reading Group cohering during the time of Covid lockdown is emphasized, and the poignancy of the group originating as a way of continuing Lew Aron's teaching of Loewald, which was tragically cut short, is acknowledged and honored. Finally, the way that Loewald's writing challenges the reader to unpack a concentration of ideas (on the one hand) while relaxing and inviting them to dream freely and without judgment (on the other) is seen as a living out of the very theoretical precepts he evolved. [ABSTRACT FROM AUTHOR]

Problem: Writing for publication is a core activity for many medical school faculty, but faculty report numerous challenges to publication. To help address these challenges, some medical schools establish writing support programs, but those programs are often resource-intensive, involving didactic courses, accountability groups, formal mentorships, and even assistance from professional writers. Not all medical schools, however, provide resources for such programs, and many faculty members, especially clinicians, lack time needed to participate. Furthermore, success of these programs is typically judged by the total number of papers published. However, many clinicians would judge success as publication of the occasional papers they decide to write, not the total number of papers they or the group publish. With these issues in mind, we established a low-resource writing program focused on individual acceptance rates rather than total publications. Intervention: Our writing program is an informal group that meets monthly. Members bring their ideas for papers and drafts of papers, and other members provide critique and suggestions for improvement. Members then revise their papers to address that critique prior to journal submission. There are no formal or assigned mentors, courses, lectures, or writing assistants. Context: The program takes place in our family medicine department, in which faculty have various roles. Some group members are clinician-educators seeking to publish occasional clinical reviews or research articles; others are PhDs seeking to publish on aspects of their work. Impact: During the six years of the program, 86% of papers reviewed by the group were accepted for publication and 94% of those were accepted by the journal to which they were first submitted. Publication success rate of individual members averaged 79%. This exceeds the 30–40% acceptance rate for scholarly journals worldwide. Group members published an average of 5.2 papers per member, with some publishing as few as 2–3 papers and others as many as 10–11. Lessons Learned: An informal, low-resource writing program in medical school departments can help faculty reach their publication goals. We found that members were satisfied by having the group help them publish whatever number of papers they decided to write. The program's simple, informal approach fostered a culture of respectful and collegial interactions, in which members learned to depend on and accept critiques from colleagues. Finally, an unexpected benefit of our program resulted from membership of both clinicians and non-clinicians. This provided feedback from individuals with different perspectives, which enhanced development of manuscripts. [ABSTRACT FROM AUTHOR]

This paper discusses the question about how to write a literature review paper (LRP). It stresses the primary importance of adding value, rather than only providing an overview, and it then discusses some of the reasons for (or not) actually writing an LRP, including issues relating to the nature and scope of the paper. It also presents different types of LRPs, advises on reporting the methodology used for the selection of papers for review, and the structure of an LRP. An important conclusion is that the heterogeneity in LRPs is very large. This paper also presents some of the aspects that the authors feel are important structural and contextual considerations that help produce high-quality review papers. [ABSTRACT FROM PUBLISHER]

This article discusses the future of reading and writing. It includes a brief history of reading and writing, shows the reader how digital text has quietly evolved and threatens to take over traditional notions of what it means to be literate, and suggests that speech will emerge as a dominant way of communicating. The three ideas developed here are: (a) Pens, pencils and paper will soon be artifacts of the past; (b) Electronic reading and writing will be pervasive, collaborative, and social events; and (c) Speech will replace most writing. "kindle"-to excite; stir up or get going; animate; rouse; inflame Amazon's Kindle is a handheld wireless reading device with a six inch screen that looks like a book and has sparked a firestorm of interest in readers and investors (Gunnison, 2008; Klein, 2008; Levy, 2007). It is a bone-white 5 in. x 8 in. plastic device that costs $359. and can access over 185,000 books, magazines, newspapers and blogs. In 2008, Amazon announced the Kindle2 which can store 1,500 books. In 2009, the KindleDX was introduced (Wildstrom, 2009). It holds 3,500 books, supports PDF files, newspapers and textbooks. The unveiling of these e-readers and others, kindled my imagination, causing me to think about the changes reading and writing have undergone historically. (Author's Note: Since this article went to press, Amazon unveiled the Kindle3 which costs $139., comes with Wi-Fi, can access 630,000 books, and underscores the rapidly changing nature of technology and literacy (http://nyti.ms/cB2t2D ). Recently, while thinking about the impact of technology on writing, I stopped short of predicting the future of literacy (Bromley, 2006, 2008). I wrote about how technology is changing our ways of writing and communicating as we combine paper and pencil with technology. I wrote about how electronic journals were augmenting paper journals and texts. I wrote about how technology affects written conventions. But, I did not explore the future of reading. This article goes beyond that earlier work to offer three ideas to kindle your interest and explore some of the challenges related to the future of reading and writing. [ABSTRACT FROM AUTHOR]

This article describes the outcomes of a faculty partnership between a math professor and a composition professor to improve the final paper in a research-focused senior capstone math course. Much attention has been paid in recent years to the importance of undergraduate research experiences and how to best create and support such endeavors. However, little space has been dedicated to helping math faculty design and scaffold writing assignments to support their students' development as scholars. We describe how our partnership took place, the changes we made to existing assignments and the creation of new ones, and an assessment of our efforts completed by an interdisciplinary group of faculty and students, which showed marked improvement in the areas of information literacy, critical thinking, and quality of writing. [ABSTRACT FROM AUTHOR]

This paper deals with the relation between different kinds of indigenous speech and music and various iconographic forms such as petroglyphs, house painting, basketry designs and also features of landscape that are understood in graphic terms. It examines how Northwest Amazonian myth-history is structured and memorized, how it can appear in both verbal and non-verbal forms, and how contemporary books, maps and diagrams produced by indigenous organizations as part of programmes of research and education show continuity with these traditional forms. Rather than making firm distinctions between peoples with and without writing, I argue that it is more profitable to focus on how various mnemonic systems—“writing”—work in tandem with different narrative forms—“myth”. When “writing” and “myth” are understood in indigenous terms, contemporary written documents appear in a new light. [ABSTRACT FROM PUBLISHER]

Those of us who teach technical and professional writing may read [findings on typical pedagogical effectiveness] and end up feeling that our efforts to simulate workplace writing and to teach workplace genres in our classrooms are at best unreliable and at worst futile. Blakeslee (2001), p. 170. Courses: Writing for Public Relations, Business Communications; Marketing Objective: Students will be able to identify audience issues, marshal evidence, garner support, and motivate adoption of a position via visual imagery and persuasive writing [ABSTRACT FROM PUBLISHER]

The article offers the author's perspective about what comes after postmodernism and how it affects educational philosophy and theory, focusing philosophy that is not of paper. Of particular interest is given to Buen Vivir, described as a diverse vision for living harmoniously and encourages people to live well and help others. The author believes that philosophies not of paper offer recovery from postmodernism and different ways of thinking and living.

The ability to write up research in the form of a paper is a crucial requisite for academics. The skills required are manifold and are acquired piecemeal during an individual’s training. Matters would be facilitated by a short and intensive course that would cover all of these facets. Such a course would ideally be delivered by experienced writers and editors. It is for this very reason that WASP (Write a Scientific Paper) was created. WASP was held outside of Malta for the first time, in London. This paper describes the preparations required in order to plan and execute a course of this or similar nature. [ABSTRACT FROM PUBLISHER]

This paper describes a study comparing paper-based marking (PBM) and onscreen marking (OSM) in Hong Kong utilising English language essay scripts drawn from the live 2007 Hong Kong Certificate of Education Examination (HKCEE) Year 11 English Language Writing Paper. In the study, 30 raters from the 2007 HKCEE Writing Paper marked on paper 100 scripts that they had marked on screen 9 months previously. Subsequent to the rating, they completed a questionnaire, from which it was concluded that, technologically, raters had no problems with OSM. Statistical results indicated no bias favouring either form of rating. Attitudinal differences surfaced, however, between new raters who had solely rated on screen as against veteran raters, whose previous rating experiences had only been with paper-based rating. The paper concludes with the prediction that as OSM becomes more prevalent, it will be accepted as the norm, with prejudice about fairness or convenience gradually fading. [ABSTRACT FROM AUTHOR]

In this article the author focuses on how to write a research paper. The author states that research papers help us to publicize and champion a scientific argument. The author further discusses which research paper to read, what should be the title of the research paper, and general procedure for writing a title.

Experts have described ways to improve peer review quality. Perspectives from expert reviewers are largely absent in the health professions education literature. To gather guidance from expert reviewers, to aid authors striving to publish and reviewers aiming to perform their task effectively. This study surveyed the Journal of Graduate Medical Education (JGME) 'Top Reviewers' from 2017, 2018, and 2019. 'Top Reviewers' perform four or more reviews per year, with high average ratings. Top reviewers were sent an 11-item survey in February 2020. The survey included three demographic questions and eight open-ended, free-text questions about the concepts reviewers most often target in their reviews. We calculated descriptive statistics and performed a thematic analysis of open-ended responses. Of 62 eligible top reviewers, 44 (71%) responded to the survey. Only eight (18.2%) and seven (15.9%) respondents reported having 'stock phrases' or a reviewer template used for reviewer feedback to authors, respectively. The what (research question, methods), how (presentation, writing), and why (relevance, impact) were the resulting themes summarizing how reviewers categorized and responded to common problems. For 'really good papers' reviewers found the what acceptable and focused on how and why. For 'really bad' papers, reviewers focused on big picture feedback, such as the value of the study. Top reviewers from a single health professions education journal appear to have similar approaches to conducting reviews. While most do not use stock phrases or templates, they share similar strategies to differentiate 'good' vs. 'bad' papers through the what, why, and how of a manuscript. [ABSTRACT FROM AUTHOR]

My discussion embroiders around Thomas Rosbrow's view of Murakami as a “trauma analyst.” I highlight the ways in which Murakami's writing reflects his keen sensitivity to existential uncertainty and how he seems to understand trauma, much as I do, as a shattering experience that destroys the certainties that organize psychological life and generates efforts at self restoration. Although I share Rosbrow's view that “After the Quake” depicts a character's awakening from the dissociative manifestations of trauma, I spell out how my perspective on this process differs from his. [ABSTRACT FROM PUBLISHER]

This article offers aspiring social work authors practical, hands-on writing ‘tips’ to develop articles for publication. The article ad- dresses conceptual development, choice of voice, form and organization. literature review, submitting a manuscript for review, and more. Selected technical/grammatical writing tips are provided that alert writers to common mistakes editors find in reviewing manuscripts. [ABSTRACT FROM AUTHOR]

This article offers guidelines for aspiring writers who wish to have their work published. Especially geared for practitioners, it includes suggestions for getting started, staying focused, structuring an article, understanding the writing process, overcoming frustration, coping with reviewers' critiques and enduring through to completion. [ABSTRACT FROM AUTHOR]

This study was designed to explore the Chinese writing function of patients with subcortical stroke. Two cohorts of patient subjects with either the left or the right subcortical strokes, mainly putaminal hemorrhagic strokes, and one group of normal controls participated in the study. All participants received a writing test battery including the three aspects of writing function, that is, Spontaneous Writing, Writing to Dictation, and Writing from Copy, as well as a battery of non-writing linguistic tests. Comparing with normal controls revealed that writing function change occurred in both patient groups. The deficits in the patients with the left subcortical stroke essentially included Spontaneous Writing, and Writing to Dictation. These impairments were most likely secondary to aphasic disorders. The writing problem, mainly Writing from Copy, was noted in the patients with the right subcortical stroke. This deficit, however, was independent of the core linguistic impairment. On the basis of the results, we suggest that the lesion involving white matter in the left hemisphere probably interrupts left perisylvian cortical language organization in a manner that produces problems with spontaneous writing and writing to dictation, which are language-related, associated with lesion in the dominant hemisphere. This further suggests that left or right subcortical lesions in the putamen and surrounding white matter are associated with differential effects (language vs. non-language based effects) which are similar to such differences observed with left vs. right cortical lesions. [ABSTRACT FROM AUTHOR]

Whilst there is nascent literature surrounding researcher vulnerability, little is known about how memories and anticipations can elicit researcher vulnerabilities, and vulnerable academic writing can still be met with some scepticism. In this paper, I therefore provide an autoethnographic narrative of my encounters with researcher vulnerability during research into tattoos, time, and death. My tale revolves around three themes: Remembering vulnerabilities, (Un)anticipating vulnerabilities, and Fluctuating vulnerabilities. In doing so, I reveal not only how vulnerabilities can fluctuate through time and space, but also how past memories and future anticipations can stir present-day researcher vulnerabilities. Ultimately, I move beyond the 'vulnerability as failure' framing by helping to encourage an academic culture that celebrates being open about researcher vulnerability and writing more vulnerably. [ABSTRACT FROM AUTHOR]

“What is in the mind of the author?” “What is in the mind of the reviewer?” “What is in the mind of the reader?” “What is in mind of the teacher?” “What is in the in the mind of the publisher?” These themes were discussed in a panel: “The psychoanalytical journal, writing and evaluation of psychoanalytical papers,” at the XVIII International Forum of the IFPS, held in Kaunas (Lithuania), in September 2014. [ABSTRACT FROM AUTHOR]

The aim of this paper is to help writers at all levels improve their likelihood of success in having papers accepted by academic peer-reviewed journals, including the Journal of Interprofessional Care. We discuss the importance of reading both in your own discipline and also more widely across disciplines and fields of study. There are sections on the attributes of good authors, how to choose a journal, types of articles that are published and the structure of these, the contrast between research and evaluation, and how to plan a paper. We stress the importance of reading and complying with a journal's author guidelines and answering the 'so what' question by the end of the article. There is more detail about the main elements of a paper and what should be included in the introduction, methods, results (findings) and discussion to improve the quality of the reporting. As well as content we also focus on the style of writing. We finish with a discussion of the submission and review processes, why papers may be rejected and how to manage decisions on papers. Dissemination of scholarly work is paramount to the advancement of the interprofessional field; we invite authors to consider our advice and in so doing help strengthen the quality and rigor of interprofessional scholarship. [ABSTRACT FROM AUTHOR]

The article provides notes to the contributors of papers to the journal "Population Studies". All typing, including footnotes, references, extracts and quotations to be double-spaced and on one side of the paper, which should preferably be A4 in size. Footnotes should be numbered consecutively throughout the paper and should preferably be typed at the bottom of the page to which they relate, or alternatively following the last page of the article, with triple spacing between each note. Three copies of all typing complete with figures, tables and references should be prepared. The top copy and one carbon should be submitted for editorial purposes and should be sent to Population Studies, Population Investigation Committee, London School of Economics, Houghton Street, Aldwych, London WC2A 2AE. One carbon copy should be retained by the author. Brief corrections should be inserted above the line involved and not in the margins. Any diversions in wording, spelling or punctuation from the original should be explicitly indicated or explained.

Writing is a critical foundational literacy skill for preschool and kindergarten and has received increased attention in research and policy as a result. Further, the nature of literacy more broadly is shifting towards more digital forms and formats. Research suggests that children approach tasks with and without technology differently and similarly, other research suggests that young children approach writing differentially depending upon the task context. In a small sample (n = 35) of preschool and kindergarten children at university lab school, this study sought to understand children's writing development in traditional (paper-pencil) and digital (iPad-stimulus/finger) contexts across a variety of writing skills. Results suggest that children have varied writing skills that develop considerably across the school year. Further findings indicate that children's writing products and the ways they take up writing are often different depending on the context (traditional v. digital). Implications for practice are discussed [ABSTRACT FROM AUTHOR]

We discuss an upper division applied statistics course that has been structured to satisfy our college's writing intensive requirements within the mathematics major. In this course, students complete two projects, performing both a statistical survey and a controlled experiment, and then write up their work on each project in a formal paper. After each paper, the students read a group of papers written by their peers and then critique and rank these papers. Next, the students meet in groups, having read the same papers, and together they must form a consensus about their group rankings. Finally, after analyzing and discussing several papers from their peers, the students revise their own papers. [ABSTRACT FROM AUTHOR]

The authors address two informal writing assignments implemented in introductory economics classes. One assignment involves students writing short reflection papers, and the other assignment involves students writing short journal entries for a designated period of time. Both assignments are designed to help students realize that economics is directly pertinent to their daily lives. Pedagogical issues related to both the benefits to students and the benefits and costs to faculty who implement the assignments are discussed. These assignments can provide beneficial insights to newer faculty members, who are adjusting to university and local community life, and contribute to developing new course material of perceived relevance to students. [ABSTRACT FROM AUTHOR]

This paper reports findings from two studies of student writing performance carried out in undergraduate political science courses to test whether low-cost interventions could lead to improvements in writing outcomes. Students enrolled in an introductory comparative politics course (N = 180) and a sophomore-level survey course (N = 101) were randomly assigned to receive short instruction sessions in specific writing skills led by a faculty member or senior graduate student. In the first experiment, half the class received explicit instruction on writing (focusing on two specific skills from a comprehensive rubric that we subsequently coded their papers against) while the other half did not. In the second experiment, all students received general writing instruction, but the treatment group also received detailed instruction in the use of a writing-skills rubric that formed the basis for evaluating students' performance on written assignments. In both cases, the post-treatment difference between groups was small but showed an improvement in the specific skills taught, while showing no change or slightly decreased performance in related skills that were not explicitly taught. We conclude that limited interventions of the sort we were able to engage in were not sufficient to bring about a meaningful improvement in student performance, but the preliminary evidence suggests that the use of rubrics as a pedagogical tool, combined with repeated small-scale interventions, may be effective if targeted and/or repeated across a course or curriculum. [ABSTRACT FROM AUTHOR]

Writing and publishing have always confronted the clinician writer in the child and adolescent field with the dilemmas of confidentiality and consent. This is never more so than in our contemporary digital era, where access to publication of the intensely private can be just a tap of the finger away. This paper discusses the different kinds of clinical writing, and describes the author's concepts of consent anxiety and writing through. The dynamics of reading or hearing others' clinical work are described and discussed. The paper concludes that there are no simple guidelines; the clinical writer has to weigh up the risks versus the protective factors for each publication. The need to seek consent and show the patient the material may cast important light on the intersubjective nature of the therapeutic action in this new era of publication. [ABSTRACT FROM AUTHOR]

The article provides advice to librarians on presenting a research paper in an international medical librarian conference. Before a research abstract can be accepted in an international conference, the librarian must ensure that it contains a beginning, middle and a conclusion. The abstract should reflect clearly the theme of the conference. An outsider should be hired to polish the writing style, as well as to learn Powerpoint and other computer technologies for a successful presentation. Finally, funds should be appropriated for the conference.

The purpose of this article is to describe how students, as part of their education, published course papers in an anthology. Over a period of 2.5 years, we followed students in an undergraduate social work program. The course, which focused on long-term illnesses and the functional barriers people with disabilities face in society, ended with a graded seminar in which students presented written manuscripts based on the course content. The papers were later compiled into a student anthology. The publishing process involved several participants, including teachers, a book publisher, and a disability organization. This article describes experiences based on the perspectives of the students, the disability organization, the publisher, and the editor. It ends with advice and recommendations for those who want to use this method. [ABSTRACT FROM AUTHOR]

In Australian and British universities, creative discourse is often devalued as a research activity in favour of hard scientific paradigms, and even though the artefact is the primary research activity for the Ph.D. in Creative Writing, it is relegated to a secondary way of knowing, which needs to be translated into more 'respectable' academic discourse in order to be recognised as legitimate or 'real' research. This paper re–affirms the creative artefact as primary research activity, an end in itself, not a means to another, and asserts itself in the academic arena as its own discourse which is not accountable to any other discourse for its legitimacy. It needs no exegetical justification, sets its own parameters, and needs to be evaluated as a literary work using literary tools to measure its research value. This paper also examines the distinction made between Creative Writing and Creative Writing Studies in defining how an artefact creates knowledge and offers a series of philosophical experiments to examine if and how a creative artefact can be considered research, and suggests that the exegesis, rather than being the main conduit of research, is a shorthand device to demonstrate the competencies of the artefact as research. [ABSTRACT FROM AUTHOR]

Rehabilitation and assistive technology practitioners are often encouraged to disseminate results of research and evaluation activities. Presenting work at conferences is a great way to highlight the work of health practitioners and share experiences with others. Most conferences require potential presenters to submit an abstract through a 'Call for abstracts' process. This article presents strategies to plan and write abstracts for conferences. It describes key stages in the process: discussions, drafting using generative questions or structured headings, next steps and a final checklist. [ABSTRACT FROM AUTHOR]

Whether novices can be guided to produce valued critical reflections is a subject widely-discussed in fields of practice where placement is essential. This research enters into this conversation. However, the question is considered with a new framework by deconstructing evidence of successful critical reflection using an increasingly significant social realist framework, Legitimation Code Theory (LCT). Students and teachers involved in fields where critical reflection writing is important can be guided to notice how semantic gravity from Legitimation Code Theory (LCT) makes more visible what is valued by experts evaluating novice critical reflections. The findings discussed in this paper stem from an interdisciplinary collaboration between academic literacy and nursing experts. Over ten months from 2018 to 2019, analyses of 200 first year student nurse critical reflection assignments were conducted. General patterns distinguishing high and low scoring critical reflection assignments were observed. A high and a low scoring paper reflecting these general patterns are discussed in detail in the results. The research seeks to contribute to both research on improving the practice of critical reflection in higher education, and approaches exploring Legitimation Code Theory (LCT) in educational research to better understand knowledge practices in applied disciplines. [ABSTRACT FROM AUTHOR]

A college education is expected to improve students’ critical thinking skills. Keeping students active in class—through writing activities and class discussion—has been shown to help students think critically. In this article, creative hands-on activities, which are common in engineering courses, are shown to improve students’ critical thinking skills in a general education course. The activities were sandwiched between pre-writing, reflecting, and writing assignments. Improvements in critical thinking skills were evaluated by comparing student pre-writing with the final paper. Overall, carefully developed hands-on activities increased student critical thinking, especially when students wrote reflections in a journal shortly after completing an activity. [ABSTRACT FROM PUBLISHER]

In this article, the author provides motivation and a template for integrating and teaching writing in a variety of economics courses: core theory or introductory courses, topic courses, and economic writing/research courses. For each assignment, pedagogical reasoning and syllabus integration are discussed. Additionally, the author shows that using grading practices and peer review as suggested in the literature can make the grading and time burden of teaching writing accessible to even large lecture courses. [ABSTRACT FROM AUTHOR]

Research in metadiscourse has foregrounded the multiple ways in which writers build a relationship with readers through internal discourse. Yet, few studies consider the relationship between the texts writers create and the metalinguistic thinking which informs their decision-making as writers. This paper draws on data from a larger study which sought to address this gap by investigating both the occurrence of metadiscourse in students' writing and their metalinguistic understanding of metadiscourse usage in their own texts. The sample comprised 195 students who wrote argument texts in both L1 Arabic (first language) and L2 English (second language), generating a corpus of 390 texts. Interviews were conducted with a sub-sample of 41 students to determine their metalinguistic thinking. In this paper we focus on transitions – the internal devices which mark the steps and connections in the discourse. The analysis evidences a limited metalinguistic understanding of the metadiscoursal function of transitions but a strong understanding of the linking function of transitions. This understanding tends to foreground transitions' textual rather than interpersonal role, emphasising the semantic and ideational. The paper argues that developing students' metalinguistic understanding of this interpersonal role would empower them to make more strategic, informed use of transitions in their own writing. This study is about understanding how students write in a way that connects with their readers. Specifically, it looks at the use of transition markers - the words that help shift from one idea to another in writing. The research involved 195 students who wrote essays in both their native language, Arabic, and a second language, English, making up 390 essays in total. To get a deeper insight, 41 of these students were interviewed to learn how they think about using these transition markers. The main finding was that students are quite good at using transition markers to link their ideas together, but they do not really understand how these words can also help manage the relatiomship with the reader. The study suggests that if students were taught more about this, they could become even better at writing in a way that engages their readers. [ABSTRACT FROM AUTHOR]

This paper interprets and analyses the concept of stealing away, as a redemptive act, that can be embodied in alternative modes such as writing, painting and drawing. The paper articulates how the pained body – which in this case is understood as the black body – emerges in an oppressive environment. This paper considers prison letters and artwork as redefinition, redress, and reconfiguration of the pained body. The core of this discussion is founded on how Fatima Meer steals away through her writing and artwork while she is imprisoned. These actions constitute self-affirmation over oppression which essentially exemplifies how Saidiya Hartman expresses stealing away as a concept. It is through acts of stealing away that Meer experiences embodied writing, which is about bringing the finely textured experiences of the body to the art of writing. In so doing the pained experiences of the body [Meer] are reclaimed from oppression through writing, drawing and painting. [ABSTRACT FROM AUTHOR]

This study took place in a school which adopted a "paperless classroom" policy. The purpose of the study was to examine whether students who learn in a paperless classroom really prefer reading and writing on computers rather than on paper and whether their preferences differ according to contextual conditions and personal differences. The findings show that students' reading and writing preferences depended on the context in which the reading or writing was performed. The boys preferred to read and write on the computer significantly more than girls. Conversely, the girls' handwriting skills and preference for handwriting were higher than the boys'. Reading and writing on computer was found to be favored among strong students, while weak students tended to prefer using paper. This research also revealed a rapid decrease in favoring computer over paper in both reading and writing over time. Students who had experienced the paperless classroom policy in this school for three years were less supportive of the use of computers for reading and writing than younger students. [ABSTRACT FROM AUTHOR]

Professional artists seem to develop a preference for certain types of pencils and paper (Akyuz 1995). While theaesthetic outcome may be the obvious reason for this preference, haptic feedback may also play a role in selecting media (Prytherch and Jerrard 2001, 2003). This suggestion implies that artists may be sensitive to vibrotactile signals resulting from the interaction between pencil and paper during drawing. Tribological tests showed that H-range leads generate more resistance than B-range pencils when writing on a standard 80 g/m 2 paper. Moreover, a constant stimulus 2IFC procedure showed that Fine Arts students found it easier to discriminate between H-range and HB than B-range and an HB. This suggests that the human haptic system may be sensitive to the vibrotactile signals generated by the differences in resistance resulting from the interaction of leads with the paper's textured surface. Implications for pencil manufacturing and simulations of virtual writing are discussed. Statement of Relevance: The study assesses the tactile sensitivity of Fine Artists to the physical properties of the interaction between different types of lead and a standard printing paper. The results may help in designing more responsive drawing instruments as well as more realistic virtual drawing interfaces. [ABSTRACT FROM AUTHOR]

This article concerns how teachers of Mother-Tongue Education (MTE) and pupils in Swedish secondary schools look upon and relate to the keyboard and screen and pen and paper, respectively, for writing in the context of MTE. The results showed that both teachers and pupils found that the computer on one side and the pen and paper on the other circumscribed different writing processes. Paper and pen offered greater resistance when writing than a computer. It was concluded that writing on a computer had been culturally appropriated in the MTE and represented the frame for both teachers and students from which they assessed the advantages and disadvantages of each technology, but also that paper and pen added a value of necessity rather than eccentricity for the pupils, in contrast to the teachers, in order to meet the requirements concerning grammar, longhand, and orthography. [ABSTRACT FROM AUTHOR]

Copyright of Social & Cultural Geography is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Criminal justice faculty members often express disappointment that their students are not meeting the writing expectations of the discipline. This study was a collaborative project between criminal justice and English faculty members to institute a writing pedagogy intervention to examine if criminal justice students’ writing would improve over the course of a semester. Quantitative and qualitative methods were used to examine student attitudes toward writing, documentation style, grammatical correctness, academic diction, and paraphrasing/plagiarism. The results revealed statistically significant improvements in student writing when writing assignments were scaffolded and frequent feedback was provided. Additionally, this study used independent raters to compare student performance on papers from a previous semester, when minimal writing instruction was provided, to the papers from the current study. The results suggest the intervention may improve criminal justice student writing. [ABSTRACT FROM AUTHOR]

The paper posits that the practice of remix offers students new learning pathways for process-based writing beyond the traditional workshop method and invites students to engage in creative writing practices beyond producing exclusively print-based texts. The paper details a Remix For (Re)vision assignment in an undergraduate Introduction to Creative Writing course. Students revise one of their written works by reinventing it in a new literary genre or remediating it as a multimodal text. The paper draws on interdisciplinary research – composition studies, literacy studies, and creative writing scholarship – alongside classroom praxis to demonstrate how the process of reconstituting an original work facilitates four key teaching and learning benefits: Remix (1) invites participation in a literary tradition (and popular online practice) of authorial borrowing and reinvention of existing works; (2) frames revision as imaginative play for active student engagement, agency, and discovery in the rewriting process; (3) enables the transfer of creative writing strategies and prior knowledge across genres and modes to develop multiliteracies; and (4) acknowledges that creative writing in the twenty-first century is increasingly engaged with digital communication practices and multimodal aesthetics. The paper outlines a sample student's project and addresses best practices for assignment design and assessment. [ABSTRACT FROM AUTHOR]

In response to international concerns about scientific literacy and students' waning interest in school science, this study investigated the effects of a science-writing project about the socioscientific issue (SSI) of biosecurity on the development of students' scientific literacy. Students generated two BioStories each that merged scientific information with the narrative storylines in the project. The study was conducted in two phases. In the exploratory phase, a qualitative case study of a sixth-grade class involving classroom observations and interviews informed the design of the second, confirmatory phase of the study, which was conducted at a different school. This phase involved a mixed methods approach featuring a quasi-experimental design with two classes of Australian middle school students (i.e., sixth grade, 11 years of age, n = 55). The results support the argument that writing the sequence of stories helped the students become more familiar with biosecurity issues, develop a deeper understanding of related biological concepts, and improve their interest in science. On the basis of these findings, teachers should be encouraged to engage their students in the practice of writing about SSI in a way that integrates scientific information into narrative storylines. Extending the practice to older students and exploring additional issues related to writing about SSI are recommended for further research. [ABSTRACT FROM AUTHOR]

Literary texts reveal aspects of lived experience, historical reality and subjectivity. In Uses of Literature, Rita Felski (2008) argues that they therefore take part in practices of knowing. In the following paper, writers' recognition of moments of discovery as described in The Paris Review Interviews is contrasted with biomedical scientists' discussions of their salient discoveries in interviews from the Australian Academy of Science's website. While writing in the biomedical sciences has long been assumed to consist of 'writing up' results established in a laboratory, some research into scientific writing suggests that the process of writing itself clarifies scientists' thinking. The following paper compares interviews with writers and interviews with scientists using an online text analysis tool, Voyant. It asks how the conceptualisation of discoveries made by biomedical scientists differs from or aligns with notions of discovery among fiction writers, and what role the interview process plays in revealing how writers and scientists write. Long-held assumptions about writers' and scientists' practices affect approaches by interviewers to their subjects, yet analysis of existing interviews demonstrates how discoveries emerge in the fiction writing process; in contrast, interview questions asked of scientists likely obscure the role of writing in their work. [ABSTRACT FROM AUTHOR]

We need to keep experimenting with writing to meet the challenges of Deleuze and Guattari's flattened ontology in the humanities. The paper reports on a small, experimental research project at a university in the north-west of England. The findings are written in an experimental mode, inspired by the Deleuze and Guattarian concept, 'assemblage'. The experiment is theorised and assessed in a non-reductive way that offers future creative possibilities to other researchers. First, the paper presents a context for the subsequent experimental writing. Some current innovative writerly practice and some theoretical and methodological standpoints are reviewed. Next, this paper presents its theorisation of 'assemblage' with particular reference to Deleuze and Guattari's use of the idea, 'double articulation'. This approach supports and justifies the author's schematisation of the textual assemblage into four areas: identity, work, territory and dissolving territory. The author explains how these ideas function within an experimental discursive text and illustrates their possible usage in the experimental text itself. Thus, this paper offers a theoretical justification, an explanation of and an assessment of experimental writing, in addition to the experimental text itself, all of which are of potential interest to researchers in the fields of education and philosophy. [ABSTRACT FROM AUTHOR]

Economics majors at Macalester College have won numerous awards for their research papers, and this success has helped them land jobs in finance, consulting, and the nonprofit sector, as well as gain admission to top graduate programs. This article describes how the Economics Department at Macalester promotes economic research among its students. [ABSTRACT FROM AUTHOR]

We spend hours teaching students where to go to find resources, but how do students really use those scholarly resources—and other resources—in their papers? Inspired by the Citation Project, University of Richmond liaison librarians examined First-Year Seminar papers to see what types of sources students used in their writing, how they incorporated those sources, and the various citation conventions they used. By focusing on the degrees to which students integrate source material into their writing, we recommend pedagogical practices that can enhance students’ understanding of source integration and citation standards. [ABSTRACT FROM PUBLISHER]

For centuries, universities have supported the pursuit of knowledge through the academic disciplines while also preparing students for the professions. These two purposes are frequently in tension: hence widespread comment on the 'theory-practice gap'. Academic work has struggled for relevance in the field. Practice academics have struggled to find a validated place for their expertise in academia – including publication in academic journals. In this paper, we follow a practice academic's uncertain, but ultimately successful attempt to publish an article about television scheduling in the Journal of Popular Television. We find that the problem is not really about theory versus practice, or relevance versus rigour, but about profound epistemological differences. Practitioners' knowledge needed to be translated into an epistemological form that an academic journal would find acceptable. This included translating, via the use of theory, the particular and specific knowledge of practitioners into universal, context-free discourse, and a focus on social processes rather than accounts of the agency of particular actors. Generosity and openness from both sides were important to make it work. We conclude that the practitioner gap will be a problem until universities recognise it as epistemological, and pay attention to the recruitment and use of skilled translators at the academic/practice boundary. [ABSTRACT FROM AUTHOR]

This study was conducted to determine the speed of Chinese handwriting and explore the effects of the task factors, tool type, paper texture, writing plane angle, and line spacing on writing speed and subjective preferences. The results showed that the average duration of writing a 9-stroke character was 1487 ms. Paper texture and line spacing had a significant effect on production speed. Uncoated paper and 3 mm-line spacing enhanced writing speed. Subjects had clear preferences for writing with a pen, on uncoated paper, in a horizontal plane, and with relatively wide line spacing (5 mm/7 mm/lineless). There was a conflict between writing speed and personal preference on the line spacing factor. Although narrow line spacing (3 mm) increased writing speed, it was not preferred by the subjects over wider spacing on the evaluation attributes of comfort, ease, fatigue, and overall preference. To take a balance between writing speed and personal preference, a line spacing of at least 5 mm is recommended. [ABSTRACT FROM AUTHOR]

Recent reports indicate that employers are increasingly interested in hiring individuals that can think critically and are able to solve complex problems. Further, the ability to apply knowledge learned during college to real-world settings is a major sought-after skill. Overall, these findings emphasize the importance of teaching our students to think critically but also suggest the importance of including activities within our courses that promote the application of ideas. This paper presents research on short in-class activities to promote student learning in knowledge acquisition, application, and critical thinking. In particular, this paper considers the use of these activities in two different courses: Introduction to International Relations and American Foreign Policy. To assess student learning, this paper compares changes in student scores on these activities, as well as considers students' self-assessment of learning. The findings suggest that the use of these in-class assignments improves students' ability to define, apply, and analyze course concepts, and also increases student level of engagement. [ABSTRACT FROM AUTHOR]

The article offers information on the collaboration of the American Psychological Association of Graduate Students and ethics committee of the American Psychological Association to provide student ethics writing prize. It mentions the contribution of periodical editor Gerald P. Koocher for distribution of prize. It also informs that the paper addresses various ethical issues on topics related to science, practice and public interest.

This paper explores what a forest as a specific place means and does for girls, while it scrutinises how to understand place and how to consider place methodologically. The girls, called 'forest daughters' here, write letters to the female President of Finland. The letters portray a forest as a lived 'place-world' that ties place and self together. The multiplicity of these relations is methodologically displayed as an assemblage of 'girl–place–letter' and conjoined a perspective of the 'where of research'. The paper argues that place and self help construct and activate each other. A forest is a site of pleasures and possibilities and in the letters, it turns out that a forest becomes a stage and practice of power that develops environmental activism and gives rise to utterances of green criticism. To develop and exemplify this discussion, I examine a letter to the president written by one of these young forest daughters. [ABSTRACT FROM AUTHOR]