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This article discusses the relationship between music, sound, writing, and power in the early modern Ottoman Empire. It focuses on a description of a musical gathering at the court of Murad IV (r. 1623-40) in the Seyahatname (Book of travels), written by the courtier and musician Evliya Celebi (1611-ca. 1685). The article draws on literature from historical anthropology, sound studies, and Ottoman cultural history to produce a multilayered reading that underscores the importance of music and other sonic practices in Ottoman courtly culture. Shifting between micro and macro perspectives, the article discusses the role of ceremonial music, Qur'anic recitation, the call to prayer, and patronage networks in the projection of imperial power. It then discusses the social implications of debates about the religious permissibility of music and the distinction between elites and commoners. Elite music-making is situated within a larger context of kin relations, patronage networks, and intimate male companionship. Themes of sensual pleasure, intoxication, and eroticism are discussed as poetic and philosophical tropes that are embodied in the intersubjective space of musical performance. Finally, the article highlights the role of textual practices in the construction of Ottoman music as a discursive formation. A situating of Evliya's writing practices within the larger textual archive of Ottoman music raises methodological and epistemological questions about the relationship between aural experience and inscription, and about notions of historiographic and ethnographic truth. These questions are connected to current disciplinary debates about writing, sound, and power, particularly in the context of empire. Keywords: historical anthropology, sound studies, global music history, Islam, aurality and textuality, Ottoman music, Doing ethnography is like trying to read (in the sense of 'construct a reading of) a manuscript--foreign, faded, full of ellipses, incoherencies, suspicious emendations, and tendentious commentaries, but written not [...]

Teachers in the current digital era are required to integrate Information and Communication Technology (ICT) in their daily teaching and must replace their traditional methods with modern tools and facilities. This is because ICT provides a dynamic and proactive teaching and learning environment. Consequently, the current study sought to establish how English First Additional Language (EFAL) Technical and Vocational Education and Training (TVET) college first-year students understood face-to-face instruction and blended learning (BL) environments for academic writing. The study was qualitative in nature and a case study design was followed. Twelve purposively selected first-year students were involved in semi-structured interviews as part of data collection. In this study constructivism was used as theoretical framework with reference to BL and academic writing. The findings of the study revealed that most students were in favour of the face-to-face learning mode because of its advantages in their learning context. Those who were not in favour of BL posited that it had the potential to facilitate inequality among students as it was likely to benefit only those who could afford to buy data. The findings further revealed that participants believed that the combination of both face-to-face and online learning modes may be conducive to the context of learning academic writing. They contend that the two types of learning are inextricably linked. Contribution The study may contribute to knowledge on the measures that TVET institutions and other tertiary institutions can develop and implement academic writing practices and BL practices to aid the success of EFAL first-year students. The study was an attempt to provide feedback to academia on the current perspectives and experiences of first-year ESL students at TVET colleges to distinguish areas of limitations with reference to valuable teaching and learning, academic writing and BL practices that compromise quality., Author(s): Fabian A.W. Meyers (corresponding author) [1]; Cornelia Smith [1]; Madoda Cekiso [1] Introduction The rapid development of Information and Communication Technology (ICT) has elevated blended learning (BL) to the [...]

I INTRODUCTION In 2014, Justice Susan Kiefel of the High Court of Australia ('HCA') wrote that '[i]t is the institutional responsibility of the members of a [multi-member] court' to 'reduce [...], In the light of both the Chief Justice of the High Court of Australia Susan Kiefel's extrajudicial comments on the 'institutional responsibility' of appellate courts to decide cases by joint judgment where possible, and literature that indicates an increase in the expression of reasons through joint judgment in the High Court of Australia since the beginning of former Chief Justice Robert French's tenure, there has been much debate on the desirability of joint judgments. In this article, I present empirical information on selected New South Wales and federal intermediate appellate court judgment writing practices from 2009 to 2019. I do so to address former President of the New South Wales Court of Appeal Margaret E!eazley's 'dalliance on a curiosity' (1) concerning both joint judgment trends and whether Australian intermediate appellate courts should, given the example set by certain Justices of the High Court, preference joined reasons to separate individual concurrences.

From the very foundation of the Vienna Psychoanalytic Society (1902-1938), life writing was a key part of its students' activities. The daily writing practices of early psychoanalysts included writing journals [...]

Technology use in society has paved a changing landscape for producing texts in classrooms. This paper presents one way to understand how the changed nature of learning has changed writing practices and pedagogies. It draws on an empirical study investigating how the pedagogy of writing as creativity and technology converge in practice to change the face of classroom learning and interactions around text production. Furthermore, orienting teachers to the interactive nature of technoliteracy pedagogies in contemporary writing classrooms, challenges traditional notions that information and communication are the central tenets of technology use. The research explores how five teachers from one primary school in NSW, Australia, developed understandings of changing literacy and learning practices and pedagogies through focused collaborative dialogues., Introduction Writing practices in contemporary society have changed dramatically over the past 20 years. For many, writing is a dynamic multimodal process (Edwards-Groves, 2011) which provides a broad scope of [...]

The relationship between reading and writing practices and research is examined by various international research correspondents (IRCs). The results on reading and writing practices have provided insight into a wide range of geographical areas and contexts.

Throughout this practitioner-oriented paper, we provide a rationale, framework, and supporting materials to promote the development and implementation of personalized, contextualized, and holistic individualized education plans (IEPs) with a strength-based orientation. We believe that adopting strength-based IEP writing practices is vital to reconstructing students with disabilities as capable contributors to their inclusive classrooms. The use of strengths-based approaches is not necessarily new, however supporting individuals' needs in a strength-based model has been largely overlooked in special education. Despite their growing application, inclusive pedagogical approaches are largely absent in the development of strength-based IEPs for students with disabilities. IEPs remain largely deficit-focused with only surface level attention given to documenting students' strengths and abilities. When present levels academic performance statements and IEP goals are written in a deficit-oriented manner, special educators miss opportunities to see beyond the limitations and challenges that their students may face, and instead, overly focus on the shortcomings of the student. However, by adopting a strength-based approach, special educators can instead focus their attention on remediating these deficits by paying attention to the student as an individual and highlight their students' many strengths and capabilities. Keywords: Strength-based IEPs, inclusive education, person-centered planning (PCP), action plan meetings., Introduction Throughout this practitioner-oriented paper, we aim to provide teachers with supporting materials that can be used in the development and implementation of personalized, contextualized, and holistic individualized education plans [...]

The classroom activities that can raise students' awareness of common writing practices in chemistry and promote independent use of the ACS Journals search to facilitate students' writing development are reviewed. The activities will equip students to improve their writing skill that uses the literature as the primary source for identifying common chemistry writing practices.

Academic Writing and the Virtual Museum. Vivian Kao, Lawrence Technological University Museums have appeared in various ways in writing studies scholarship. Noy (2019), for example, analyzes the writing practices of [...]

Over the last decade or so, David Lodge has become not only a reader but also an avid practitioner of 'fact-based writing'--be it the biographical novel (The Master of 2004 and A Man of Parts 2011), the autobiographical novel (Deaf Sentence of 2008), the biographical essay (Lives in Writing of 2014) and--finally--a proper autobiography (Quite a Good Time to Be Born of 2015). The aim of this paper is to analyse Lodge's recent turn to life narratives and, in particular, his autobiographical story of 2015; and, consequently, to address the following questions: Does Lodge's memoir offer 'an experiment in autobiography'?to quote H.G. Wells, one of Lodge's favourites), or remain a conventional life story immune to the tenets of contemporary life writing? Is it the work of a (self) historian, or a novelist? Does it belong to the 'regime of truth,' or is it the product of memory? Finally, is it, indeed, a memoir (as its subtitle claims), or a specimen of self-biography? The paper will show special interest in the work's generic characteristics and will offer an attempt to locate Quite a Good Time to Be Born on the map of contemporary life writing practices. Key words: David Lodge, memoir, auto/biography, documentary biography, 'We live in the age of mass loquacity. We are all writing it or at any rate talking it: the memoir, the apologia, the c.v., the cri de Coeur.' (Amis [...]

Making connections can facilitate learning in several ways, for example, linking new ideas to existing schema or cueing the use of available skills for use in different contexts. The paper focuses on links between reading and writing. Theory suggests common processes operate in reading and writing that are mutually supportive in learning; empirically the relationship between performance in reading and writing is significant. There is evidence that specific writing practices can improve reading and, similarly, that reading can impact writing. This paper presents and applies empirically a framework for analysing the nature of the links that teachers make in literacy learning settings. The framework encompasses both the sites for, and the types of, connection; it is applied using observations and the associated transcripts from two corpora of literacy lessons from guided reading and teacher-led segments of writing lessons at the primary school level. The framework and these data provide a tentative indication of typical practice and important information for professional learning., Introduction The importance of making connections in the context of learning, for example from known concepts to those to be acquired, from the literacy of the home to that of [...]

The current state of Senegalese theater is a source of concern for a number of the country's most prominent directors and performers, many of whom have come to doubt the efficacy of the centralized cultural policies that have led to the construction of two grandiose national theaters just a few kilometers apart from each other in the country's congested capital of Dakar. State-subsidized theatrical productions at the Theatre Daniel Sorano and, more recently, at the Grand Theatre National have struggled to achieve relevance within the national cultural landscape. And yet, independent, so-called popular theater troupes continue to spread if not thrive, largely ignored by both official cultural policy and scholarship on Senegalese theater and performance. This article explores the work of an independent forum theater troupe called Kaddu Yaraax, which has managed to establish an international profile and become a de facto role model for countless community-based independent theater troupes throughout Senegal. Much of Kaddu Yaraax's success can be linked to its decision to work exclusively in the form of forum theater, as inspired by the performance philosophy of late Brazilian theater artist and activist Augusto Boal. I will argue that dramaturgical decisions necessary in the process of creating what is called a popular theatrical performance compel companies such as Kaddu Yaraax to address questions of Senegalese theatrical heritage and to position themselves vis-a-vis notions of pre-colonial, colonial and contemporary performance. These stakes are made apparent through an exploration of the performative architecture that troupes employ., Introduction Senegalese popular theater is often criticized, dismissed even, as amateurish due in part to its characteristic exclusion of literary writing practices. Shows of this kind are rarely written down, [...]

In this paper, I reflect upon an action research investigation with experienced Non-Aboriginal teachers from the Northwest Territories into place-conscious writing practices. I focus on what the teachers said about the ongoing influences of Indigenous oral traditions on their writing pedagogies, using my own experiences as a Non-Aboriginal teacher in a Dene community as a heuristic. Finally, I consider the possibility that multiliteracies might provide a more dynamic conception of literacy that invites Northern student engagement through multimodal connections opening up spaces for Indigenous ways of knowing and being in approaches to teaching writing. This study explored teacher candidates' perceptions of the potentialities and challenges associated with the integration of Aboriginal perspectives into mainstream education. Participants in this study were 2nd-year teacher candidates of a two-year teacher education programme who have completed a course on Aboriginal education. Using a qualitative approach, the principal investigator conducted interviews with teacher candidates in an effort to acquire data on pre-service teacher perceptions of and attitudes towards Aboriginal perspectives as a field of study and practice. This study found that while some participants reported a great deal of comfort in the study and delivery of Aboriginal perspectives in their respective school experiences, a significant number of participants reported apprehension. The findings of this study suggest that there are a number of variables that may lend to a positive experience for teacher candidates who are responsible for integrating Aboriginal perspectives in their respective practices. Dans cet article, je reflechis a une enquete de recherche-action avec les enseignants non-autochtones experimentes provenant des Territoires du NordOuest dans les pratiques d'ecriture lieu-conscientes. Je me concentre sur ce que les enseignants ont dit au sujet des influences cours des traditions orales autochtones sur leurs pedagogies d'ecriture, en utilisant mes propres experiences en tant que professeur non-Autochtones dans une communaute Dene comme heuristique. Enfin, je considere la possibilite que multilitteraties pourraient fournir une conception plus dynamique de l'alphabetisation qui invite la participation des eleves du Nord grace a des connexions multimodales ouvrir des espaces pour les modes de connaissance autochtones et d'etre dans les approches de l'enseignement ecrit. Cette etude a explore les perceptions des potentialites et des defis lies a l'integration des perspectives autochtones dans l'enseignement ordinaire enseignants des candidats. Les participants a cette etude etaient candidats a l'enseignement de 2e annee d'un programme de formation des enseignants de deux ans qui ont suivi un cours sur l'education des Autochtones. En utilisant une approche qualitative, le chercheur principal a mene des entrevues avec les candidats a l'enseignement dans le but d'acquerir des donnees sur les perceptions des enseignants avant l'emploi et les attitudes a l'egard des perspectives autochtones en tant que champ d'etude et de pratique. Cette etude a revele que, bien que certains participants ont rapporte beaucoup de confort dans l'etude et la fourniture des perspectives autochtones dans leurs experiences scolaires respectifs, un nombre important de participants ont declare apprehension. Les resultats de cette etude suggerent qu'il existe un certain nombre de variables qui peuvent preter a une experience positive pour les futurs enseignants qui sont charges d'integrer les perspectives autochtones dans leurs pratiques respectives., Integrating Aboriginal Perspectives in Education: Perceptions of Pre-Service Teachers Introduction It has been argued that there is an essential relationship between students' culture and the way in which they acquire [...]

In this paper, I reflect upon an action research investigation with experienced Non-Aboriginal teachers from the Northwest Territories into place-conscious writing practices. I focus on what the teachers said about the ongoing influences of Indigenous oral traditions on their writing pedagogies, using my own experiences as a Non-Aboriginal teacher in a Dene community as a heuristic. Finally, I consider the possibility that multiliteracies might provide a more dynamic conception of literacy that invites Northern student engagement through multimodal connections opening up spaces for Indigenous ways of knowing and being in approaches to teaching writing. Keywords: Writing pedagogy, multiliteracies, Indigenous education, oral traditions. Dans cet article, je reflechis a une enquete de recherche-action avec les enseignants non-autochtones experimentes provenant des Territoires du NordOuest dans les pratiques d'ecriture lieu-conscientes. Je me concentre sur ce que les enseignants ont dit au sujet des influences cours des traditions orales autochtones sur leurs pedagogies d'ecriture, en utilisant mes propres experiences en tant que professeur non-Autochtones dans une communaute Dene comme heuristique. Enfin, je considere la possibilite que multilitteraties pourraient fournir une conception plus dynamique de l'alphabetisation qui invite la participation des eleves du Nord grace a des connexions multimodales ouvrir des espaces pour les modes de connaissance autochtones et d'etre dans les approches de l'enseignement ecrit., Exchanges Between Two Rivers: Possibilities for Teaching Writing in the Northwest Territories I grew up in cottage country northeast of Toronto, Ontario and had no understanding of life in Indigenous [...]

This paper will consider the significance of emotion in assessment through reflective or experiential writing in the context of professional practice-based learning. It is based on a 12 month study conducted with undergraduate social work students undertaking what are referred to as 'reflective writing' assessments. This form of assessment is a requirement in social work education and commonly used elsewhere in professional programmes of study in higher education such as nursing, business studies and education. Drawing on text orientated interviews with students and tutors this paper explores some of the challenges of both producing and assessing reflective writing. Drawing on debates relating to the assessment of reflective writing (Boud in Soc work Educ 18(2):121-132, 1999) and the benefits of experimental or 'risky' writing (Berman 2001), the paper offers some strategies for recognising and managing emotion arising from the inclusion of reflective writing professional education. In particular, it will explore the benefits of creating a space for dialogue which can recognise social, educational and historical factors, which influence individual students' writing practices. Keywords Student writing * Emotion * Practice-based * Reflective learning, Introduction This paper aims to re-evaluate debates concerned with the assessment of student writing which is reflective and/or experiential. Through an investigation of students' experiences on a national distance learning [...]

This intervention study aimed at helping undergraduate students of psychology learn to use the discursive resources useful to make academic voice visible in their texts and to improve their writing practices. The intervention involved tutorial meetings and collaborative revisions in two different learning environments, on-line and face-to face. The final text quality, the students' knowledge and the amount and the quality of revisions were assessed in both conditions. Results show that the quality of the texts improved for both intervention groups in contrast with for control group, and better texts were related with higher rates of revision and more students' satisfaction with the intervention. Keywords Academic writing * Revision strategies * Academic voice * Higher education * Teaching writing, Introduction Several studies have recently drawn into students' difficulties to write complex academic texts such as research projects, reports, papers or dissertations at the university (Aitchison and Lee 2006; Castello [...]

Acquiring argumentative reading and writing practices reflects a key component of recent curricular reforms in schools and universities throughout the United States and the world as well as a major challenge to teachers of reading and writing in K-12 and college writing classrooms. In this review, we consider the contributions of two research perspectives, cognitive and social, that researchers have employed in the study of the teaching and learning of argumentative reading and writing. We address two basic questions: How do these perspectives with their own disciplinary frameworks and logics of inquiry interactively inform how researchers study argumentative reading and writing, and consequently, how have these orientations informed pedagogical knowledge that may support teachers' understanding of what argumentation is and how it may be taken up in the educational contexts? We analyze relevant conceptual and empirical studies by considering assumptions underlying the cognitive and social disciplinary perspectives, especially in terms of the warrants that those perspectives assume. We also interrogate how these perspectives' logics of inquiry reveal assumptions about the transfer of learning as supported by instruction and other practices, such as classroom discussion, computer-supported collaborations, and other forms of instructional support. Using empirical studies of the teaching and learning of argumentative reading and writing conducted in grades K-12 and college writing classrooms, we delineate the assumptions that drive the two perspectives and their instructional consequences, arguing that researchers and teachers need an understanding of their assumptions about knowledge and transfer to establish a clear and coherent relationship between theory and practice. We offer a vision for research that integrates the cognitive and social perspectives to argue that the work of literacy research is to reveal cognitive processes and instructional practices that teachers can promote and students can employ for learning how to do argumentative reading and writing., Acquiring argumentative (1) reading and writing strategies and practices represents a key component of recent curricular reforms in schools and universities throughout the United States and the world. These reforms [...]

The sheer number of choices adolescents have available to them for their reading and writing practices boggles the mind: magazines, comic books, graphic novels, young adult (YA) literature, classic literature, [...]

A random sample of elementary teachers in grades 4-6 from across the United States were surveyed about their writing practices. Their responses raised concerns about the quality of writing instruction in upper-elementary grades. Almost two-thirds of the teachers reported that the teacher education courses they took in college provided them with little preparation to teach writing. They also reported that they teach writing for only 15 minutes a day and their students spend just 25 minutes a day writing texts of paragraph length or longer. The writing activities they mostly assigned involved writing-to-learn activities, but other important types of writing like persuasive writing, writing to inform, writing to describe, and research reports were assigned infrequently. Teachers reported using a wide range of evidenced-based instructional practices, but most of these practices were used infrequently. They make a variety of different types of adaptations for weaker writers, and most of these adaptations were applied frequently.

This study investigated 2- and 3-year-olds' personal interests as a possible source of variation in preschool writing activities. Structured observations of the play behaviors of 11 preschool children in a childcare classroom were conducted one to two days per week for one school year. These data were analyzed to determine choices of play activities, material use, and play actions for each of the children. Naturalistic data collection techniques (e.g., participant observation, video recording, field notes) were used to record the children's participation at the classroom writing table two to four days per week. Video transcripts were microanalyzed to identify the children's preferred types of writing activities. Findings indicated that patterns in the preschoolers' profiles of play behaviors reflected conceptual, procedural, creative, or socially oriented interests and that their personal interest orientations were related to ways they participated in emergent writing activities. Children with conceptual interests used writing to explore and record ideas on topics of personal interest. Children with procedural interests explored how writing worked and practiced conventional literacy (e.g., writing alphabet letters). Children with creative interests explored writing materials to generate new literacy processes and new uses for materials. Children with socially oriented interests used writing to mediate joint social interaction and aligned their activity choices with those of other participants. These findings suggest that children's personal interests help shape their transactions with people, materials, and activities, resulting in different profiles of early writing experiences., Over the last four decades, emergent literacy researchers have established that, early in life, preschoolers growing up in literate communities begin to take part in local writing practices (e.g., Heath, [...]

This article presents a case study of fifteenth-century personal letter-writing practices. Using as examples the letters of the Paston family and particularly those of Margaret Paston, the family's most prolific [...]

Purportedly a childhood memoir, Chamoiseau's Chemin-d'ecole is inscribed in a long tradition of Caribbean autobiographical writing. As such, it inherits and expands upon the themes and tensions of autobiography, both as a narrative of selfhood and as a discursive tool of identity and culture in the Caribbean context. Patrick Chamoiseau inscribes a set of writing practices in Ecrire en pays domine and Chemin-d'ecole, both aimed at illuminating the contradictory results of almost fifty years of French Caribbean overseas departmentalization. This double process of economic and cultural domination appropriates identitarian issues of ambiguity, belonging, and authenticity predicated on the departmental experience in general and its educational practices in particular, and inserts them into his re-presentation of his Martinican childhood. Ultimately, his work highlights the intrinsic paradoxes of departmental integration that, in bringing the departements d'outre-mer directly within the ambit of France, progressively erased their ethnic, linguistic, and cultural difference from the mainland., I In Ecrire en pays domine, Patrick Chamoiseau recounts the visit of President Charles de Gaulle to the French Antilles in the 1960s, a period, as he points out, marked [...]

A literature review reveals limited information regarding the modeling of authentic writing practices by teacher educators for their students. This study examines the effect of the author's modeling processes as evidenced by education students' assessments of his courses. The author analyzed data using a grounded approach to document their perceptions of the benefits of his in-class writing and sharing of literacy work. Responses revealed perceptions of five primary benefits, underscoring both academic and affective components. Perceived academic benefits included the learning of skills, strategies, and methods that influence a teacher's ability to address intellectual or technical aspects of classroom life. Perceived affective benefits included the enhancement of student motivation and the creation of a respectful, caring, and trustworthy learning community. Together, responses appeared to set the stage for the establishment of a more complex, multifaceted classroom discourse. Keywords: writing pedagogy; modeling; teacher preparation/development; self-study, In graduate school, I took a course outside of my program that focused on writing and research. The professor, well-read in constructivist theory, carried into the classroom a full cache [...]

A random sample of language arts, social studies, and science high school teachers (N = 361; 53% women) from the United States were surveyed about what their students wrote, their use of evidence-based writing practices, the adaptations they made for weaker writers, how they assessed writing, their preparation to teach writing, beliefs about the importance of writing, and judgments about their students' writing capabilities. The findings from this survey raised some concerns about the quality of high school writing instruction. The writing activities they were assigned most frequently by teachers involved little analysis and interpretation, and almost one half of the participating teachers did not assign at least one multiparagraph writing assignment monthly. Although the majority of high school teachers did apply most of the evidence-based practices and adaptations included in the survey, they used these practices infrequently. Most teachers did not believe their college teacher education program adequately prepared them to teach writing. A sizable minority of language arts and social studies teachers indicated that their in-service preparation was inadequate too. For science teachers this was close to 60%. Keywords: writing, composition, teaching, high school

To link to full-text access for this article, visit this link: http://dx.doi.org/10.1016/j.langcom.2007.09.003 Byline: Graham M. Jones (a), Bambi B. Schieffelin (b) Keywords: Reported speech; Reported thought; Quotative like; Computer mediated communication (CMC); Youth language; Style Abstract: Based on a comparative study of informal speech and writing practices within comparable samples of American college students in 2003 and 2006, this article charts a dramatic expansion in the use of quotative like, and of reported speech and thought more generally, in Instant Messaging (IM). The spread of be + like from speech, where it was already pervasive, into IM correspondence gives a quotative format once thought exclusively oral new purchase in written language and heralds new strategies of voice representation within a typewritten medium ostensibly limited in its expressive potential. We present this development as evidence of a speech community that recognizes specific quotative forms and functions as constitutive of a preferential conversational style we term 'polyphonic', which foregrounds morally and affectively charged voicings. Author Affiliation: (a) Society of Fellows in the Liberal Arts, Princeton University, Princeton, NJ 08544, United States (b) Department of Anthropology, New York University, 25 Waverly Place, New York, NY 10003, United States

There is considerable concern that students do not develop the writing skills needed for school, occupational, or personal success. A frequent explanation for this is that schools do not do a good job of teaching this complex skill. A recent meta-analysis of true- and quasi-experimental writing intervention research (S. Graham & D. Perin, 2007a) addressed this issue by identifying effective instructional writing practices. The current review extends this earlier work by conducting a meta-analysis of single subject design writing intervention studies. The authors located 88 single subject design studies where it was possible to calculate an effect size. They calculated an average effect size for treatments that were tested in 4 or more studies, using a similar outcome measure in each study. This resulted in the identification of 9 writing treatments that were supported as effective. These were strategy instruction for planning/ drafting, teaching grammar and usage, goal setting for productivity, strategy instruction for editing, writing with a word processor, reinforcing specific writing outcomes, use of prewriting activities, teaching sentence construction skills, and strategy instruction for paragraph writing. Keywords: writing, composition, meta-analysis, instruction, single subject design

While Gertrude Stein's formal innovations are often considered as attempts to 'transcend history, 'this article argues that Stein worked through history in order to develop writing practices that could reclaim [...]

A study examines the manner in which children interpret and deal with classroom writing practices and their restrictions. The impact of these practices on the children's school written language use is also explored.

This article describes some of the foundational social contracts about written texts that two-year-olds and their teachers were negotiating in a U.S. preschool writing center. Social contracts are shared cultural knowledge that individuals draw on to produce and use written texts in culturally appropriate ways. Participants in this study were 18 two-year-olds, two classroom teachers, and a teacher-researcher, all of whom were white and middle class. Data were collected over nine months using ethnographic methods. Analyses showed that these two-year-olds and their teachers negotiated social contracts related to the physical properties of texts (e.g., text boundaries and figure-ground distinctions), the representational systems of art and writing (e.g., the distinctive forms and meanings of writing and drawing), and relations between people and text objects (e.g., text ownership and obligations to read texts). The term social contracts is used to draw attention to the ways children's knowledge about writing is socially negotiated, collectively constructed, and linked to local writing practices., Emergent literacy researchers have advanced the claim that children in literate societies begin to learn about reading and writing from birth (cf. Teale, 1986). In many communities, babies, toddlers, and [...]