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Isolation is a consideration for many writers and is a term that has become synonymous with the pandemic. Perhaps this explains why the focus for much practice and research on writing development from a learning development and academic literacies context has traditionally focussed upon in-person support. Digital writing practices offer alternatives to in-person support and opportunities to address writers’ feelings of isolation. The research question for this case study is, therefore; to what extent have changes in writing development through the pandemic refocussed how we engage students in community-focussed digital writing practices, in a learning development and academic literacies context? This case study seeks to answer this question by critically reflecting on the University of Manchester Library’s ‘My Learning Essentials’ approach to digital writing during COVID-19 isolation. During this period, the team launched a range of community-based digital writing development initiatives. These include the peer-led Writing Together workshops and innovative uses of shared Digital Notebooks in embedded writing workshops when teaching within the curricula. Community-based digital writing development has enhanced My Learning Essentials’ existing pedagogic principles of peer-learning and student-centred active learning. The ‘What-So What-What Next’ framework of critical reflection will be used to analyse what worked, what did not work and what we learned in delivering these digital writing initiatives. This case study will provide practise-based suggestions and implications for writing workshop pedagogy in the age of COVID-19 and beyond, that will be of interest to learning developers, academic skills tutors and other teachers of academic writing, as well as practitioners of digital writing more generally.

Expectations of how theory, empirical material, and methods should be dealt with in academic writing has not always been explicitly communicated to students. Due to a heterogeneity in student populations enrolled in higher degree courses worldwide, diversity in academic writing practices has increased. This paper explores academic writing practices among a group of students with professional, vocational backgrounds and close relationships to practical knowledge. Twelve examination papers from fifteen students within a continuing education program at a Danish university have been analysed inspired by Aristotle’s activities of theoria and praxis and Bourdieu’s concept of strategy. In this perspective, the study shows student strategies of how the students seem to retain an affinity to allow a practical approach of social and ethical evaluation when handling theory, empirical material, and methods. The analysis shows that students’ personal preferences are brought into the foreground., Background: Antibiotic overuse and misuse in primary care are common, highlighting the importance of antimicrobial stewardship (AMS) efforts in this setting. Audit and feedback (A&F) interventions can improve professional practice and performance in some settings. Objectives and methods: To leverage the expertise from international members of the Joint Programming Initiative on Antimicrobial Resistance - Primary care Antibiotic Audit and feedback Network (JPIAMR-PAAN). Network members all have experience of designing and delivering A&F interventions to reduce inappropriate antibiotic prescribing in primary care settings. We aim to introduce the network and explore ongoing A&F activities in member regions. An online survey was administered to all network members to collect regional information. Results: Fifteen respondents from 11 countries provided information on A&F activities in their country, and national/regional antibiotic stewardship programmes or policies. Most countries use electronic medical records as the primary data source, antibiotic appropriateness as the main outcome of feedback, and target GPs as the prescribers of interest. Funding sources varied across countries, which could influence the frequency and quality of A&F interventions. Nine out of 11 countries reported having a national antibiotic stewardship programme or policy, which aim to provide systematic support to ongoing AMS efforts and aid sustainability. Conclusions: The survey identified gaps and opportunities for AMS efforts that include A&F across member countries in Europe, Canada and Australia. JPIAMR-PAAN will continue to leverage its members to produce best practice resources and toolkits for antibiotic A&F interventions in primary care settings and identify research priorities.

Research teams working with indigenous people or local communities in the field of global environmental change represent local knowledge and concerns related to climate or environmental issues in the resulting scientific texts. However, by highlighting some aspects in particular ways and fading others to the background, every representation simultaneously reveals, conceals, and distorts aspects of what is represented. This paper aims to analytically highlight how frames in scientific texts are at work in emphasizing some aspects of local knowledge and concerns while fading other aspects into the background, which inevitably has micro and macro consequences through how local knowledge is incorporated, represented, and added to the body of knowledge of a given field. I have adapted a widely used frame concept from media studies to make it suitable for the analysis of scientific texts. The proposed method identifies main frames of a paper, maps how devices for achieving selective emphases, such as repetitive formulations and strong words, are at work in the text, and elicits how the frame’s key functions occur in papers: (1) identify problems, (2) diagnose causes, (3) make moral judgments, (4) suggest solutions or offer a path toward solutions, and (5) attribute roles. Points (4) and (5) are specifically designed for the analysis of scientific texts. In addition, I have added a step that shows how frames shape representations of local knowledge and concerns in scientific texts. This method is meant to develop reflexive awareness among the scholarly community about their writing practices and promote critical thinking about the unintended impacts that uncritical reproduction of taken-for-granted frames may have through their shaping of representations of local and indigenous knowledge and concerns. To illustrate the potential of the frame concept for analyzing scientific texts, I applied the new method to two papers. Further, the paper discusses the potential of fram

The following investigation paper aims to analyze the different methodological strategies used to develop writing practices in the English language in a class with 68 students in the sixth grade of primary school in Chone City. For its elaboration, researchers made use of a descriptive focus, at the same time, the sampling was chosen for convenience. Results were obtained from an interview with the unique English teacher at the school and five observation files in the English classes of sixth grade. Finally, results show the large students’ knowledge about grammar and orthography, but also the failure in the texts' clarification and coherency. This paper is advantageous for the educational field, specifically, to the factors that revolve around the writing learning–teaching process., El presente trabajo de investigación tiene como objetivo analizar las diversas estrategias metodológicas utilizadas al momento de desarrollar las prácticas de escritura en el idioma inglés en una clase conformada por 68 estudiantes del sexto año de educación básica de una Unidad Educativa Fiscal de la ciudad de Chone. Para la elaboración de este se utilizó un enfoque descriptivo a la vez que se tomó un muestreo por conveniencia. Para la obtención de los resultados se entrevistó al único docente de inglés de la planta educativa, y cinco fichas de observación en las clases impartidas por la misma a los estudiantes del sexto año. Los resultados reflejan que si bien los estudiantes tienen un vasto conocimiento con respecto de las reglas gramaticales y ortográficas del idioma inglés existen falencias en tanto la organización de las ideas afectando la claridad del texto. El estudio favorece a la investigación y al área educativa, especialmente respecto a los factores a tomar en cuenta en el proceso de enseñanza – aprendizaje de la escritura en una L2.

Since the 1990s Estonia has been characterized by the acceptance of neoliberal values, as an antidote to the Soviet past. Neoliberal practices, like quantification and market- orientation, have permeated most spheres of society, including academia. There has been very little critical reflection on the epistemic inequalities created by this academic model for Estonia as a semi-peripheral country. In this article, the authors aim to place the neoliberalization of academia within a broader framework of colonial practices within global knowledge production, continuing their previous work on the blind spots of transnational feminism and intersections of feminisms and neoliberalism. Building on insights developed within transnational and decolonial feminism, the authors propose three interventions into neoliberal academic culture: telling better stories, practicing slow scholarship to tease apart complex colonial entanglements and using creative writing practices., Od lat dziewięćdziesiątych XX wieku Estonię cechuje akceptacja wartości neoliberalnych jako remedium na relikty radzieckiej przeszłości. Praktyki neoliberalne, takie jak kwantyfikacja i orientacja na rynek, przeniknęły do większości sfer życia społecznego, w tym do świata nauki. Jednocześnie widoczny jest niemal zupełny brak krytycznego namysłu nad nierównościami epistemicznymi, jakie taki model akademii generuje w półperyferyjnym państwie, jakim jest Estonia. Niniejszy artykuł jest próbą umiejscowienia neoliberalizacji nauki w szerszym kontekście praktyk kolonialnych w ramach globalnej produkcji wiedzy, stanowi zatem kontynuację poprzednich prac autorek na temat słabości transnarodowego feminizmu oraz punktów stycznych feminizmów i neoliberalizmu. Poszerzając obserwacje na temat feminizmu transnarodowego i dekolonialnego, proponują trzy formy interweniowania w neoliberalną kulturę akademicką: tworzenie lepszych opowieści, uprawianie nauki „powolnej” (slow) celem dostrzeżenia złożoności relacji kolonialnych oraz wykorzystanie praktyk pisania kreatywnego.

This article analyses digital writing in Low German, a regional language spoken mainly in Northern Germany and currently undergoing a process of language shift towards German. Since medieval times, a substantial body of Low German literature has been written; however, today, the language serves mainly as a vernacular. The aim of this study is to examine whether digital writing could become a new domain for Low German speakers, thus forming a buffer in the ongoing struggle against language loss. In order to analyse digital writing in Low German, we apply Jan Blommaert’s concept of elite versus grassroot literacies (Blommaert 2008) and examine two communities of practice: Wikipedia authors and experts working for Low German institutions using Low German online, and speakers communicating via Low German on social media. The results show two communities of practice among Low German speakers with distinctive writing practices and values: while elite writers aim to implement a standardised form of spelling, grassroot writers tend to reject prescriptivism and create ways to negotiate communication across variation.

This article examines what activism looks like in an age of “deep writing.” As alumni find their ways through multiple domains of life after graduation, what role does writing play in helping them orient themselves toward engagement with the world around them? This article reviews relevant literature, including some of the difficulties of defining activism, and then analyzes focus group data in which participants describe different kinds of activism and the roles that writing plays in them. Wayfinding provides a framework for understanding how alumni writers orient their understanding of their own writing practices.

“Bountiful and Barren: Speculative (Re)presentations of Racial Capitalism in the Middle Ages” examines how compendia, maps, and travel narratives from the Middle Ages strategically utilize speculation in the construction of racialized geographies. I argue that racialized geographies were consistently conscripted with the opportunity for the extraction of material wealth, and that the epistemological stabilization of these speculations demonstrates that the origins of racial capitalism exist in a deeper timescale than is commonly acknowledged. The recent reinvestigation of postcolonialism by medieval studies has incited much-needed conversations about race across the field, but little attention has been given to how the material conditions of racialism have been continuous over time – and how economic theory can help us to better understand the emergence of global colonialism from the Middle Ages as well as the centrality of speculation in modern racial capitalism. My study engages Marxism to interrogate economic history and accumulation while interrogating why the terms of Marxism have been so difficult to translate to the preindustrial Middle Ages. I argue that speculative writing practices – in both the past and the present – have embedded fictitious perspectives into the power relations of extraction, accumulation, and subjugation that are the necessary conditions for racial capitalism to develop and spread. My research demonstrates that medieval compendia, maps, and travel narratives are racializing technologies used by Latin Christendom to speculate and foreclose the future of colonialism and racial capitalism. My analysis details how knowledge was constructed and negotiated in these genres, and how speculative realities were refracted onto the materially fraught ambitions of Latin Christendom. This project traces racialized geographical knowledge as it stabilizes from the thirteenth century to the twentieth, beginning with Brunetto Latini’s Li Livres dou Treso

This talk reports on a recent qualitative study on the written components from a range of practice-based Master’s projects. What form does this writing take? What language practices are involved in the construction of this kind of writing? What is meant by academic writing in this context? To address these questions, an ethnographic approach was adopted in order to allow for more ‘exploration [of] cultures, processes, and experiences of academic writing’ (Paltridge & Starfield, 2012), which in turn allows for more visibility around the language, structure and discourse of these types of dissertations (Lillis & Curry, 2010). Data was drawn from a series of semi-structured interviews with both staff and students from a range of Master’s courses that all use variations of the practice-based dissertation. The findings from this kind of study can help to build not only a better understanding of the relationship between practice and writing within these disciplines but can also inform those who teach and study on them. Furthermore, understanding more about the writing practices in these dissertations can also help to offer alternative, more innovative, versions of dissertations to other disciplines (Vaughan, 2021).

This study focuses on the distribution of agency in software-based spell checking in L1 (Language and Literature)teaching. Drawing on video-ethnographic data from a Swedish-medium school in Finland, the research shows thatbuilt-in spell checkers can both afford and constrain students’ digital writing. Through examining the micro-dynam-ics between human and material agency in use of spell checking, the analysis illustrates that the software does notalways work as expected from the user’s perspective, and hence becomes framed as a ‘trouble source’, assigned ‘lin-guistic authority’, and held accountable for not meeting human intentionality. We argue that technology’s inherentfunctions and properties play a central role in the co-constitution of agency in digital writing practices, and call for agreater awareness of generic spell checkers’ opportunities and limitations in teaching and learning.

This study focuses on the distribution of agency in software-based spell checking in L1 (Language and Literature)teaching. Drawing on video-ethnographic data from a Swedish-medium school in Finland, the research shows thatbuilt-in spell checkers can both afford and constrain students’ digital writing. Through examining the micro-dynam-ics between human and material agency in use of spell checking, the analysis illustrates that the software does notalways work as expected from the user’s perspective, and hence becomes framed as a ‘trouble source’, assigned ‘lin-guistic authority’, and held accountable for not meeting human intentionality. We argue that technology’s inherentfunctions and properties play a central role in the co-constitution of agency in digital writing practices, and call for agreater awareness of generic spell checkers’ opportunities and limitations in teaching and learning.

This study focuses on the distribution of agency in software-based spell checking in L1 (Language and Literature)teaching. Drawing on video-ethnographic data from a Swedish-medium school in Finland, the research shows thatbuilt-in spell checkers can both afford and constrain students’ digital writing. Through examining the micro-dynam-ics between human and material agency in use of spell checking, the analysis illustrates that the software does notalways work as expected from the user’s perspective, and hence becomes framed as a ‘trouble source’, assigned ‘lin-guistic authority’, and held accountable for not meeting human intentionality. We argue that technology’s inherentfunctions and properties play a central role in the co-constitution of agency in digital writing practices, and call for agreater awareness of generic spell checkers’ opportunities and limitations in teaching and learning.

This study focuses on the distribution of agency in software-based spell checking in L1 (Language and Literature)teaching. Drawing on video-ethnographic data from a Swedish-medium school in Finland, the research shows thatbuilt-in spell checkers can both afford and constrain students’ digital writing. Through examining the micro-dynam-ics between human and material agency in use of spell checking, the analysis illustrates that the software does notalways work as expected from the user’s perspective, and hence becomes framed as a ‘trouble source’, assigned ‘lin-guistic authority’, and held accountable for not meeting human intentionality. We argue that technology’s inherentfunctions and properties play a central role in the co-constitution of agency in digital writing practices, and call for agreater awareness of generic spell checkers’ opportunities and limitations in teaching and learning.

This study focuses on the distribution of agency in software-based spell checking in L1 (Language and Literature)teaching. Drawing on video-ethnographic data from a Swedish-medium school in Finland, the research shows thatbuilt-in spell checkers can both afford and constrain students’ digital writing. Through examining the micro-dynam-ics between human and material agency in use of spell checking, the analysis illustrates that the software does notalways work as expected from the user’s perspective, and hence becomes framed as a ‘trouble source’, assigned ‘lin-guistic authority’, and held accountable for not meeting human intentionality. We argue that technology’s inherentfunctions and properties play a central role in the co-constitution of agency in digital writing practices, and call for agreater awareness of generic spell checkers’ opportunities and limitations in teaching and learning.

Public health work involves diverse writing tasks to communicate various health messages. Writing is a key competence in public health training, but little is known about the practice in Sweden. This study aims to explore writing practices among Swedish public health professionals through a web-based questionnaire. Our results and presentation offer cross-cultural insight into engaging the public in public health.

The picture postcard was a revolutionary means of communication in early twentieth century UK. For the first time, it was possible to combine a short message with an attractive image and send it fast, at little expense. Such an opportunity was not to reoccur until the digital revolution. Three thousand postcards, sent between 1902-1910 have been collected, transcribed and openly digitized. Effectively the social media of its age, picture postcards enable the study of multimodal writing practices and skills. Findings demonstrate how postcard use ballooned, that they were used more by women, yet by people from almost all social classes. Literacy skills were high. Postcard writers drew on letter-writing conventions and interspersed postcards with letters, keeping constantly in communication.

In the wake of the new school reforms and with the conviction that learning about Italian philology at school can lead to the development of trasversal competences, this contribution aims to present the experience of the PCTO “La mano dell’autore dal cartaceo al digitale. Dai Promessi Sposi all’Infinito”, project created with the aim of educate students about textuality by means of the analysis of Alessandro Manzoni’s and Giacomo Leopardi’s work. In this paper we describe the methodologies applied during the PCTO, seen as a useful opportunity to access the works of the two great writers and to provide the students with digital skills applied to Italian literature. Thanks to these experiences, the students were stimulated to reflect on their own writing practices, also by comparing themselves with the working methods of contemporary writers, offered by the "A carte scoperte" project.

The rapid development of Large Language Models (LLMs) has facilitated a variety of applications from different domains. In this technical report, we explore the integration of LLMs and the popular academic writing tool, Overleaf, to enhance the efficiency and quality of academic writing. To achieve the above goal, there are three challenges: i) including seamless interaction between Overleaf and LLMs, ii) establishing reliable communication with the LLM provider, and iii) ensuring user privacy. To address these challenges, we present OverleafCopilot, the first-ever tool (i.e., a browser extension) that seamlessly integrates LLMs and Overleaf, enabling researchers to leverage the power of LLMs while writing papers. Specifically, we first propose an effective framework to bridge LLMs and Overleaf. Then, we developed PromptGenius, a website for researchers to easily find and share high-quality up-to-date prompts. Thirdly, we propose an agent command system to help researchers quickly build their customizable agents. OverleafCopilot (https://chromewebstore.google.com/detail/overleaf-copilot/eoadabdpninlhkkbhngoddfjianhlghb ) has been on the Chrome Extension Store, which now serves thousands of researchers. Additionally, the code of PromptGenius is released at https://github.com/wenhaomin/ChatGPT-PromptGenius. We believe our work has the potential to revolutionize academic writing practices, empowering researchers to produce higher-quality papers in less time.

Academic writing is a major concern for tertiary education institutions in Papua New Guinea (PNG), in which students and educators have to overcome sociocultural, linguistic and educational challenges. This comparative case study of a public and a private (mission) university in PNG examined the concerns and challenges that they encounter to support their academic writing practices. The study employed the theoretical perspective of the activity system as a conceptual framework to analyse multiple data collected through semi-structured interviews, non-participatory observations and documentation searches. A total of twelve students, eight educators, and five academic administrators were engaged in the interviews. For the observations, four tutorial groups of which, two from each participating university were involved. Policy documents which relate to the academic writing practices of the two universities were also collected for analysis. Informed by the activity theory, interactive analyses were conducted through thematic analysis using the NVivo computer-based research tool. The findings suggest that the public university struggles more to meet its academic needs compared to the private university. The academic writing practices of these universities vary depending on the availability of their educational resources like multimedia, databases, wi-fi, Moodle and other supports such as expertise and facilities. Despite some supports are provided, students at higher education institutions in PNG are still writing below expectations, especially within disciplines, which needs to be critically and adequately addressed. The findings also imply that the theoretical framework of the activity system can be applied to explore and understand students’ English academic writing practices, so that they can successfully achieve their expected outcomes. The findings suggest that all the actors in the activity systems of the respective higher education institutions should effectively

This qualitative study focuses on Grade 6 students’ possibilities to engage in disciplinary writing practices in history teaching in a school located in a socially disadvantaged and linguistically diverse area. The aim is to contribute knowledge about how students negotiate different literacy expectations in the teaching. The researcher used ethnographic methods to follow one teacher and two groups of Grade 6 students for 12 weeks’ teaching about the Vasa era in Swedish history. The material used consists of samples of students writing, parts of the text material they studied, and written questions they answered in tests and pre-writing discussion. In the analysis, systemic-functional linguistics (SFL) and thematic content analysis were employed to develop categories of literacy expectations based on the written questions. SFL was also used to analyze samples of the students’ writing and relevant textbook material. The findings show that the expectations increased in a final test because most questions required causal reasoning. In contrast, the questions used in text discussions and homework tests conveyed a variety of literacy expectations, with an emphasis on chronological reconstructions of events. While some students adjusted their writing to causal reasoning, others relied on a reconstruct approach that adhered closely to the simple text material that was chronologically structured. Outlier examples showed students using multimodal representations, a substitute teacher’s oral elaboration on a text, and resources of learner language in their answers. Implications for teaching that support all students’ engagement in disciplinary practices of history are discussed.

This qualitative study focuses on Grade 6 students’ possibilities to engage in disciplinary writing practices in history teaching in a school located in a socially disadvantaged and linguistically diverse area. The aim is to contribute knowledge about how students negotiate different literacy expectations in the teaching. The researcher used ethnographic methods to follow one teacher and two groups of Grade 6 students for 12 weeks’ teaching about the Vasa era in Swedish history. The material used consists of samples of students writing, parts of the text material they studied, and written questions they answered in tests and pre-writing discussion. In the analysis, systemic-functional linguistics (SFL) and thematic content analysis were employed to develop categories of literacy expectations based on the written questions. SFL was also used to analyze samples of the students’ writing and relevant textbook material. The findings show that the expectations increased in a final test because most questions required causal reasoning. In contrast, the questions used in text discussions and homework tests conveyed a variety of literacy expectations, with an emphasis on chronological reconstructions of events. While some students adjusted their writing to causal reasoning, others relied on a reconstruct approach that adhered closely to the simple text material that was chronologically structured. Outlier examples showed students using multimodal representations, a substitute teacher’s oral elaboration on a text, and resources of learner language in their answers. Implications for teaching that support all students’ engagement in disciplinary practices of history are discussed.

This qualitative study focuses on Grade 6 students’ possibilities to engage in disciplinary writing practices in history teaching in a school located in a socially disadvantaged and linguistically diverse area. The aim is to contribute knowledge about how students negotiate different literacy expectations in the teaching. The researcher used ethnographic methods to follow one teacher and two groups of Grade 6 students for 12 weeks’ teaching about the Vasa era in Swedish history. The material used consists of samples of students writing, parts of the text material they studied, and written questions they answered in tests and pre-writing discussion. In the analysis, systemic-functional linguistics (SFL) and thematic content analysis were employed to develop categories of literacy expectations based on the written questions. SFL was also used to analyze samples of the students’ writing and relevant textbook material. The findings show that the expectations increased in a final test because most questions required causal reasoning. In contrast, the questions used in text discussions and homework tests conveyed a variety of literacy expectations, with an emphasis on chronological reconstructions of events. While some students adjusted their writing to causal reasoning, others relied on a reconstruct approach that adhered closely to the simple text material that was chronologically structured. Outlier examples showed students using multimodal representations, a substitute teacher’s oral elaboration on a text, and resources of learner language in their answers. Implications for teaching that support all students’ engagement in disciplinary practices of history are discussed.

This qualitative study focuses on Grade 6 students’ possibilities to engage in disciplinary writing practices in history teaching in a school located in a socially disadvantaged and linguistically diverse area. The aim is to contribute knowledge about how students negotiate different literacy expectations in the teaching. The researcher used ethnographic methods to follow one teacher and two groups of Grade 6 students for 12 weeks’ teaching about the Vasa era in Swedish history. The material used consists of samples of students writing, parts of the text material they studied, and written questions they answered in tests and pre-writing discussion. In the analysis, systemic-functional linguistics (SFL) and thematic content analysis were employed to develop categories of literacy expectations based on the written questions. SFL was also used to analyze samples of the students’ writing and relevant textbook material. The findings show that the expectations increased in a final test because most questions required causal reasoning. In contrast, the questions used in text discussions and homework tests conveyed a variety of literacy expectations, with an emphasis on chronological reconstructions of events. While some students adjusted their writing to causal reasoning, others relied on a reconstruct approach that adhered closely to the simple text material that was chronologically structured. Outlier examples showed students using multimodal representations, a substitute teacher’s oral elaboration on a text, and resources of learner language in their answers. Implications for teaching that support all students’ engagement in disciplinary practices of history are discussed.

This qualitative study focuses on Grade 6 students’ possibilities to engage in disciplinary writing practices in history teaching in a school located in a socially disadvantaged and linguistically diverse area. The aim is to contribute knowledge about how students negotiate different literacy expectations in the teaching. The researcher used ethnographic methods to follow one teacher and two groups of Grade 6 students for 12 weeks’ teaching about the Vasa era in Swedish history. The material used consists of samples of students writing, parts of the text material they studied, and written questions they answered in tests and pre-writing discussion. In the analysis, systemic-functional linguistics (SFL) and thematic content analysis were employed to develop categories of literacy expectations based on the written questions. SFL was also used to analyze samples of the students’ writing and relevant textbook material. The findings show that the expectations increased in a final test because most questions required causal reasoning. In contrast, the questions used in text discussions and homework tests conveyed a variety of literacy expectations, with an emphasis on chronological reconstructions of events. While some students adjusted their writing to causal reasoning, others relied on a reconstruct approach that adhered closely to the simple text material that was chronologically structured. Outlier examples showed students using multimodal representations, a substitute teacher’s oral elaboration on a text, and resources of learner language in their answers. Implications for teaching that support all students’ engagement in disciplinary practices of history are discussed.

The search for a pre-colonial identity has occupied post-colonial cities since independence, becoming intertwined with modern nation-building projects. Consequently, an active agenda of reframing heritage has emerged that is strongly connected to the process of revisiting and rewriting the past. This requires merging fragments of memories into one collective memory, which is also called history. This is derived from the intention to create a nationalistically accepted view of how the nation should be perceived by its citizens and presented to the world. Such a singular narrative, which is viewed as essential to creating cohesion and consensus among a diversified population, entails the erasure of other urban narratives. Writing this collective memory, history, is an action in which edits and erasures are equally important as inscriptions. The built environment becomes a vital mediator through which this history is transcribed onto the city terrain. Reading the city through these processes of edits, erasures, and inscriptions constructs a nuanced urban narrative, providing insights into the interconnection of colonial and post-colonial eras on a non-linear timescale. The study of Manama’s evolution as a city lends an understanding of the dynamics through which the urban fabric has played a role in the rewriting of history. This study goes back and forth to both link the writing practices in the city today to its past, as well as to highlight identified recurring practices of rewriting history through the built environment. These writing practices are investigated through processes of restoration, demolition, and unrealisations that make visible the frictions and incoherence in the narrative; a narrative that is not produced by a single entity, but rather the dynamics of different agents over the years. History here is dismantled into layers of memory found in archives of different forms, allowing space for the echoes of distant memories to emerge. Central, Rumsliga historieskrivningar i den postkoloniala staden.Redigeringar, utraderingar, inskriptioner Translated by Lena Stina Andersson Sökandet efter en förkolonial identitet har sysselsatt postkoloniala städer sedan uppnådd självständighet och har kommit att bli nära sammankopplat med det moderna nationsbyggandet. Till följd av dessa processer har en agenda och ambition uppstått som handlar om att omtolka och omskriva det förflutna. Sammanslagningen av fragment och minnen till ett kollektivt minne har blivit en del av en historieskrivning och kan knytas till en ambition att skapa en nationellt accepterad bild av hur nationen bör uppfattas av sina innevånare och sin omvärld. Ett sådant enskilt narrativ, sett som nödvändigt för att skapa sammanhållning och samförstånd hos en diversifierad befolkning, kommer samtidigt att innebära att andra urbana berättelser utraderas. Att skriva detta kollektiva minne, historien, är en handling där redigering och utradering är lika viktiga som inskriptioner. Den byggda miljön blir en viktig medlare genom vilken denna historia skrivs in i stadens terräng. Genom att läsa staden genom dessa processer, editeringar, utraderingar och inskriptioner, konstrueras en nyanserat urban berättelse som bidrar med insikter i kopplingen mellan koloniala och postkoloniala perioder över en icke-linjär tidskala. Studien av Manamas utveckling som stad ger en förståelse för denna dynamik och berättar om hur stadsväven har spelat en roll i omskrivandet av historien. Studien rör sig fram och tillbaka över tid för att både koppla samman dessa skrivpraktiker i dagens stad med sin historia, såväl som för att identifiera återkommande praktiker som använts för att omskriva historien och den byggda miljön. Dessa skrivpraktiker undersöks genom processer såsom restaurering, rivning, och icke-realiserade projekt, processer som på olika sätt synliggör friktion och inkonsekvens i den enskilda berättelsen. En berättelse som inte skapats av en enda enhet, utan snarare ge, QC 20220513

Studiens övergripande syfte är att undersöka om det finns ett samband mellan olika bruk av förstapersonspronomen i tre olika ämneskategorier av studenters c-uppsatser och refereegranskade artiklar och, i så fall, hur sambandet ser ut. Därtill vill denna studie undersöka om detta samband kan bero på följande faktorer: skribenters erfarenhet, skilda skrivkonventioner och skilda skrivpraxis i olika textdelar (d.v.s. inledning, forskningsbakgrund, metod osv). Förutom att jämföra andelen förstapersonspronomen kommer denna studie också att undersökas författaridentitet med utgångspunkt i Tang och Johns (1999) modell. Resultaten visar att i akademiskt skrivande förekommer förstapersonspronomen olika ofta i olika ämneskategorier av c-uppsatser och refereegranskade artiklar, vilket troligen beror på olika skrivkonventioner inom olika ämnen. Generellt förekommer förstapersonspronomen mest i två textdelar av den examinerade korpusen: inledning samt diskussion och avslutning. Detta indikerar att på grund av olika skrivpraxis, tillåts författare vara mer eller mindre närvarande i olika textdelar. Slutligen visar denna studie att den representativa identiteten är den mest frekventa i alla ämneskategorier av både c-uppsatser samt refereegranskade artiklar., The aim of this study is to investigate whether there is a connection between different uses of first-person pronouns in three different subject categories of students’ c-theses and peer-reviewed articles and, in that case, how this connection looks like. Also, if this connection may depend on the following factors: writers' experience, different writing conventions, different writing practices in different parts of text (i.e., introduction, research background, method etc.). In addition, this study aims to investigate the authorial identity based on Tang and John's (1999) model. The results show that, in academic writing, first-person pronouns occur differently in diverse subject categories of c-thesis and peer-reviewed articles, which is probably due to dissimilar writing conventions within different subjects. Generally, first-person pronouns occur mostly in two parts of text in the examined corpus: introduction and also discussion and conclusion. This pinpoints that, due to diverse writing practices, authors are allowed to be more or less present in different parts of text. To conclude, this study shows that the representative authorial identity is the most frequent in all subject categories of both c-theses and peer-reviewed articles.

Studiens övergripande syfte är att undersöka om det finns ett samband mellan olika bruk av förstapersonspronomen i tre olika ämneskategorier av studenters c-uppsatser och refereegranskade artiklar och, i så fall, hur sambandet ser ut. Därtill vill denna studie undersöka om detta samband kan bero på följande faktorer: skribenters erfarenhet, skilda skrivkonventioner och skilda skrivpraxis i olika textdelar (d.v.s. inledning, forskningsbakgrund, metod osv). Förutom att jämföra andelen förstapersonspronomen kommer denna studie också att undersökas författaridentitet med utgångspunkt i Tang och Johns (1999) modell. Resultaten visar att i akademiskt skrivande förekommer förstapersonspronomen olika ofta i olika ämneskategorier av c-uppsatser och refereegranskade artiklar, vilket troligen beror på olika skrivkonventioner inom olika ämnen. Generellt förekommer förstapersonspronomen mest i två textdelar av den examinerade korpusen: inledning samt diskussion och avslutning. Detta indikerar att på grund av olika skrivpraxis, tillåts författare vara mer eller mindre närvarande i olika textdelar. Slutligen visar denna studie att den representativa identiteten är den mest frekventa i alla ämneskategorier av både c-uppsatser samt refereegranskade artiklar., The aim of this study is to investigate whether there is a connection between different uses of first-person pronouns in three different subject categories of students’ c-theses and peer-reviewed articles and, in that case, how this connection looks like. Also, if this connection may depend on the following factors: writers' experience, different writing conventions, different writing practices in different parts of text (i.e., introduction, research background, method etc.). In addition, this study aims to investigate the authorial identity based on Tang and John's (1999) model. The results show that, in academic writing, first-person pronouns occur differently in diverse subject categories of c-thesis and peer-reviewed articles, which is probably due to dissimilar writing conventions within different subjects. Generally, first-person pronouns occur mostly in two parts of text in the examined corpus: introduction and also discussion and conclusion. This pinpoints that, due to diverse writing practices, authors are allowed to be more or less present in different parts of text. To conclude, this study shows that the representative authorial identity is the most frequent in all subject categories of both c-theses and peer-reviewed articles.

The search for a pre-colonial identity has occupied post-colonial cities since independence, becoming intertwined with modern nation-building projects. Consequently, an active agenda of reframing heritage has emerged that is strongly connected to the process of revisiting and rewriting the past. This requires merging fragments of memories into one collective memory, which is also called history. This is derived from the intention to create a nationalistically accepted view of how the nation should be perceived by its citizens and presented to the world. Such a singular narrative, which is viewed as essential to creating cohesion and consensus among a diversified population, entails the erasure of other urban narratives. Writing this collective memory, history, is an action in which edits and erasures are equally important as inscriptions. The built environment becomes a vital mediator through which this history is transcribed onto the city terrain. Reading the city through these processes of edits, erasures, and inscriptions constructs a nuanced urban narrative, providing insights into the interconnection of colonial and post-colonial eras on a non-linear timescale. The study of Manama’s evolution as a city lends an understanding of the dynamics through which the urban fabric has played a role in the rewriting of history. This study goes back and forth to both link the writing practices in the city today to its past, as well as to highlight identified recurring practices of rewriting history through the built environment. These writing practices are investigated through processes of restoration, demolition, and unrealisations that make visible the frictions and incoherence in the narrative; a narrative that is not produced by a single entity, but rather the dynamics of different agents over the years. History here is dismantled into layers of memory found in archives of different forms, allowing space for the echoes of distant memories to emerge. Central, Rumsliga historieskrivningar i den postkoloniala staden.Redigeringar, utraderingar, inskriptioner Translated by Lena Stina Andersson Sökandet efter en förkolonial identitet har sysselsatt postkoloniala städer sedan uppnådd självständighet och har kommit att bli nära sammankopplat med det moderna nationsbyggandet. Till följd av dessa processer har en agenda och ambition uppstått som handlar om att omtolka och omskriva det förflutna. Sammanslagningen av fragment och minnen till ett kollektivt minne har blivit en del av en historieskrivning och kan knytas till en ambition att skapa en nationellt accepterad bild av hur nationen bör uppfattas av sina innevånare och sin omvärld. Ett sådant enskilt narrativ, sett som nödvändigt för att skapa sammanhållning och samförstånd hos en diversifierad befolkning, kommer samtidigt att innebära att andra urbana berättelser utraderas. Att skriva detta kollektiva minne, historien, är en handling där redigering och utradering är lika viktiga som inskriptioner. Den byggda miljön blir en viktig medlare genom vilken denna historia skrivs in i stadens terräng. Genom att läsa staden genom dessa processer, editeringar, utraderingar och inskriptioner, konstrueras en nyanserat urban berättelse som bidrar med insikter i kopplingen mellan koloniala och postkoloniala perioder över en icke-linjär tidskala. Studien av Manamas utveckling som stad ger en förståelse för denna dynamik och berättar om hur stadsväven har spelat en roll i omskrivandet av historien. Studien rör sig fram och tillbaka över tid för att både koppla samman dessa skrivpraktiker i dagens stad med sin historia, såväl som för att identifiera återkommande praktiker som använts för att omskriva historien och den byggda miljön. Dessa skrivpraktiker undersöks genom processer såsom restaurering, rivning, och icke-realiserade projekt, processer som på olika sätt synliggör friktion och inkonsekvens i den enskilda berättelsen. En berättelse som inte skapats av en enda enhet, utan snarare ge, QC 20220513

In this piece, we consider what the concepts of translocality as place-making and translanguaging can add to an understanding of current academic and creative writing. Our quest is informed by sociolinguistic theory and literary studies. We take up Hultgren’s (2020) call for interdisciplinarity in research on multilingual writing for publication and contribute to current debates that question dominant ways of knowledge production. By means of creative conversations between the authors, a sociolinguist in Stockholm, Sweden and a scholar of literature in Bangor, North Wales, we explore how academic and creative writing practices may be enriched by drawing on a broader range of writers’ linguistic repertoires. In contrast to previous research that focused on translocality in terms of writers’ mobility and networking, we pay attention to translocality as a process of place-making in writing. Drawing on narrative methods, we present four instances of condensed and partly fictionalized dialogue informed by our own lived experience. The creative form reveals various layers of translocal and translingual writing practices. Translanguaging is intricately connected to place-making and the evocation of communities in both fictional and academic texts. While limited by “regimes of comprehensibility” (Bodin, Helgesson & Huss, 2020), it carries potential for learning and for political activism. Ultimately, our insights and our writing experiment aim to question what counts as a legitimate text and to suggest alternative ways of meaning-making in academic and creative writing practices., Politics and Ideologies of Multilingual Writing

This qualitative study focuses on Grade 6 students’ possibilities to engage in disciplinary writing practices in history teaching in a school located in a socially disadvantaged and linguistically diverse area. The aim is to contribute knowledge about how students negotiate different literacy expectations in the teaching. The researcher used ethnographic methods to follow one teacher and two groups of Grade 6 students for 12 weeks’ teaching about the Vasa era in Swedish history. The material used consists of samples of students writing, parts of the text material they studied, and written questions they answered in tests and pre-writing discussion. In the analysis, systemic-functional linguistics (SFL) and thematic content analysis were employed to develop categories of literacy expectations based on the written questions. SFL was also used to analyze samples of the students’ writing and relevant textbook material. The findings show that the expectations increased in a final test because most questions required causal reasoning. In contrast, the questions used in text discussions and homework tests conveyed a variety of literacy expectations, with an emphasis on chronological reconstructions of events. While some students adjusted their writing to causal reasoning, others relied on a reconstruct approach that adhered closely to the simple text material that was chronologically structured. Outlier examples showed students using multimodal representations, a substitute teacher’s oral elaboration on a text, and resources of learner language in their answers. Implications for teaching that support all students’ engagement in disciplinary practices of history are discussed.

This qualitative study focuses on Grade 6 students’ possibilities to engage in disciplinary writing practices in history teaching in a school located in a socially disadvantaged and linguistically diverse area. The aim is to contribute knowledge about how students negotiate different literacy expectations in the teaching. The researcher used ethnographic methods to follow one teacher and two groups of Grade 6 students for 12 weeks’ teaching about the Vasa era in Swedish history. The material used consists of samples of students writing, parts of the text material they studied, and written questions they answered in tests and pre-writing discussion. In the analysis, systemic-functional linguistics (SFL) and thematic content analysis were employed to develop categories of literacy expectations based on the written questions. SFL was also used to analyze samples of the students’ writing and relevant textbook material. The findings show that the expectations increased in a final test because most questions required causal reasoning. In contrast, the questions used in text discussions and homework tests conveyed a variety of literacy expectations, with an emphasis on chronological reconstructions of events. While some students adjusted their writing to causal reasoning, others relied on a reconstruct approach that adhered closely to the simple text material that was chronologically structured. Outlier examples showed students using multimodal representations, a substitute teacher’s oral elaboration on a text, and resources of learner language in their answers. Implications for teaching that support all students’ engagement in disciplinary practices of history are discussed.

Between the digital conversion (Doueihi, 2010) that, almost irreversibly, impregnates and redefines the whole of our daily lives and the digital convergence (Jenkins, 2008) of various languages, the practices of reading and writing in history are being transformed. How does the use of differentmaterials coexist and interact? What different forms and meanings of reading and writing practices do teachers generate? To what extent do teachers modify reading and writing practices in the teaching of History? This article aims to answer these questions by analyzing data from a doctoral research grounded in the theoretical contributions from the cultural history associated with school culture. Based on a qualitative methodology aligned with the interpretive paradigm, this study involved a research strategy associated with case studies and various data collection techniques that show how teachers expand reading and writing material of their classes and lead a great variety of hybrid practices, Entre la conversión digital(Doueihi, 2010) que impregna y redefine, casi de modo irreversible, la totalidad de nuestra vida cotidiana y la convergencia digital(Jenkins, 2008) de diversos lenguajes, se están transformando las prácticas de lectura y escritura en la historia escolar. ¿Cómo conviven e interactúan el uso de diversos materiales?, ¿qué diversas formas y sentidos de las prácticas de lectura y escriturageneran los/las profesores/as?, ¿en qué medida las y los profesores modifican las prácticas de lectura y escritura en la enseñanza de la Historia? Este artículo se propone responder a estas preguntas analizando datos de una investigación doctoral inscripta en los aportes teóricos provenientes de la historia cultural asociada a la cultura escolar. Basada en una metodología cualitativa alineada al paradigma interpretativo, esta pesquisa involucró una estrategia de investigación asociada al estudio de casos y a variadas técnicas de recolección de datos que evidencian el modo en que los y las profesores/as amplían los objetos de lectura y los soportes de escritura de sus clases y protagonizan un variado inventario de prácticas híbridas.

In our daily life, and even in curricular spaces whose main object is writing, a dominant conception often appears that focuses the approaches on their communicative or recording function and restricts its object through a purely instrumental view. In consequence, the reflection on its aesthetic, technical, epistemological and ontological dimensions is overlooked, producing a lack of this kind of exercise, which could enrich the practice and thought about reading and writing practices even in cases where the objective is to cultivate them as a mere vehicle of communication. Asemic writings, in particular, have been approached and problematized from the disciplines that involve the visual arts but have very often been left out of literary studies. In this paper, we propose its characterization and conceptualization within the framework of an articulation with algorithmic writing, and we wonder about the effects of meaning that we can attribute to asemic writing practices within the framework of the informational turn., En nuestra cotidianeidad, y aún en espacios curriculares cuyo objeto principal es la escritura, a menudo aparece una concepción dominante que focaliza los abordajes en su función comunicativa o de registro y restringe su objeto a través de una mirada netamente instrumental sobre la escritura. Esta concepción tiene como consecuencia que se pase por alto el potencial que habilita la reflexión sobre sus dimensiones estética, técnica, epistemológica y ontológica, ejercicio que, además, enriquece la práctica y el pensamiento sobre las prácticas de lectura y escritura aun en los casos en los que el objetivo sea cultivarlas como mero vehículo de comunicación. Las escrituras asémicas, en particular, han sido abordadas y problematizadas desde las disciplinas que involucran a las artes visuales, pero han quedado muy frecuentemente al margen de los estudios literarios. En este trabajo proponemos su caracterización y conceptualización en el marco de una articulación con las escrituras algorítmicas, y nos preguntamos por los efectos de sentido que podemos atribuir a las prácticas de escrituras asémicas en el marco del giro informacional.

The search for a pre-colonial identity has occupied post-colonial cities since independence, becoming intertwined with modern nation-building projects. Consequently, an active agenda of reframing heritage has emerged that is strongly connected to the process of revisiting and rewriting the past. This requires merging fragments of memories into one collective memory, which is also called history. This is derived from the intention to create a nationalistically accepted view of how the nation should be perceived by its citizens and presented to the world. Such a singular narrative, which is viewed as essential to creating cohesion and consensus among a diversified population, entails the erasure of other urban narratives. Writing this collective memory, history, is an action in which edits and erasures are equally important as inscriptions. The built environment becomes a vital mediator through which this history is transcribed onto the city terrain. Reading the city through these processes of edits, erasures, and inscriptions constructs a nuanced urban narrative, providing insights into the interconnection of colonial and post-colonial eras on a non-linear timescale. The study of Manama’s evolution as a city lends an understanding of the dynamics through which the urban fabric has played a role in the rewriting of history. This study goes back and forth to both link the writing practices in the city today to its past, as well as to highlight identified recurring practices of rewriting history through the built environment. These writing practices are investigated through processes of restoration, demolition, and unrealisations that make visible the frictions and incoherence in the narrative; a narrative that is not produced by a single entity, but rather the dynamics of different agents over the years. History here is dismantled into layers of memory found in archives of different forms, allowing space for the echoes of distant memories to emerge. Central, Rumsliga historieskrivningar i den postkoloniala staden.Redigeringar, utraderingar, inskriptioner Translated by Lena Stina Andersson Sökandet efter en förkolonial identitet har sysselsatt postkoloniala städer sedan uppnådd självständighet och har kommit att bli nära sammankopplat med det moderna nationsbyggandet. Till följd av dessa processer har en agenda och ambition uppstått som handlar om att omtolka och omskriva det förflutna. Sammanslagningen av fragment och minnen till ett kollektivt minne har blivit en del av en historieskrivning och kan knytas till en ambition att skapa en nationellt accepterad bild av hur nationen bör uppfattas av sina innevånare och sin omvärld. Ett sådant enskilt narrativ, sett som nödvändigt för att skapa sammanhållning och samförstånd hos en diversifierad befolkning, kommer samtidigt att innebära att andra urbana berättelser utraderas. Att skriva detta kollektiva minne, historien, är en handling där redigering och utradering är lika viktiga som inskriptioner. Den byggda miljön blir en viktig medlare genom vilken denna historia skrivs in i stadens terräng. Genom att läsa staden genom dessa processer, editeringar, utraderingar och inskriptioner, konstrueras en nyanserat urban berättelse som bidrar med insikter i kopplingen mellan koloniala och postkoloniala perioder över en icke-linjär tidskala. Studien av Manamas utveckling som stad ger en förståelse för denna dynamik och berättar om hur stadsväven har spelat en roll i omskrivandet av historien. Studien rör sig fram och tillbaka över tid för att både koppla samman dessa skrivpraktiker i dagens stad med sin historia, såväl som för att identifiera återkommande praktiker som använts för att omskriva historien och den byggda miljön. Dessa skrivpraktiker undersöks genom processer såsom restaurering, rivning, och icke-realiserade projekt, processer som på olika sätt synliggör friktion och inkonsekvens i den enskilda berättelsen. En berättelse som inte skapats av en enda enhet, utan snarare ge, QC 20220513

The search for a pre-colonial identity has occupied post-colonial cities since independence, becoming intertwined with modern nation-building projects. Consequently, an active agenda of reframing heritage has emerged that is strongly connected to the process of revisiting and rewriting the past. This requires merging fragments of memories into one collective memory, which is also called history. This is derived from the intention to create a nationalistically accepted view of how the nation should be perceived by its citizens and presented to the world. Such a singular narrative, which is viewed as essential to creating cohesion and consensus among a diversified population, entails the erasure of other urban narratives. Writing this collective memory, history, is an action in which edits and erasures are equally important as inscriptions. The built environment becomes a vital mediator through which this history is transcribed onto the city terrain. Reading the city through these processes of edits, erasures, and inscriptions constructs a nuanced urban narrative, providing insights into the interconnection of colonial and post-colonial eras on a non-linear timescale. The study of Manama’s evolution as a city lends an understanding of the dynamics through which the urban fabric has played a role in the rewriting of history. This study goes back and forth to both link the writing practices in the city today to its past, as well as to highlight identified recurring practices of rewriting history through the built environment. These writing practices are investigated through processes of restoration, demolition, and unrealisations that make visible the frictions and incoherence in the narrative; a narrative that is not produced by a single entity, but rather the dynamics of different agents over the years. History here is dismantled into layers of memory found in archives of different forms, allowing space for the echoes of distant memories to emerge. Central, Rumsliga historieskrivningar i den postkoloniala staden.Redigeringar, utraderingar, inskriptioner Translated by Lena Stina Andersson Sökandet efter en förkolonial identitet har sysselsatt postkoloniala städer sedan uppnådd självständighet och har kommit att bli nära sammankopplat med det moderna nationsbyggandet. Till följd av dessa processer har en agenda och ambition uppstått som handlar om att omtolka och omskriva det förflutna. Sammanslagningen av fragment och minnen till ett kollektivt minne har blivit en del av en historieskrivning och kan knytas till en ambition att skapa en nationellt accepterad bild av hur nationen bör uppfattas av sina innevånare och sin omvärld. Ett sådant enskilt narrativ, sett som nödvändigt för att skapa sammanhållning och samförstånd hos en diversifierad befolkning, kommer samtidigt att innebära att andra urbana berättelser utraderas. Att skriva detta kollektiva minne, historien, är en handling där redigering och utradering är lika viktiga som inskriptioner. Den byggda miljön blir en viktig medlare genom vilken denna historia skrivs in i stadens terräng. Genom att läsa staden genom dessa processer, editeringar, utraderingar och inskriptioner, konstrueras en nyanserat urban berättelse som bidrar med insikter i kopplingen mellan koloniala och postkoloniala perioder över en icke-linjär tidskala. Studien av Manamas utveckling som stad ger en förståelse för denna dynamik och berättar om hur stadsväven har spelat en roll i omskrivandet av historien. Studien rör sig fram och tillbaka över tid för att både koppla samman dessa skrivpraktiker i dagens stad med sin historia, såväl som för att identifiera återkommande praktiker som använts för att omskriva historien och den byggda miljön. Dessa skrivpraktiker undersöks genom processer såsom restaurering, rivning, och icke-realiserade projekt, processer som på olika sätt synliggör friktion och inkonsekvens i den enskilda berättelsen. En berättelse som inte skapats av en enda enhet, utan snarare ge, QC 20220513

The search for a pre-colonial identity has occupied post-colonial cities since independence, becoming intertwined with modern nation-building projects. Consequently, an active agenda of reframing heritage has emerged that is strongly connected to the process of revisiting and rewriting the past. This requires merging fragments of memories into one collective memory, which is also called history. This is derived from the intention to create a nationalistically accepted view of how the nation should be perceived by its citizens and presented to the world. Such a singular narrative, which is viewed as essential to creating cohesion and consensus among a diversified population, entails the erasure of other urban narratives. Writing this collective memory, history, is an action in which edits and erasures are equally important as inscriptions. The built environment becomes a vital mediator through which this history is transcribed onto the city terrain. Reading the city through these processes of edits, erasures, and inscriptions constructs a nuanced urban narrative, providing insights into the interconnection of colonial and post-colonial eras on a non-linear timescale. The study of Manama’s evolution as a city lends an understanding of the dynamics through which the urban fabric has played a role in the rewriting of history. This study goes back and forth to both link the writing practices in the city today to its past, as well as to highlight identified recurring practices of rewriting history through the built environment. These writing practices are investigated through processes of restoration, demolition, and unrealisations that make visible the frictions and incoherence in the narrative; a narrative that is not produced by a single entity, but rather the dynamics of different agents over the years. History here is dismantled into layers of memory found in archives of different forms, allowing space for the echoes of distant memories to emerge. Central, Rumsliga historieskrivningar i den postkoloniala staden.Redigeringar, utraderingar, inskriptioner Translated by Lena Stina Andersson Sökandet efter en förkolonial identitet har sysselsatt postkoloniala städer sedan uppnådd självständighet och har kommit att bli nära sammankopplat med det moderna nationsbyggandet. Till följd av dessa processer har en agenda och ambition uppstått som handlar om att omtolka och omskriva det förflutna. Sammanslagningen av fragment och minnen till ett kollektivt minne har blivit en del av en historieskrivning och kan knytas till en ambition att skapa en nationellt accepterad bild av hur nationen bör uppfattas av sina innevånare och sin omvärld. Ett sådant enskilt narrativ, sett som nödvändigt för att skapa sammanhållning och samförstånd hos en diversifierad befolkning, kommer samtidigt att innebära att andra urbana berättelser utraderas. Att skriva detta kollektiva minne, historien, är en handling där redigering och utradering är lika viktiga som inskriptioner. Den byggda miljön blir en viktig medlare genom vilken denna historia skrivs in i stadens terräng. Genom att läsa staden genom dessa processer, editeringar, utraderingar och inskriptioner, konstrueras en nyanserat urban berättelse som bidrar med insikter i kopplingen mellan koloniala och postkoloniala perioder över en icke-linjär tidskala. Studien av Manamas utveckling som stad ger en förståelse för denna dynamik och berättar om hur stadsväven har spelat en roll i omskrivandet av historien. Studien rör sig fram och tillbaka över tid för att både koppla samman dessa skrivpraktiker i dagens stad med sin historia, såväl som för att identifiera återkommande praktiker som använts för att omskriva historien och den byggda miljön. Dessa skrivpraktiker undersöks genom processer såsom restaurering, rivning, och icke-realiserade projekt, processer som på olika sätt synliggör friktion och inkonsekvens i den enskilda berättelsen. En berättelse som inte skapats av en enda enhet, utan snarare ge, QC 20220513

With shifting language policies, English learners (ELs) with various language proficiencies take English language development and other content area courses simultaneously. Therefore, language and literacy development in secondary science classrooms is increasingly becoming important for ELs’ education. Science courses introduce ELs to unique disciplinary writing practices and science registers. The written academic-science register is characterized by complex linguistic features (e.g., nouns, nominalizations, and noun phrasal structures) which assist in information-packaging and precision in writing (Biber & Clark, 2022; Biber & Conrad, 2019, Biber & Gray, 2016). However, surveys of writing in the U.S. secondary schools showed that the emphasis placed on effective scientific writing and science language in classrooms is inadequate given the instructional priorities to teach content (Applebee & Langer, 2011a; Drew et al., 2017). Furthermore, for adolescent EL writers, scientific writing and register which contribute to ELs’ academic literacy development are insufficiently scaffolded (Enright, 2010, 2013; Enright & Gilliland, 2011; Kibler, 2011). Though disciplinary writing and linguistic demands might pose challenges for ELs, few studies have investigated ELs’ experiences in scientific writing and their developing understanding of science register in secondary schools. In order to develop appropriate writing pedagogies, it is important for teachers to understand the disciplinary writing culture in high school science programs. An analysis of specific writing tasks (e.g., purpose, audience) is therefore a necessary step to describe the writing practices. To support ELs in their specific challenges, teachers must also identify ELs’ writing processes and experiences. Finally, by examining ELs’ perspectives on scientific writing and register, teachers will grasp how ELs’ understanding of disciplinary practices and language are developing. To this end, this dissertation

This review presents the state of the art of research on representations and writing practices in the Latin American context. Ten researches on social representations of writing and fourteen researches on writing practices, advanced in diverse social and cultural contexts, are collected. The information was gathered from the repositories Redalyc, Dialnet and Scielo and from specialized journals; only research articles that explicitly had the structure introduction, theoretical framework, methodology, results and conclusion were taken into account. To organize the information, an analytical content matrix was designed. This matrix served to extract the relevant info rmation and organize it in the analytical categories defined a priori : objectives, theories, methods and results. This document comprises three sections. First, the methodology used to systematize the information of the articles is explained. Then, the ana lytical categories in which the state of the art was organized are presented. And finally, there is a discussion about the general tendencies of the reviewed works and some reflections on alternatives and research projections are offered in the field of so cial representations and writing practices, Cet article de révision présente l’état de la question des recherches sur des représentations et pratiques d’écriture dans le contexte latinoaméricain. On ressemble dix recherches sur des représentations sociales de l’écriture, et quatorze recherches sur des pratiques d’écriture, menées dans de divers contextes ocioculturels. L’information a été recueillie avec des répertoires Redalyc Dialnet et Scielo, et des revues spécialisées. On a seulement considéré des articles de recherche qui avaient expliciteme nt la structure : introduction, cadre théorique, méthodologie, résultats et conclusion. Pour organiser l’information, on a conçu une matrice de contenu. Celle ci a servi pour extraire ’information pertinente et l’organiser en catégories analytiques définies a priori : objectifs, théories, méthodes et résultats. Ce document comprend trois volets. D’abord, on explique la méthodologie utilisée pour systématiser l’information des articles. Ensuite, om présente les catégories analytiques où l’état du sujet a é té organisé. El finalement, on expose une discussion sur les tendances générales des travaux signalés et on offre quelques réflexions sur des alternatives et projections de recherche, dans le domaine des représentations sociales et des pratiques d’écriture ., Este artigo de revisão apresenta o estado da arte da pesquisa sobre representações e práticas de escrita no contexto latino - americano. Dez pesquisas sobre representações sociais da escrita e quatorze pesquisas sobre práticas de escrita, avançadas em divers os contextos socioculturais, são coletadas. As informações foram coletadas nos repositórios Redalyc, Dialnet e Scielo e em revistas especializadas; apenas os artigos de pesquisa que tiveram explicitamente a estrutura: introdução, referencial teórico, metod ologia, resultados e conclusão foram levados em consideração. Para organizar as informações, foi projetada uma matriz de conteúdo analítico. Essa matriz serviu para extrair as informações relevantes e organizá - las nas categorias analíticas definidas a prio ri: objetivos, teorias, métodos e resultados. Este documento compreende três seções. Primeiro, a metodologia utilizada para sistematizar as informações dos artigos é explicada. Em seguida, são apresentadas as categorias analíticas em que o estado do tópico foi organizado. E, finalmente, há uma discussão sobre as tendências gerais dos trabalhos revisados e algumas reflexões sobre alternativas e projeções de pesquisa são oferecidas no campo das representações sociais e práticas de escrita., Este artículo de revisión presenta el estado de la cuestión de las investigaciones sobre representaciones y prácticas de escritura en el contexto latinoamericano. Se recogen diez investigaciones sobre representaciones sociales de la escritura y catorce investigaciones sobre prácticas de escritura, adelantadas en diversos contextos socioculturales. La información fue recabada de los repositorios Redalyc, Dialnet y Scielo y de revistas especializadas; solo se tuvieron en cuenta artículos de investigación que tuvieran explícitamente la estructura introducción, marco teórico, metodología, resultados y conclusión. Para organizar la información, se diseñó una matriz analítica de contenido. Esta matriz sirvió para extraer la información relevante y organizarla en las categorías analíticas definidas a priori: objetivos, teorías, métodos y resultados. Este documento comprende tres apartados. Primero, se explica la metodología utilizada para sistematizar la información de los artículos. Después, se presentan las categorías analíticas en que se organizó el estado del tema. Y por último, se expone una discusión sobre las tendencias generales de los trabajos reseñados y se ofrecen algunas reflexiones sobre alternativas y proyecciones investigativas en el campo de las representaciones sociales y prácticas de escritura.

This review presents the state of the art of research on representations and writing practices in the Latin American context. Ten researches on social representations of writing and fourteen researches on writing practices, advanced in diverse social and cultural contexts, are collected. The information was gathered from the repositories Redalyc, Dialnet and Scielo and from specialized journals; only research articles that explicitly had the structure introduction, theoretical framework, methodology, results and conclusion were taken into account. To organize the information, an analytical content matrix was designed. This matrix served to extract the relevant info rmation and organize it in the analytical categories defined a priori : objectives, theories, methods and results. This document comprises three sections. First, the methodology used to systematize the information of the articles is explained. Then, the ana lytical categories in which the state of the art was organized are presented. And finally, there is a discussion about the general tendencies of the reviewed works and some reflections on alternatives and research projections are offered in the field of so cial representations and writing practices, Cet article de révision présente l’état de la question des recherches sur des représentations et pratiques d’écriture dans le contexte latinoaméricain. On ressemble dix recherches sur des représentations sociales de l’écriture, et quatorze recherches sur des pratiques d’écriture, menées dans de divers contextes ocioculturels. L’information a été recueillie avec des répertoires Redalyc Dialnet et Scielo, et des revues spécialisées. On a seulement considéré des articles de recherche qui avaient expliciteme nt la structure : introduction, cadre théorique, méthodologie, résultats et conclusion. Pour organiser l’information, on a conçu une matrice de contenu. Celle ci a servi pour extraire ’information pertinente et l’organiser en catégories analytiques définies a priori : objectifs, théories, méthodes et résultats. Ce document comprend trois volets. D’abord, on explique la méthodologie utilisée pour systématiser l’information des articles. Ensuite, om présente les catégories analytiques où l’état du sujet a é té organisé. El finalement, on expose une discussion sur les tendances générales des travaux signalés et on offre quelques réflexions sur des alternatives et projections de recherche, dans le domaine des représentations sociales et des pratiques d’écriture ., Este artigo de revisão apresenta o estado da arte da pesquisa sobre representações e práticas de escrita no contexto latino - americano. Dez pesquisas sobre representações sociais da escrita e quatorze pesquisas sobre práticas de escrita, avançadas em divers os contextos socioculturais, são coletadas. As informações foram coletadas nos repositórios Redalyc, Dialnet e Scielo e em revistas especializadas; apenas os artigos de pesquisa que tiveram explicitamente a estrutura: introdução, referencial teórico, metod ologia, resultados e conclusão foram levados em consideração. Para organizar as informações, foi projetada uma matriz de conteúdo analítico. Essa matriz serviu para extrair as informações relevantes e organizá - las nas categorias analíticas definidas a prio ri: objetivos, teorias, métodos e resultados. Este documento compreende três seções. Primeiro, a metodologia utilizada para sistematizar as informações dos artigos é explicada. Em seguida, são apresentadas as categorias analíticas em que o estado do tópico foi organizado. E, finalmente, há uma discussão sobre as tendências gerais dos trabalhos revisados e algumas reflexões sobre alternativas e projeções de pesquisa são oferecidas no campo das representações sociais e práticas de escrita., Este artículo de revisión presenta el estado de la cuestión de las investigaciones sobre representaciones y prácticas de escritura en el contexto latinoamericano. Se recogen diez investigaciones sobre representaciones sociales de la escritura y catorce investigaciones sobre prácticas de escritura, adelantadas en diversos contextos socioculturales. La información fue recabada de los repositorios Redalyc, Dialnet y Scielo y de revistas especializadas; solo se tuvieron en cuenta artículos de investigación que tuvieran explícitamente la estructura introducción, marco teórico, metodología, resultados y conclusión. Para organizar la información, se diseñó una matriz analítica de contenido. Esta matriz sirvió para extraer la información relevante y organizarla en las categorías analíticas definidas a priori: objetivos, teorías, métodos y resultados. Este documento comprende tres apartados. Primero, se explica la metodología utilizada para sistematizar la información de los artículos. Después, se presentan las categorías analíticas en que se organizó el estado del tema. Y por último, se expone una discusión sobre las tendencias generales de los trabajos reseñados y se ofrecen algunas reflexiones sobre alternativas y proyecciones investigativas en el campo de las representaciones sociales y prácticas de escritura.

In this article, we explore writing as a recurring and structured practice in the teaching of history. A teacher and her Grade 6 students were followed for 12 weeks’ teaching about the Vasa era. The material consists of field notes, transcribed voice recordings, teaching material, and samples of students’ writing. Drawing on the sociology of education, functional theories of writing, and concepts of historical thinking, the result shows that the teacher prioritized organizing information about the era while also, through writing based on images, creating opportunities for imagining, exploring and participating in content-related interaction. Social semiotic analysis highlights how the students employed different ways of taking notes explicitly modelled by the teacher. While the writing practices created some opportunities for learning about important events, understanding the historical significance of the Vasa era, and approaching a historical perspective, ethical dimensions and critical examination of evidence were de-emphasized. Implications for using writing in critical literacy practices of school history are discussed.

In this article, we explore writing as a recurring and structured practice in the teaching of history. A teacher and her Grade 6 students were followed for 12 weeks’ teaching about the Vasa era. The material consists of field notes, transcribed voice recordings, teaching material, and samples of students’ writing. Drawing on the sociology of education, functional theories of writing, and concepts of historical thinking, the result shows that the teacher prioritized organizing information about the era while also, through writing based on images, creating opportunities for imagining, exploring and participating in content-related interaction. Social semiotic analysis highlights how the students employed different ways of taking notes explicitly modelled by the teacher. While the writing practices created some opportunities for learning about important events, understanding the historical significance of the Vasa era, and approaching a historical perspective, ethical dimensions and critical examination of evidence were de-emphasized. Implications for using writing in critical literacy practices of school history are discussed.

In this article, we explore writing as a recurring and structured practice in the teaching of history. A teacher and her Grade 6 students were followed for 12 weeks’ teaching about the Vasa era. The material consists of field notes, transcribed voice recordings, teaching material, and samples of students’ writing. Drawing on the sociology of education, functional theories of writing, and concepts of historical thinking, the result shows that the teacher prioritized organizing information about the era while also, through writing based on images, creating opportunities for imagining, exploring and participating in content-related interaction. Social semiotic analysis highlights how the students employed different ways of taking notes explicitly modelled by the teacher. While the writing practices created some opportunities for learning about important events, understanding the historical significance of the Vasa era, and approaching a historical perspective, ethical dimensions and critical examination of evidence were de-emphasized. Implications for using writing in critical literacy practices of school history are discussed.

In this article, we explore writing as a recurring and structured practice in the teaching of history. A teacher and her Grade 6 students were followed for 12 weeks’ teaching about the Vasa era. The material consists of field notes, transcribed voice recordings, teaching material, and samples of students’ writing. Drawing on the sociology of education, functional theories of writing, and concepts of historical thinking, the result shows that the teacher prioritized organizing information about the era while also, through writing based on images, creating opportunities for imagining, exploring and participating in content-related interaction. Social semiotic analysis highlights how the students employed different ways of taking notes explicitly modelled by the teacher. While the writing practices created some opportunities for learning about important events, understanding the historical significance of the Vasa era, and approaching a historical perspective, ethical dimensions and critical examination of evidence were de-emphasized. Implications for using writing in critical literacy practices of school history are discussed.

In this article, we explore writing as a recurring and structured practice in the teaching of history. A teacher and her Grade 6 students were followed for 12 weeks’ teaching about the Vasa era. The material consists of field notes, transcribed voice recordings, teaching material, and samples of students’ writing. Drawing on the sociology of education, functional theories of writing, and concepts of historical thinking, the result shows that the teacher prioritized organizing information about the era while also, through writing based on images, creating opportunities for imagining, exploring and participating in content-related interaction. Social semiotic analysis highlights how the students employed different ways of taking notes explicitly modelled by the teacher. While the writing practices created some opportunities for learning about important events, understanding the historical significance of the Vasa era, and approaching a historical perspective, ethical dimensions and critical examination of evidence were de-emphasized. Implications for using writing in critical literacy practices of school history are discussed.

Successful writing practices involve confidence, idea generation, and productivity habits. Writers can lack confidence about their abilities or about the quality of their writing when pitted against the creative and technical challenges that come with writing. Fear—which leads to both insecurity and egotism—is often what drives confidence issues in writing. True confidence emerges from the middle ground—or balance—between insecurity and ego. Writers can also struggle to develop new ideas when the competition to come up with original material results in writer’s block. Writers must improve their productivity and follow through on their goals by developing grit. This thesis will reveal how to increase the quality of writing by following biblical guidance and advice from successful and productive writers, thus optimizing writing practices.

In this article, Angela Kleiman, a Chilean scholar long-based in Brazil, discusses aspects of traditional school literacy and ponders on the relevance of non-school writing practices to promote access to lettered culture. Kleiman presents works of two of the lines pursued by the research group under her direction, Letramento do Professor. The first one focuses on the development, analysis and documentation of teaching proposals called ”literacy projects“ and their impacts on written language learning. The structuring axis used for curricular planning are based not on grammatical content, text types or genres, but rather on the meaningful practices of social life as seen by the students and their communities. The second research line focuses on the situated and vernacular uses of the written language and its impact on multiple identity construction processes experienced by community leaders and agents. These act on the fringes of global literacies promoted by socially legitimated, training institutions, and carry out resistance practices. Both lines of inquiry converge and contribute to the development of writing learning programs aimed at including socially vulnerable students, whose access to the lettered culture is hindered by multiple obstacles., En este artículo, Angela Kleiman, investigadora chilena radicada hace largo tiempo en Brasil, discute aspectos de la literacidad escolar tradicional y reflexiona sobre la relevancia de las prácticas de escritura no escolares para favorecer el acceso a la cultura letrada. Kleiman presenta trabajos de dos de las líneas que lleva adelante el grupo de investigación que lidera, Letramento do Professor. La primera de ellas se centra en el desarrollo, análisis y documentación de propuestas de enseñanza denominadas proyectos de literacidad y sus efectos en el aprendizaje de la lengua escrita. Estos proyectos toman como eje de la planificación curricular no contenidos gramaticales, tipos de texto o géneros, sino prácticas de literacidad de la vida social significativas desde el punto de vista de los estudiantes y su comunidad. La segunda línea de investigación se enfoca en los usos situados y vernáculos de la lengua escrita y su impacto en diferentes procesos de construcción identitaria experimentados por líderes y agentes comunitarios. Estos actúan al margen de las literacidades promovidas por las instituciones formadoras socialmente legitimadas realizando prácticas de resistencia. Ambas líneas de indagación confluyen en aportar al desarrollo de programas de enseñanza de la escritura destinados a la inclusión de estudiantes socialmente vulnerados y cuyo acceso a la cultura letrada enfrenta múltiples obstáculos.

Practice engagement theory (PET) posits that individuals' literacy proficiencies develop as a by-product of their engagement in everyday reading and writing practices and, reciprocally, that literacy proficiencies affect levels of engagement in reading and writing practices. This suggests that literacy training which increases engagement in meaningful practices might generate proficiency growth. Research has shown that this approach does indeed seem to be effective in improving (adult) learners' literacy proficiency. A number of cross-sectional comparisons of participants' and non-participants' performance in various training activities, as well as quantitative modelling of adults' proficiency growth in longitudinal studies have confirmed the theoretical assumptions of PET. The authors of this article describe the first application of PET to literacy and numeracy development in a longitudinal study of a nationally representative adult population. Their investigation followed a sample of adults initially interviewed and assessed in the German component of the Programme for the International Assessment of Adult Competencies (PIAAC), adding longitudinal data from three additional waves of the national extension study (PIAAC-L), which included repeated assessments of literacy and numeracy proficiency over a period of three years. The authors’ quantitative modelling of the growth of literacy and numeracy proficiency over time provides strong support for PET. Their comparisons of how various practice engagement indexes predict growth of literacy and numeracy proficiencies indicate that reading engagement is the strongest predictor of literacy growth and maths engagement is the strongest predictor of numeracy growth. The authors conclude their article by considering their findings’ implications for sustainable development, lifelong learning policy and future research into the development of adult literacy and numeracy proficiency.

In this article, we explore writing as a recurring and structured practice in the teaching of history. A teacher and her Grade 6 students were followed for 12 weeks’ teaching about the Vasa era. The material consists of field notes, transcribed voice recordings, teaching material, and samples of students’ writing. Drawing on the sociology of education, functional theories of writing, and concepts of historical thinking, the result shows that the teacher prioritized organizing information about the era while also, through writing based on images, creating opportunities for imagining, exploring and participating in content-related interaction. Social semiotic analysis highlights how the students employed different ways of taking notes explicitly modelled by the teacher. While the writing practices created some opportunities for learning about important events, understanding the historical significance of the Vasa era, and approaching a historical perspective, ethical dimensions and critical examination of evidence were de-emphasized. Implications for using writing in critical literacy practices of school history are discussed.

In this article, we explore writing as a recurring and structured practice in the teaching of history. A teacher and her Grade 6 students were followed for 12 weeks’ teaching about the Vasa era. The material consists of field notes, transcribed voice recordings, teaching material, and samples of students’ writing. Drawing on the sociology of education, functional theories of writing, and concepts of historical thinking, the result shows that the teacher prioritized organizing information about the era while also, through writing based on images, creating opportunities for imagining, exploring and participating in content-related interaction. Social semiotic analysis highlights how the students employed different ways of taking notes explicitly modelled by the teacher. While the writing practices created some opportunities for learning about important events, understanding the historical significance of the Vasa era, and approaching a historical perspective, ethical dimensions and critical examination of evidence were de-emphasized. Implications for using writing in critical literacy practices of school history are discussed.

Nous empruntons au champ théâtral la notion de pratiques d’écriture diverses et à la sociolinguistique la notion de trajectoires textuelles, pour décrire l’expérience pédagogique menée par le groupe théâtre-école El Brote, basé depuis 1997 dans la ville de Bariloche, province de Rio Negro, Patagonie argentine. Les acteurs de cette troupe sont des personnes atteintes de troubles mentaux en cours de désinstitutionalisation. L’article illustre notamment l’enseignement de la notion de conflit auprès de ces acteurs sur une période de deux ans. La méthodologie utilisée a été la réécriture des improvisations qui ont surgi pendant la pré-production jusqu’à leur condensation dans le texte d’un auteur de pré-performance. Les résultats de l’expérience montrent la croissance progressive du jugement critique et d’une identité professionnelle parmi les interprètes, ce qui suggère d’explorer plus profondément l’effet de la formation actorale continue pour les personnes atteintes de maladie mentale, Tomando do campo teatral a noção de práticas de escrita diversas e da sociolinguística a noção de trajetórias textuais, o artigo descreve a experiência didática conduzida pelo grupo-escola de teatro El Brote, radicado desde 1997 na cidade de Bariloche, província de Rio Negro, Patagônia argentina, cujos atores e atrizes são pessoas com problemas de saúde mental e em situação de desmanicomialização. O artigo ilustra em particular, o ensino do conceito de conflito junto a estes atores durante o período de dois anos. A metodologia utilizada foi a reescrita de improvisações surgidas no convívio pré-cênico até sua condensação em um texto pré-cênico de autor. Os resultados da experiência mostram a ascensão progressiva do juízo crítico e de uma identidade profissional, o que sugere explorar mais profundamente o efeito do ensino teatral sustentado sobre pessoas com problemas psíquicos, Tomando del campo teatral la noción de prácticas de escritura diversas y de la sociolingüística la noción de trayectorias textuales, el artículo describe la experiencia didáctica conducida por el grupo-escuela de teatro El Brote, radicado desde 1997 en la ciudad de Bariloche, provincia de Río Negro, Patagonia argentina, cuyos actores y actrices son personas con padecimientos de salud mental y en situación de desmanicomialización. El artículo ilustra en particular la enseñanza del concepto de conflicto junto a estos actores durante un período de dos años. La metodología empleada fue la reescritura de improvisaciones surgidas en el convivio preescénico hasta su condensación en un texto preescénico de autor. Los resultados de la experiencia muestran la asunción progresiva de juicio crítico y de una identidad profesional, lo que sugiere explorar más profundamente el efecto de la enseñanza teatral sostenida en las personas con padecimientos psíquicos, We borrow from the theatrical field the notion of diverse writing practices and from sociolinguistics the notion of textual trajectories, in order to describe the teaching experience conducted by the theater-school group El Brote, based since 1997 in the city of Bariloche, province of Rio Negro, Argentine Patagonia. The actors of this troupe are people with mental health conditions that are in the process of being deinstitutionalized. The article illustrates in particular the teaching of the concept of conflict along with these actors over a period of two years. The methodology used was the rewriting of improvisations that arose during pre-production until their condensation into a pre-performance author’s text. The results of the experience show the progressive growth of critical judgment and a professional identity among the performers, which suggests exploring more deeply the effect of continuous actoral training for people with mental illness