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Writing is usually integrated in the curriculum of science studies. However, students often lack the skills to write for various audiences or, to produce a well written manuscript. We developed a concise project of 15 European Credits to improve the writing skills in an early phase of the bachelor study. Students worked on texts from various journals and looked at the writing styles. They rewrote texts in a popular and more scientific way and practiced with clear, vivid language, avoiding clutter and hedge words, considering a proper use of grammar and interpunction. Medical writing was also introduced during the project. Grading was based on rewriting for a non‐expert and expert audience. A rewritten text was presented to the public in the form of a student‐initiated survey. This project shows an inverted approach creating student ownership and enthusiasm for writing. In addition, we created and tested successfully a concise two‐day workshop based on this project. Based on the results we herewith present the work as an idea to explore. [ABSTRACT FROM AUTHOR]

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

This text contains fragments of research movements in education. The movements are marked by readings and scriptures that stir ideas. The research embraces the philosophy of difference and the thinking of Deleuze, Butler and Corazza among possible plans of composition in the anguish of problematizing the performativities of genders that constitute lives, especially phallogocentrism. To this end, investigative experiments were carried out with children attending elementary school. Experiments are non-preexisting experiences invented in the everyday life of the school. We left history to enter life, life as an affirmation and will to power that reverberates with binary systems of domination. Thus, we found child dissidences over acts of genders performativities through writing workshops that resulted in critical writing-readings and creators of new ways of thinking, seeing and feeling life and Education. [ABSTRACT FROM AUTHOR]

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

To identify the themes that define the lives of a generation living in a conflict ridden post-war society, I explore the changing views of Lebanese students through an analysis of the personal narrative texts that they created during my creative writing workshops over a 16-year period (1997-2012). Increasingly, young Lebanese feel trapped in a violent past, a threatening present and a hopeless future. As traditional forms of stability and loyalty (family and state) become more dysfunctional, modern alternative sources of education, employment, security and public discourse remain absent, creating an ever-widening disjunction between expectations and disheartening lived realities. Since 1998, student texts have focused on three salient thematic groupings: Idealism (1998-2005), Activism (2005-2008) and, most recently, Disillusionment (2008-present). In an atmosphere of escalating intolerance and hostility, it is hardly surprising that students are currently escaping to spaces of indulgence and personal gratification. As ongoing regional conflicts fuel local sectarian rivalries, I argue that reengaging educated young Lebanese in non-confrontational narratives that challenge dysfunctional systems can play a vital role in disrupting a dangerous sectarian narrative that is fast threatening to entangle Lebanon in yet another brutal war. [ABSTRACT FROM AUTHOR]

This article describes how one teacher implemented a memoir genre study in her sixth grade classroom using a writing workshop approach. It begins by outlining the author's philosophy and rationale for teaching writing in this manner. This is followed by a discussion of how one could organize one's classroom for a memoir genre study. Several significant mini-lessons are then described which focus on brainstorming, planning, developing effective titles, leads and conclusions, structuring a memoir texts, the use of the senses in memoir writing and strategies for revision. The aim of this article is to equip practitioners with the practical knowledge they need if they are seeking to implement a memoir genre study in their elementary school classroom. [ABSTRACT FROM AUTHOR]

In this article the author discusses the revision the Council of Writing Program Administrators' outcomes statement (OS). She focuses on the neglect of reading pedagogy which is an ongoing issue in composition instruction. Also presented are further possibilities for enhancing the profile of reading by starting with empirical and theoretical works related to it.

Writing centers in universities across Japan are on the rise. These centers are commonly understood to be for remedial language help, deterring students confident with their language ability from attending. Over the past few years the number of student appointments at our writing center had been decreasing. Students were expressing no need for the center since, in their understanding, it was meant only for correcting grammar. To increase awareness of the writing center, we decided to conduct workshops to provide basic frameworks for learning aspects of writing outside of grammar. Since running the workshops, reservations for tutorials have been increasing, suggesting the workshops to be successful. [ABSTRACT FROM AUTHOR]

The article presents a historical perspective concerning creative writing in France's universities. The author discusses how creative writing at the college level is still in the minority in France. Also discussed are French writer Alain Beuve-Méry and his article titled "De timides expériences" published in the journal "Le Monde des Livres" concerning writers' workshops at universities. The author examines the continuity, influenced by French writer Anne Roche, and the evolution of creative writing through oral interviews with academics in order to present their experiences and practices. Also questioned is the longevity of the writers' workshop at the Humanities department at the Université d'Aix-Marseille in France.

This article interrogates contemporary writer François Bon's conception of the creative writing workshop in the light of work by political philosopher Jacques Rancière on intellectual emancipation. Bon's radical programme, based on over twenty years' experience as one of France's leading practitioners of the writing workshop, in Tous les mots sont adultes: méthode pour l'atelier d'écriture (revised edition, 2005), is examined alongside the critique of ordinary pedagogy in Rancière's Le Maître ignorant: cinq leçons sur l'émancipation intellectuelle (1987), his account of the maverick nineteenth-century educationalist Joseph Jacotot. After setting out and discussing the principles of Bon's creative writing workshops and of Rancière's approach, this article compares the way in which Bon and Rancière seek to create equality within the pedagogical encounter, before asking to what extent their work also succeeds in suggesting how the cause of equality may be furthered in the wider world. It will be argued that the creative writing workshop, as Bon conceives it, puts into practice aspects of the radical egalitarianism theorized by Rancière. [ABSTRACT FROM PUBLISHER]

Not too many years ago, right about the start of the new millennium, the TAMU-CC Writing Center began to pull away from the model of a center that focuses mostly on individual consultations and began to build a greater sense of the place of the Writing Center in the larger university Writing Community. In this article, we share how we have built on 21st century writing center research and theories to extend the boundaries of the classroom and offer community building opportunities for both students and faculty and how these activities--In-House Workshops, Assignment Review, and THEA Assistance--have helped to build that Writing Community. [ABSTRACT FROM AUTHOR]

The article provides information on the impact of read-alouds and discussions of children's literature on the writing process and products of third-grade children during writing workshops. The author states that discussions and personal responses to a story's content and analysis of the author's writing can guide young writers in creating meaningful stories about their lives. The author emphasizes that the literature-infused writing workshop is influential in creating a positive and creative writing environment. A writing workshop using the book "Mice and Beans," by Pam Muñoz Ryan is offered.

This article reports on the origins, pedagogy, structure, and limitations of a writing workshop the author devised for graduate students and faculty to aid them in publishing articles in peer-reviewed journals. Started in 1998, the ten-week seminar-style course provided participants the instruction, exercises, structure, and deadlines needed to perform a rigorous revision of an article and actually submit that article for publication by the end of the course. The author found that teaching the course helped her as much as it helped the students. [ABSTRACT FROM AUTHOR]

This article describes how minority language development and literacy activities were facilitated in a wartime context for Southern Sudanese language groups, particularly through the use of workshops. It also presents the voices of the language speakers themselves as they reflect on this process. A background discussion considers the importance of minority languages, education in times of war, and resources for minority language development and literacy. The activities of assessment, orthography formation, and writers’ training are then described as they were implemented in a workshop context. The concluding section of the article provides an update on multilingual education developments in Southern Sudan and notes some strengths and weaknesses of a workshop approach in stressed contexts. [ABSTRACT FROM AUTHOR]

The article discusses a writing and illustration residency at the Hemphill Library in Greensboro, North Carolina in which participants aged four to 64 created an original story about their library. The author comments on her work with Peg Gignoux in helping the participants create a Story Quilt. The article notes the process involved in developing the story and the quilt. It also discusses the translation of the Story Quilt into a picture book designed by Julia Gignoux at Freedom Hill Design. Particular focus is given to the contributions provided by participants of diverse ages and backgrounds.

This paper introduces and describes a mixed methods research project conducted with international doctoral students from Non-Western countries that explored students and faculty members' experiences in a writing workshop. In this Perspectives piece, we offer insight into our journey of fostering relationships with our students and improving our teaching practice through a renewed awareness of culture's role in education. The findings suggest that despite struggles related to differing academic backgrounds, the workshop provided opportunities for faculty and students to build relationships and expand their understandings of cultural differences. [ABSTRACT FROM AUTHOR]

The article previews a seminar and writing workshop for young historians, held in Aldersbach, Germany, from September 9-13, 2013.

The article focuses on the ability of students in reading and writing real issues. It explores the ways in providing students the opportunity in exploring and discussing topics, which include gender and sexuality, in a community where they are safe in taking risks. It highlights the importance of balance in writing on literature as well as to study the craft of writing. It indicates the role of writing workshop in helping students embrace the craft of writing. It also cites the importance of reading to the students.