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The present volume is intended as a reference book on Wikipedia corpus studies, from corpus construction to exploration and analysis. Wikipedia is a complex object, difficult to manipulate for linguists and corpus researchers. In addition to the encyclopedic articles consulted by millions of users, it contains vast spaces of written discussions, aka talk pages, where Wikipedia authors negotiate the collaborative editing of articles, make evaluations, or discuss related topics. The proposed volume covers Wikipedia articles, their revision histories, and discussions, with a focus on discussions, which have not been studied extensively so far and have also been neglected in previous corpus building efforts. Wikipedia discussions are instances of computer-mediated communication (CMC), thus constituting a completely different, interaction-oriented linguistic genre. Sophisticated tools and methods of linguistic annotation and corpus exploration are needed to exploit the huge and valuable corpus resources that can be constructed from the Wikipedia discussions. The present volume aims at encouraging and facilitating Wikipedia corpus studies, providing standards, recommendations, and innovative methods to build and explore Wikipedia corpora, and presenting corpus studies that make the most of the peculiarities of Wikipedia.

Beginning with a review of the theory and pedagogic practices that have been influential in English for Academic Purposes (EAP) contexts, this book examines the practice of joint construction in a genre-based approach to literacy pedagogy. It investigates how teachers guide students to co-construct a text, drawing attention to the contested rationale for teachers taking a leading role when writing collaboratively with their students. Informed by systemic functional linguistics, the book puts forward an accessible approach to the analysis of classroom discourse that centres on the dynamic mediation of meaning. Through examples of classroom interaction involving international students who are studying EAP, and specifically as preparation for university entrance, it illuminates how classroom metalanguage and the organisation of classroom talk enables teachers to guide but not provide wording; metalanguage also enables students to critique and justify their choices as they'try out'new academic language, modify and improve their writing.

Writing in-Between lies at intersections: between theory and praxis; between fiction and non-fiction; between author and reader; between the personal and the political. Beginning with a conceptual glossary that prepares readers for their journey through the book, Dinesh offers two central texts to invite readers to become co-creators. The first, F for _____, is written as an “academic novella” and culminates with an interactive section that is composed of guided invitations for the reader/co-creator. The second text, Julys, takes the form of a “dramatic memoir” and intersperses invitations for readers/co-creators between each of its chapters. Dinesh brings these threads together in an entirely interactive concluding chapter, where her hopes for collaborative meaning making take centre stage. In all of its unique invitations to engage, Dinesh's readers/co-creators can either choose to craft their creations in personal notebooks or blank spaces in this work's physical copy, or to engage more publicly via virtual forums that can be accessed via QR codes and accompanying links that are scattered throughout the book. Guided by questions about writing can “do” — questions that have shaped Dinesh's work as an artist, scholar, and educator for almost two decades — Writing in Between embodies one central tenet: that the significance of performative writing might be most powerfully experienced through a collaborative process of meaning making between a text's author and its readers turned co-creators.

This book seeks to disrupt the narrative about the process of academic writing and the written products which are currently valued in the university by juxtaposing the messiness and deletions of the writing process with the hegemonic imaginary of what research writing should look like. The author uses writing as both a subject and a method of enquiry in an ethnographic deep dive into her long-term engagement with a postgraduate writers'circle in an elite South African university. The book engages with growing global interest in the geopolitics of research writing and its relationship to patterns of epistemic privilege, drawing on current work on decolonising knowledge production. It opens a space to widen and deepen how we imagine the relationship between writing and knowledge-making.

In fundierter Auseinandersetzung mit dem aktuellen Medienwandel sowie der ‹Rückkehr des Autors› in die Literaturwissenschaft bietet die Studie neue Perspektiven auf frühgriechische und klassische Texte – vom homerischen Epos bis zur Prosa des 4. Jh.

Die Wikipedia präsentiert das Wissen der Welt im digitalen Zeitalter. Damit stellt sie sich in eine Linie mit den Aufklärern des 18. Jahrhunderts - und quer zu den irrationalen Exzessen digitaler Filterblasen. Aber wie sehen die Produktionsbedingungen dieses Wissens in der Praxis aus und nach welchen Kriterien wird »wahres« von »falschem« Wissen unterschieden? Olaf Rahmstorf diagnostiziert aus einer wissenssoziologischen Perspektive einen verkürzenden Formalismus, der sich vor inhaltliche Argumentation schiebt. Hiervon ausgehend analysiert er den »Neutral point of view«, das formale und epistemologische Kernstück der Wikipedia, konfrontiert ihn mit den Erkenntnissen zeitgenössischer Rationalitätstheorien und entwickelt daraus schließlich eine diskurstheoretische Bestimmung der Wikipedia.

This is a comprehensive guide to teach writing and story development from a collaborative global perspective.This book teaches writers how to take full advantage of emerging opportunities, both locally and globally. With an increasing number of international co-productions and many screenwriters now working collaboratively in writers rooms and development groups, author Marc Handler explains how to work cooperatively with others to break stories, plan seasons, create characters, and build series. To succeed, readers will learn how to give and receive feedback effectively, adapt to the style and constraints of executives and brands, and contribute to the team building process, all within an increasingly global media industry that is in constant flux. This book will help readers develop a global perspective, ensuring that they are prepared for new opportunities as they arise. Marc Handler provides cultural insight and understanding as he describes the fundamentals as well as advanced story skills.This book is essential reading for students taking classes such as Screenwriting Fundamentals, Writing for Film and TV, Introduction to Television Writing, and Advanced Screenwriting, as well as aspiring and early career screenwriters, showrunners, producers, and creative executives.

This book is a theoretical and practical deep dive into the craft of worldbuilding for video games, with an explicit focus on how different job disciplines contribute to worldbuilding. In addition to providing lenses for recognizing the various components in creating fictional and digital worlds, the author positions worldbuilding as a reciprocal and dynamic process, a process which acknowledges that worldbuilding is both created by and instrumental in the design of narrative, gameplay, art, audio, and more. Collaborative Worldbuilding for Video Games encourages mutual respect and collaboration among teams and provides game writers and narrative designers tools for effectively incorporating other job roles into their own worldbuilding practice and vice versa. Features: Provides in-depth exploration of worldbuilding via respective job disciplines Deep dives and case studies into a variety of games, both AAA and indie Includes boxed articles for deeper interrogation and exploration of key ideas Contains templates and checklists for practical tips on worldbuilding

Digital Storytelling and Ethics: Collaborative Creation and Facilitation provides a method for analyzing digital storytelling practices that focuses on the rhetorical, dialogic, co-productive, creative storymaking space rather than the finished stories or the technologies. Looking through a new media lens, Amanda Hill situates the digital storytelling genre and writing practice as a co-creative media process created between writers, storytellers, educators/facilitators, institutions, and the audience, and discusses the inter-relationships within the collaborative writing workshop as well as in those found in the dissemination of the final digital stories. Digital Storytelling and Ethics provides a reflexive look at the responsibility of the facilitator in co-creative digital storytelling writing spaces and makes use of diverse international case studies as examples. Hill shows that writing educators/facilitators should interpret their roles within the collaborative creation process. This will ensure that responsible facilitation practices based in witnessing guide the storytelling process and create an environment that treats participants as subjects with the ability to respond to the world. This innovative book is an essential read for collaborative digital writers and facilitators.

Kollaboratives Forschen quer zu hegemonialen Wissensordnungen gilt als wichtiger Baustein dekolonialer Wissenspraxis. Gemeinsame Schreibprozesse von Wissenschaftler•innen und ihren nicht-wissenschaftlichen Forschungspartner•innen sind allerdings selten und eine methodologische und forschungspraktische Reflexion fehlt. Die Beiträger•innen widmen sich diesen Lücken, indem sie erfolgreiche, aber auch gescheiterte Projekte kollaborativer Textproduktion zwischen Universität und Feld vorstellen und auf ihr Potenzial als transformative und dekoloniale Wissenspraxis befragen. So entsteht eine praktische Orientierungshilfe, die gleichzeitig die interdisziplinäre Diskussion anregt.

This book is the first edited volume to compile up-to-date scholarship that discusses frontier knowledge on second language (L2) collaborative writing (CW) and highlights technology-mediated solutions to it. The volume consists of conceptual papers and empirical studies that explore theoretical, methodological, and pedagogical approaches to CW in face-to-face, online, and hybrid learning contexts. The ten chapters of the book are divided into three sections: (1) theoretical perspectives and a methodological review of CW; (2) empirical research addressing the processes, products, and effects pertaining to CW; (3) pedagogical aspects relevant to CW, namely task design, technology use, and assessment. By examining the implementation of various CW tasks across modes, genres, and L2 learning settings, this book re-evaluates the practices of CW and illustrates how diverse forms of CW can facilitate students'L2 learning and writing development.

Global Perspectives on Digital Literature: A Critical Introduction for the Twenty-First Century explores how digital literary forms shape and are shaped by aesthetic and political exchanges happening across languages and nations. The book understands'global'as a mode of comparative thinking and argues for considering various forms of digital literature—the popular, the avant-garde, and the participatory—as realizing and producing global thought in the twenty-first century. Attending to issues of both political and aesthetic representation, the book includes a diverse group of contributors and a wide-ranging corpus of texts, composed in a variety of languages and regions, including East and South Asia, parts of Europe, Latin America, North America, Australia, and Western Africa. The book's contributors adopt an array of interpretive approaches to make visible new connections and possibilities engendered by cross-cultural encounters. Among other topics, they reflect on the shifting conditions for production and distribution of literature, participatory cultures and technological affordances of Web 2.0, the ever-changing dynamics of global and local forces, and fundamental questions, such as,'What do we mean when we talk about literature today?'and'What is the future of literature?'

Wikipedia is one of the most visited websites on the Internet, regularly bringing in millions of readers a day. But how exactly does a huge site like this work? What are its strengths? What are its weaknesses? Who edits the site? And perhaps most importantly how can you, the reader, help make the site better? In this book, Paul A. Thomas—a seasoned Wikipedia contributor who has accrued almost 60,000 edits since he started editing in 2007—breaks down the history of the free encyclopedia and explains the process of becoming an editor. Chapters include:The History of WikipediaThe Wiki-Ethos: What to Know Before You EditGetting Started: Making Your First EditsGrowing as an Editor: To Wikitext and BeyondConcrete Ways to Make Wikipedia a Better ResourceBecoming a Critical Editor: Countering BiasA Short Glossary of Wiki-SlangAfter reading Inside Wikipedia, you will be ready to contribute to the largest, most comprehensive knowledge base the world has ever seen. What will you write about?

Collaborative Writing Playbook: An Instructor's Guide to Designing Writing Projects for Student Teams supports writing across the curriculum by helping instructors overcome a key obstacle to assigning writing: the workload. The Playbook is for instructors who would assign more writing in their courses if they could create meaningful assignments that complement course goals. The Playbook is for instructors who would assign collaborative writing if they could account for individual contributions to collaboratively written content and use assessment criteria consistent with course learning objectives. Instructors can overcome the workload obstacles by identifying five learning objectives that writing and course content have in common: discipline-specific objectives for critical thinking, research, synthesis, genre/structure, and editing/peer review. By aligning writing objectives with course learning objectives, instructors can design writing projects, tasks, and peer review roles that support rather than distract from course content. Including collaborative writing throughout a course makes meaningful collaboration much easier to achieve than making collaboration a temporary activity, which can disrupt everyone's productivity. Joe Moses and Jason Tham present ideas for small and large activities that help instructors introduce collaboration at a pace that makes sense for them and sustains meaningful learning throughout a course. Designed to support instructors who want to include writing-to-learn opportunities for their students, COLLABORATIVE WRITING PLAYBOOK has several unique features: • Practical tools for planning and promoting productive teamwork. • Roles for collaborative writing teammates that complement course-specific learning objectives. • Structured activities designed specifically to support teammate interdependence and accountability. • Templates for team charters, team planning, goal setting, and task coordination. • A versatile, five-part structure—defined by instructors according to their preferences—for designing and evaluating team projects.

EPDF and EPUB available Open Access under CC-BY-NC-ND licence. Groups most severely affected by COVID-19 have tended to be those marginalised before the pandemic and are now being largely ignored in developing responses to it. This two-volume set of Rapid Responses explores the urgent need to put co-production and participatory approaches at the heart of responses to the pandemic and demonstrates how policymakers, health and social care practitioners, patients, service users, carers and public contributors can make this happen. The second volume focuses on methods and means of co-producing during a pandemic. It explores a variety of case studies from across the global North and South and addresses the practical considerations of co-producing knowledge both now - at a distance - and in the future when the pandemic is over.

EPDF and EPUB available Open Access under CC-BY-NC-ND licence. Groups most severely affected by COVID-19 have tended to be those marginalised before the pandemic and are now largely being ignored in developing responses to it. This two-volume set of Rapid Responses explores the urgent need to put co-production and participatory approaches at the heart of responses to the pandemic and demonstrates how policymakers, health and social care practitioners, patients, service users, carers and public contributors can make this happen. The first volume investigates how, at the outset of the pandemic, the limits of existing structures severely undermined the potential of co-production. It also gives voice to a diversity of marginalised communities to illustrate how they have been affected and to demonstrate why co-produced responses are so important both now during this pandemic and in the future.

This multi-authored collection covers the methodology and philosophy of collective writing. It is based on a series of articles written by the authors in Educational Philosophy and Theory, Open Review of Educational Research and Knowledge Cultures to explore the concept of collective writing. This tenth volume in the Editor's Choice series provides insights into the philosophy of academic writing and peer review, peer production, collective intelligence, knowledge socialism, openness, open science and intellectual commons. This collection represents the development of the philosophy, methodology and philosophy of collective writing developed in the last few years by members of the Editors'Collective (EC), who also edit, review and contribute to Educational Philosophy and Theory (EPAT), as well as to PESA Agora, edited by Tina Besley, and Access, edited by Nina Hood, two PESA ‘journals'recently developed by EC members. This book develops the philosophy, methodology and pedagogy of collective writing as a new mode of academic writing as an alternative to the normal academic article. The philosophy of collective writing draws on a new mode of academic publishing that emphasises the metaphysics of peer production and open review along with the main characteristics of openness, collaboration, co-creation and co-social innovation, peer review and collegiality that have become a praxis for the self-reflection emphasising the subjectivity of writing, sometimes called self-writing. This collection, under the EPAT series Editor's Choice, draws on a group of members of the Editors'Collective,who constitute a network of editors, reviewers and authors who established the organisation to further the aims of innovation in academic writing and publishing. It provides discussion and examples of the philosophy, methodology and pedagogy of collective writing. Split into three sections: Introduction, Openness and Projects, this volume offers an introduction to the philosophy and methodology of collective writing. It will be of interest to scholars in philosophy of education and those interested in the process of collective writing.

Conceived in 1976 and published in 1980, LEGEND exemplifies the political and linguistic commitments of then-nascent Language writing. Coauthored by Bruce Andrews, Charles Bernstein, Ray DiPalma, Steve McCaffery, and Ron Silliman, the work was composed on typewriters and developed through the mail. The twenty-six poems in the volume bring together every possible permutation of collaborative authorship in one-, two-, three-, and five-author combinations, revealing the evolution of distinctive styles against and in conversation with others. Along with a complete reproduction of the original text, LEGEND: The Complete Facsimile in Context includes a critical introduction by editors Matthew Hofer and Michael Golston, a generous selection of material from the authors'correspondence, and a new collaborative piece by the authors. This book will be an essential resource to students and scholars in twentieth-century poetry and poetics.

Klaus Manns vollständiges Drehbuch'Der Kaplan'wird gerahmt von Originalbeiträgen zur Entstehungsgeschichte von Film und Drehbuch, zu den verwickelten deutsch-italienischen Beziehungen und zum Zusammenspiel von Krieg und Kino. Weitgehend unbekannt ist, dass Klaus Mann an der Entstehung von Roberto Rossellinis neorealistischem Filmklassiker'Paisà'(1946) sehr aktiv beteiligt war. Der Film schildert in sechs Episoden den Vormarsch der Alliierten und die Befreiung Italiens von Faschismus und deutscher Besatzung. Unter dem Titel'The Chaplain'('Der Kaplan') schrieb Mann ein vollständiges Drehbuch für die vorletzte Episode, angesiedelt in der Nähe des Futa Passes im nördlichen Apennin, wo der Autor als Angehöriger der 5th Army im Winter 1944 /45 stationiert war. Sein tieftragischer Text über die Begegnung eines im Grunde pazifistischen amerikanischen Militärkaplans mit einem'buckligen'faschistischen Jugendlichen wurde nicht realisiert. Diktatur und Krieg prägten Leben und Werk des italienischen Regisseurs und des deutsch-amerikanischen Schriftstellers auf entscheidende, zugleich sehr unterschiedliche Weise. Klaus Manns letzter großer literarischer Text wird in diesem Band betrachtet durch ein Kaleidoskop unterschiedlicher künstlerischer und geisteswissenschaftlicher Disziplinen. Mit Auszügen aus Klaus Manns Fragment gebliebenem Roman'Der letzte Tag'(1949) und Originalbeiträgen u.a. von Lucia Chiarla, Didi Danquart, Susanne Fritz, Carlo Gentile, Alberto Gualandi, Fredric Kroll, Friedrich Lohmann, Chiara Sambuchi, Georg Seeßlen.

Collaboration was an important area of study in writing for many years, but interest faded as scholars began to assume that those working within writing studies already “got it.” In Beyond Conversation, William Duffy revives the topic and connects it to the growing interest in collaboration within digital and materialist rhetoric to demonstrate that not only do the theory, pedagogy, and practice of collaboration need more study but there is also much to be learned from the doing of collaboration. While interrogating the institutional politics that circulate around debates about collaboration, this book offers a concise history of collaborative writing theory while proposing a new set of commonplaces for understanding the labor of coauthorship. Specifically, Beyond Conversation outlines an interactionist theory that explains collaboration as the rhetorical capacity that manifests in the discursive engagements coauthors enter into with the objects of their writing. Drawing on new materialist philosophies, post-qualitative inquiry, and interactionist rhetorical theory, Beyond Conversation challenges writing and literacy educators to recognize the pedagogical benefits of collaborative writing in the work they do both as writers and as teachers of writing. The book will reinvigorate how teachers, scholars, and administrators advocate for the importance of collaborative writing in their work.

Ist im Spannungsfeld zwischen Holocaustliteratur und Ghostwriting auch ein Ende von Authentizität zu erwarten? Der Ghostwriter ist ein gängiger Aktant im Genre Autobiografie. Die Anforderungen an den Ghostwriter eines historischen Zeugen scheinen besonders hoch zu sein, da der Autobiograf im Bereich der Holocaustliteratur über seine Verpflichtung gegenüber der Gattungskonvention hinaus auch als „moralischer Zeuge'der Erlebnisse während des Holocaust auftritt. Die exemplarischen Analysen der Vergleichsfälle von Aveys „The Man who broke into Auschwitz'und Mozes Kors „Surviving the Angel of Death'verdeutlichen, dass der Ghostwriter als (heimlicher) Verfasser oder in Erscheinung getretener Ghostwriter (Autobiografiker) einer Autobiografie im Bereich der Holocaustliteratur in den Fokus der wissenschaftlichen Auseinandersetzung gerückt werden muss, wenn es um die Einschätzung der inszenierten Authentizität und der Faktizität des literarischen Haupttextes geht.

CEFR A2: This book uses carefully selected vocabulary and easy to read language. This books introduces 10 ways to collabrate. After reading this book you will have a better understanding of how to collaborate. 単語数2,749 Headwords 400

Writing comprises a significant proportion of academic staff members'roles. While academics have been acculturated to the notion of ‘publish or perish,'they often struggle to find the time to accomplish writing papers and tend to work alone. The result can be a sense of significant stress and isolation around the writing process. Writing partnerships, groups, and retreats help mitigate these challenges and provide significant positive writing experiences for their members. Critical Collaborative Communities describes diverse examples of partnerships from writing regularly with one or two colleagues to larger groups that meet for a single day, regular writing meetings, or a retreat over several days. While these approaches bring mutual support for members, each is not without its respective challenges. Each chapter outlines an approach to writing partnerships and interrogates its strengths and limitations as well as proposes recommendations for others hoping to implement the practice. Authors in this volume describe how they have built significant trusting relationships that have helped avoid isolation and have led to their self-authorship as academic writers.

The digital technologies of the 21st century are reshaping how we experience storytelling. More than ever before, storylines from the world's most popular narratives cross from the pages of books to the movie theatre, to our television screens and in comic books series. Plots intersect and intertwine, allowing audiences many different entry points to the narratives. In this sometimes bewildering array of stories across media, one thing binds them together: their large-scale fictional world.Collaborative Worldbuilding for Writers and Gamers describes how writers can co-create vast worlds for use as common settings for their own stories. Using the worlds of Star Wars, Lord of the Rings, A Game of Thrones, and Dungeons & Dragons as models, this book guides readers through a step-by-step process of building sprawling fictional worlds complete with competing social forces that have complex histories and yet are always evolving. It also shows readers how to populate a catalog with hundreds of unique people, places, and things that grow organically from their world, which become a rich repository of story making potential.The companion website collaborativeworldbuilding.com features links to online resources, past worldbuilding projects, and an innovative card system designed to work with this book.

A modern-day fairy tale told in conversation between a young girl and the mermaid of Lake Michigan. The Lake Michigan Mermaidis a new tale that feels familiar. The breeze off the lake, the sand underfoot, the supreme sadness of being young and not in control—these sensations come rushing back page by page, bringing to life an ancient myth of coming of age in a troubled world. Freed from the minds of Linda Nemec Foster and Anne-Marie Oomen, the Lake Michigan mermaid serves as a voice of reason for when we're caught in the riptide.This is a gripping tale in poems of a young girl's desperate search for guidance in a world turned upside down by family and economic upheaval. Raised in a ramshackle cottage on the shores of Lake Michigan, Lykretia takes refuge in her beloved lake in the face of her grandmother's illness and her mother's eager attempts to sell their home following her recent divorce. One day Lykretia spots a creature in the water, something beautiful and inexplicable. Is it the mythical Lake Michigan mermaid, or an embodiment of the stories her grandmother told as dementia ravaged her mind? Thus begins a telepathic conversation between a lost young girl and Phyliadellacia, the mermaid who saves her in more ways than one.Accompanied by haunting illustrations, The Lake Michigan Mermaid offers a tender tale of friendship, redemption, and the life-giving power of water. As it explores family relationships and generational bonds, this book is an unforgettable experience that aims to connect readers of all ages.

Aimed at students and educators across all levels of Higher Education, this agenda-setting book defines what screen production research is and looks like—and by doing so celebrates creative practice as an important pursuit in the contemporary academic landscape. Drawing on the work of international experts as well as case studies from a range of forms and genres—including screenwriting, fiction filmmaking, documentary production and mobile media practice—the book is an essential guide for those interested in the rich relationship between theory and practice. It provides theories, models, tools and best practice examples that students and researchers can follow and expand upon in their own screen production projects.

This engaging text explores the role of the writer and the text in collaborative practice through the work of contemporary writers and companies working in Britain, offering students and aspiring writers and directors effective practical strategies for collaborative work.

Winner of the Children's Literature Association's 2019 Book AwardBetween Generations is a multidisciplinary volume that reframes children as powerful forces in the production of their own literature and culture by uncovering a tradition of creative, collaborative partnerships between adults and children in nineteenth- and early twentieth-century England. The intergenerational collaborations documented here provide the foundations for some of the most popular Victorian literature for children, from Margaret Gatty's Aunt Judy's Tales to Robert Louis Stevenson's Treasure Island. Examining the publication histories of both canonical and lesser-known Golden Age texts reveals that children collaborated with adult authors as active listeners, coauthors, critics, illustrators, and even small-scale publishers. These literary collaborations were part of a growing interest in child agency evident in cultural, social, and scientific discourses of the time. Between Generations puts these creative partnerships in conversation with collaborations in other fields, including child study, educational policy, library history, and toy culture. Taken together, these collaborations illuminate how Victorians used new critical approaches to childhood to theorize young people as viable social actors. Smith's work not only recognizes Victorian children as literary collaborators but also interrogates how those creative partnerships reflect and influence adult-child relationships in the world beyond books. Between Generations breaks the critical impasse that understands children's literature and children themselves as products of adult desire and revises common constructions of childhood that frequently and often errantly resign the young to passivity or powerlessness.

The Teacher-Writer shows how teachers can pursue and sustain personally and professionally worthwhile writing practices, even amidst the many demands associated with teaching. It meets teachers wherever they are—as novice teachers just beginning to pursue writing, as teachers emerging from a professional development experience, or as accomplished writers seeking to further their craft. Chapter by chapter, the book provides strategies to help teachers get started on projects, build energy for writing, overcome obstacles of limited time, create support systems using online technologies, and develop coherence across their writing lives. The text includes useful writing group routines, questions for framing collaborative inquiry, methods for adapting writing communities to online settings, and rich examples of conversations and texts shared in actual teacher writing group meetings. Book Features: Focuses on teacher-writers and their actual experiences working together in a writing group, including benefits and challenges. Includes vignettes taken from writing group meetings that demonstrate the variety of ways teachers may participate and engage in writing. Offers practical suggestions for teachers seeking to form writing groups, including plans for online groups. Shares strategies to help teacher-writers expand their concepts of writing to include everything from exploratory texts to professional and academic writing.“An extremely important read for every teacher of writing, this book focuses on the development of ideas and the exploration of language and structure instead of formulaic routines. Here we see how teachers can locate (or reawaken) themselves as writers bringing fresh language, literacy excitement, and expertise into their classrooms.”—Judith A. Langer, distinguished research professor, University at Albany “Readers of Christine Dawson's new book might be surprised to find themselves in a novelistic world where the literary characters are women who, through talk and writing, act in and on their complex lives. They are teachers, yes, but they are also thoughtful mothers and daughters, wives and friends, and ready companions. This is a newly liberated notion of a writing group—of women who teach—and a practical guide to those readers inspired to start their own group.”—Anne Haas Dyson, University of Illinois at Urbana–Champaign

Der technische und lexikografische Aufbau von Wikipedia, der zentralen Online-Enzyklopädie unserer Zeit, ermöglicht einen komplexen Interaktionsraum. Doch welche Prozesse und Routinen kommen dort zum Einsatz? Die Autorin analysiert und beschreibt medienlinguistische sowie lexikografische und wissenssystematische Erscheinungen. Die Form digitaler Überschreibung präsentiert sich dabei als neues Phänomen der Wissensbearbeitung und -kommunikation. Systematische Beobachtungen und deren Überprüfung an ausgewählten Artikeln schaffen zudem erstmals die Möglichkeit eines umfassenden Instrumentariums für die Textlinguistik. Die Studie liefert überdies wichtige theoretische und methodische Anregungen für weitere Forschungen zu digitalmedialen Kommunikationsgegenständen.

Tricksters and Cosmopolitans is the first sustained exploration into the history of cross-cultural collaborations between Asian American writers and their non–Asian American editors and publishers. The volume focuses on the literary production of the cosmopolitan subject, featuring the writers Sui Sin Far, Jessica Hagedorn, Karen Tei Yamashita, Monique Truong, and Min Jin Lee. The newly imagined cosmopolitan subject that emerges from their works dramatically reconfigured Asian American female subjectivity in metropolitan space with a kind of fluidity and ease never before seen. But as Rei Magosaki shows, these narratives also invariably expose the problematic side of this figure, which also serves to perpetuate exploitative structures of Western imperialism and its legacies in late capitalism.Arguing that the actual establishment of such a critical standpoint on imperialism and globalization required the expansive and internationalist vision of editors who supported, cultivated, and promoted these works, Tricksters and Cosmopolitans reveals the negotiations between these authors and their publishers and between the shared investment in both politics and aesthetics that influenced the narrative structure of key works in the Asian American literary canon.

Teachers'writing groups have a significantly positive impact on pupils and their writing. This timely text explains the importance of teachers'writing groups and how they have evolved. It outlines clearly and accessibly how teachers can set up their own highly effective writing groups.In this practical and informative book, the authors: share the thinking and practice that is embodied by teachers'writing groups provide practical support for teachers running a group or wishing to write for themselves in order to inform their practice cover major themes such as: the relationship between writing teachers and the teaching of writing; writing as process and pleasure; writing and reflective practice; writing journals and the writing workshop. The authors provide a rationale for the development of writing groups for teachers and for ways of approaching writing that support adult and child writers and this rationale informs the ideas for writing throughout the book. All writing and teaching suggestions have been extensively tried and tested by class teachers, and will be of enormous interest to any teacher or student teacher wishing to run their own successful writing group.

This book is essential for anyone interested in knowing how science works nationally and internationally in the contemporary world. It offers a comprehensive analysis of scientific collaboration and its relation to development and the productivity of scientists, with specific reference to South Africa in both the past and the present.

Writing is the principal means by which doctoral candidature is monitored and measured; this, combined with the growing tendency to use publications as proxy measures of individual and institutional productivity, underlines the centrality of writing in academia. One of the central questions for scholars in higher education, therefore, is ‘How do we make writing happen?', and it is this question which the book seeks to answer.The book provides detailed illustrations of collaborative writing pedagogies which are powerfully enabling, and through theoretical and conceptual interrogation of these practices, the authors point the way for individuals as well as institutions to establish writing groups that are lively, responsive and context-specific. Key topics include: new pedagogical responses for increased writing productivity and the ‘push to publish'; innovations for supporting academic writing quality, confidence and output; scaffolding the thesis writing process; new theoretical explorations of collaborative writing approaches; writing group formulations and pedagogical approaches; writing groups for non-native speakers of English; writing as women in higher education. A particular strength of this book is that it showcases the potential of writing groups for advanced academic writing by pulling together a unique mix of authors and scholarly approaches, representing a wide range of new theoretical and pedagogical frames from diverse countries. Writing Groups for Doctoral Education and Beyond will be attractive to academics seeking new ways to advance their writing productivity, doctoral students, their supervisors and those who are tasked with the job of supporting them through the completion and dissemination of their research.

Collaborative Writing as Inquiry is a new and overdue contribution to the recently burgeoning literature on writing as a branch of qualitative inquiry. The book places a diversity of approaches to collaborative writing alongside each other, and explores these methods and the spaces between them as critical arts-based inquiry practices within the social sciences. It is not intended or written as any kind of a handbook, more of a scrapbook, containing summative and rich prologues to each section, and substantive chapters (some adapted from work previously published in international peer-reviewed journals), fragments and snippets of'writing in progress', as well as more extensive excursions into a range of approaches to writing collaboratively, including: collective biography; call and response (to people, to landscapes and to'what happens'in the writing spaces);'take three words'; poetic writing; and writing in scholarly communities and/or on retreat. This book illuminates, investigates and interrogates these emergent spaces, particularly as a critical gesture towards the individualised, market-driven agendas and neo-liberal practices of the contemporary academy.

Treacherous Subjects is a provocative and thoughtful examination of Vietnamese films and literature viewed through a feminist lens. Lan Duong investigates the postwar cultural productions of writers and filmmakers, including Tony Bui, Trinh T. Minh-ha, and Tran Anh Hung. Taking her cue from the double meaning of'collaborator,'Duong shows how history has shaped the loyalties and shifting alliances of the Vietnamese, many of whom are caught between opposing/constricting forces of nationalism, patriarchy, and communism. Working at home and in France and the United States, the artists profiled in Treacherous Subjects have grappled with the political and historic meanings of collaboration. These themes, which probe into controversial issues of family and betrayal, figure heavily in fictions such as the films The Scent of Green Papaya and Surname Viet Given Name Nam. As writers and filmmakers collaborate, Duong suggests that they lay the groundwork for both transnational feminist politics and queer critiques of patriarchy.

Work in Progress offers an in-depth study of the role of literary revision in the compositional practices and representational strategies of Roman authors at the end of the republic and the beginning of the principate. It focuses on Cicero, Horace, Quintilian, Martial, and Pliny the Younger, but also offers discussions of Isocrates, Plato, and Hellenistic poetry. The book's central argument is that revision made textuality into a medium of social exchange. Revisions were not always made by authors working alone: often, they were the result of conversations between an author and friends or literary contacts, and these conversations exemplified a commitment to collective debate and active collaboration. Revision was thus much more than an unavoidable element in literary genesis: it was one way in which authorship became a form of social agency. Consequently, when we think about revision for authors of the late republic and early empire we should not think solely of painstaking attendance to craft aimed exclusively at the perfection of a literary work. Nor should we think of the resulting texts as closed and invariant statements sent from an author to his reader. So long as an author was still willing to revise, his text served as a temporary platform around and in which a community came into being. The theories of revision that guide the author's study come from the new genetic criticism that has been successfully applied, especially in Europe, to modern authors. While many of the tools of analysis applicable to modern authors (author-written manuscripts, corrected proofs, etc.) are not available for ancient authors, Sean Gurd has amassed a surprising number of passages in ancient texts about revision, its importance to the author, and the circle of critics involved in the process of rewriting.

Five scholars met as writers at a workshop at the 2007 International Congress of Qualitative Inquiry and made a commitment to write over the following year to, for and with each other. It became an experiment in the craft of autoethnography, exploring questions of intimacy and connection manifested through collaborative writing. Each year since then, the authors have returned to the Congress to read a small anthology of the year's writing—and to decide whether or not to continue. This book covers the first two years of that writing, offering stories of how writing touches, how it writes bodies into being and in between. It is an affecting, radical work, exploring love and intimacy as scholarly, messy, complex methodology—writing that often affirms and sometimes disturbs.

In this innovative exploration, told-to narratives, or collaboratively produced texts by Aboriginal storytellers and (usually) non-Aboriginal writers, are not romanticized as unmediated translations of oral documents, nor are they dismissed as corruptions of original works. Rather, the approach emphasizes the interpenetration of authorship and collaboration. Focused on the 1990s, when debates over voice and representation were particularly explosive, this comprehensive study examines a range of told-to narratives -- ethnography, life narrative, documentary -- in conjunction with key political events that have shaped the struggle for Aboriginal rights in Canada. Emphasizing the scope rather than the limits of the told-to narrative, McCall considers how Aboriginal voices have been represented in a variety of forums such as public inquiries, commissioners'reports, and land claims cases. A captivating inquiry, First Person Plural offers a vital, interdisciplinary discussion of how told-to narratives contribute to larger debates about Indigenous voice and literary and political sovereignty.

Collective Creativity combines complex and ambivalent concepts. While ‘creativity'is currently experiencing an inflationary boom in popularity, the term ‘collective'appeared, until recently, rather controversial due to its ideological implications in twentieth-century politics. In a world defined by global cultural practice, the notion of collectivity has gained new relevance. This publication discusses a number of concepts of creativity and shows that, in opposition to the traditional ideal of the individual as creative genius, cultural theorists today emphasize the collaborative nature of creativity; they show that ‘creativity makes alterity, discontinuity and difference attractive'. Not the Romantic Originalgenie, but rather the agents of the ‘creative economy'appear as the new avant-garde of aesthetic innovation: teams, groups and collectives in business and science, in art and digital media who work together in networking clusters to develop innovative products and processes.In this book, scholars in the social sciences and in cultural and media studies, in literature, theatre and visual arts present for the first time a comprehensive, inter- and transdisciplinary account of collective creativity in its multifaceted applications. They investigate the intersections of artistic, scientific and cultural practice where the individual and the collective merge, come together or confront each other.