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Despite the importance of writing skill development, we know very little about how writing instruction is provided to students with visual impairments (VI) with and without co-occurring disabilities (e.g., multiple disabilities, deaf-blindness). The purpose of this study was to survey a national sample of U.S. teachers of students with visual impairments (TSVIs) on several important constructs, including their preparation to teach writing; their beliefs, attitudes, and experiences about teaching writing; and the writing practices they use for students with various visual conditions. We received responses from 457 TSVIs. The results showed that TSVIs vary considerably in their preparation to teach writing and disagree as to whether writing instruction (above and beyond braille) is part of their responsibilities. Most TSVIs indicated that they believe writing to be important for their students with VI, and they reported using various writing practices in their instruction within different student groups. [ABSTRACT FROM AUTHOR]

Writing differently presents numerous challenges, impossibilities, and anxieties. While literature underscores the significance of cultivating new writing forms, the actual experience of writing differently remains obscure. This paper seeks to better understand how alternative forms of writing can be enacted. More specifically, it aims to explore how writing differently affects the process of becoming an academiX, by analyzing our collective and individual experiences within Compo·X, a collective of PhD students. We perceive our doctoral experience as a liminal one, a transitional phase that reshapes our identities. We illustrate how our distinct writing practices facilitated the development of a shared identity and an environment for growth in academic world often known for its lack of inclusivity. At the end, we show how writing differently and collective writing helped us to swim against the tide and served as a platform for micro-revolutions within us and academia’s competitive and normative culture and organization. [ABSTRACT FROM AUTHOR]

This article critically examines the life trajectory of Jean Daniel Revel, an immigrant who arrived on the coast of the River Plate during the 19th century. Revel played a pivotal role in the formation of the first Waldensian colony outside the European continent. Through a comprehensive analysis of Revel’s diary, epistles, and other historical documents, this study endeavours to reconstruct the writing practices and modes or reading employed by both individuals and the collective community. These practices and modes of reading contributed significantly to shaping the distinct identity of this group, which was characterised by their unwavering commitment to promoting literacy and the dissemination of written culture, regardless of prevailing state policies. This research partially reconstructs Revel’s dedicated efforts to maintain a profound connection with written culture and to propagate, through a diverse range of initiatives, the enthusiasm for religious reading and the dissemination of Scriptural teaching. It underscores the crucial importance of studying how past communities facilitated the social distribution of literacy skills and the significance they attributed to written products. Such an investigation is invaluable for a comprehensive understanding of the dynamics within historical communities. [ABSTRACT FROM AUTHOR]

Since the publication of La Langue maternelle, a novel initially written in Greek whose self-translation into French propelled Greek author Vassilis Alexakis (1943–2021) to the forefront of the literary scene when it was awarded the Prix Médicis in 1995, the author's works have often been examined for their translingual and bilingual qualities. However, the end of Alexakis's initial "exclusive translingualism" and the beginnings of his bilingual writing practice have been the subject of little study. This article aims to illustrate how the novel Talgo, even if it remains in the shadow of Alexakis's most famous novels, is a major turning point in his literary career. We will first clarify the circumstances of the "return" to the mother tongue with the publication of Tάλγκο (Talgo) in Greek in 1980. We will then explain how the publication of the French version of the novel, Talgo, in 1983, launches a long-term Alexakian writing practice based on self-translation and rewriting. Finally, we will show that Talgo, which could be described as an overly sentimental novel, is much more complex and important than it appears at first since it heralds many themes which will take on increasing importance in later works. [ABSTRACT FROM AUTHOR]

Due to the growing importance of English as a foreign language (EFL) writing and its teaching, this study aims to understand how EFL writing instruction has developed in Saudi Arabia. Aside from its historical development, this study also aims to investigate features and practices associated with teaching EFL writing over time using two qualitative methods: 1) semi-structured interviews with 11 expert educators from Saudi Arabia, and 2) Qualitative Content Analysis of the pre-existing body of content related to teaching EFL writing in Saudi Arabia. Clarke and Braun's reflexive thematic analysis using MAXQDA software was used to analyse the interviews, while Roller and Lavrakas' Total Quality Framework using Excel Worksheets was used to analyse the qualitative content. It was found that teaching EFL writing in Saudi Arabia has undergone three periods of historical development, each with their own various features and practices. The study can contribute to existing research on EFL writing instruction in general, and in Saudi Arabia in particular. Moreover, the study provides a focus for evaluating the difference between actual teaching and learning practices, and the outcomes expected from the EFL textbooks. This can help teachers and policy makers in implementing and designing more useful EFL learning approaches. [ABSTRACT FROM AUTHOR]

Copyright of Lenguaje is the property of Universidad del Valle 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.)

The aim of this paper is to analyze in ethnographic terms (Rockwell 2008, 2013; Woods, 1987) certain aspects of a school experience carried out from the subject Language and Literature Practices in a second year of high school in Argentina. The main purpose of this experience was to gradually improve students' writing practices. It was a project in which students had to design an audiobook. This project presented distinctive moments: reading the genre, writing and production. Although we will mention each of these moments, in this paper, we will focus on the writing moment to corroborate the effectiveness of a method (of our own invention) called fragmented slogans and a particular way of working called collaborative writing (CD) (Álvarez & Bassa, 2013). In order to account for the proposed method and way of working, we will analyze the teaching and learning strategies and highlight certain roles established by the students and the teacher during the activity. [ABSTRACT FROM AUTHOR]

Copyright of Akofena is the property of Universite Felix Houphouet Boigny 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.)

Chatgpt has increasingly become a significant player in writing practices. Its texts are potentially powerful enough to influence how writing is approached in schools. This study aims to analyze texts created by Chatgpt to understand its strengths and limitations. It was tasked with writing various essays, which were then analyzed thematically. The findings suggest that while the texts can mimic human responses, they lack context and critical judgment. Despite their coherence, they are still seen as linguistic artifacts lacking deep reasoning. This raises questions about whether the challenges it presents stem from its emergence or pre-existing issues in the educational system. [ABSTRACT FROM AUTHOR]

The research aims at exploring the writings of English as L2, and influence of Urdu as L1 with the help of the data based on the written essays on "Pakistani Culture", collected from 15 university undergraduate students who are pursuing their study at the University of Management and Technology, Lahore and completing their graduation in different academic fields. These students belong to the same native languages i.e. Urdu and they use English language as L2. The theory of 'second language acquisition' proposed by Krashen (1981) will be used. Furthermore, to support the analytical procedure, different perspectives are taken into account presented by Villanueva (1989) which elaborates on the language levels as affected by L1. The paper focuses on the collected essays by exploring the influence of Urdu language. Findings reveal the influence of L1 (Urdu) in the writings of English language (L2) under the integration of code-switching, morphological inclination of L1 as well as wrong phonetic effect of L1 on L2's orthography. This study analyzes these elements of L1's influence in the writings of L2. [ABSTRACT FROM AUTHOR]

This paper explores the academic writing practices of a post graduate student from a University of Pakistan. It also examines the role of English in academic writing and related problems, including the issues of identity involved in the writing processes and practices at university. The study is longitudinal and spans a period of 12 months in which data is collected through various means including student's narrative, her written academic texts, and her discussion around these texts and surrounding practices. The study is located in a case study method of research and employs academic literacies approach to look into the writing processes, practices and perspectives on it. The data analyzed include the written narratives, the texts, and the semi-structured interviews, for linguistic analysis of texts the study draws on systemic functional linguistics. The paper interprets the multilingual student writer's problems with writing and identity experienced at a university where writing is governed by dominant institutional norms and individual expectations of the teachers. The study has implications for both higher education institutions and teachers to play their role in addressing these problems. [ABSTRACT FROM AUTHOR]

Copyright of Reti Medievali is the property of Firenze University Press 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.)

From a sociocultural perspective, we characterize the writing, reading practices, and early publishing environments of new authors, with at least one publication. We carried out semi-structured interviews with eleven researchers who had recently received doctoral degrees from various institutions. Subsequently, we analyzed and described literacy practices aimed at publishing, the support of mentors, and publication genres, interpreting them as part of the authors' disciplinary experience during their academic trajectory, before and after receiving their doctoral degree. The authors under study followed different paths for developing their disciplinary writing and learning to publish. Considering the number of their publications and the reported forms of authorship, we describe three moments in their development as authors: beginners, apprentices, and practitioners. We show that most of them produce co-authored collaborations and work. [ABSTRACT FROM AUTHOR]

Copyright of Revue Historique (0035-3264) is the property of Presses Universitaires de France 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.)

Copyright of Muiraquitã: Revista de Letras e Humanidades is the property of Muiraquita 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 editorial offers a brief overview for our network of current editorial changes in relation to Writing Purposefully in Art and Design (WritingPAD) and its published voice, the Journal of Writing in Creative Practice (JWCP). The writing goes on to provide taster summaries of the articles, so as to present a thematic snapshot of the varied approaches contained in this issue. [ABSTRACT FROM AUTHOR]

Copyright of Cahiers d'Études Africaines is the property of Editions EHESS 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 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.

At present, young Norwegians are spending more time than ever in front of a computer screen (Statistisk sentralbyrå, 2015; Medietilsynet, 2016). How is this use of digital media affecting their writing in and out of school? In 2017, 5th graders in a school class in Oslo were interviewed about this. In this article, the interview findings are compared with findings of an ethnographic study of media use and writing conducted in the same primary school in 2005. In 2005, the students’ use of digital media out of school fostered some extensive writing, yet in 2017 this was no longer the case. Still, certain 2017 students did follow up writing in school with a similar kind of extensive writing out of school. However, the main findings indicate a style of development whereby school-based writing has become more loosely connected to digital writing out of school. In the analysis, the concept of affordance is used to explain this development. In the article’s final part, implications for writing pedagogy are discussed.

This article theorises historical comment books and related travel-writing sources. It offers a conceptual framework for reading disparate sources produced by travellers and tourists during and as part of travel and visitation. An interdisciplinary framework is promoted, conjoining travel and tourism studies, medium theory, communication sensibilities, and anthropology of writing. By attuning to the practices, materialities, and mobilities that comment books generate and embody, this study details six analytical hypotheses. These hypotheses address the indexical value of comment books as on-site media, their institutional nature, the heterogeneous literacies, narratives, and chronotopes performed in and through them, and the texts' addressivities. The article seeks to illuminate the richness, complexity, and significance of these sources, and of the travel practices they stimulate. More than records or capsules of historical voices and discourses, as travel-writing artefacts comment books are stimulating to "think with" about the historical, sociocultural, and political processes they index. [ABSTRACT FROM AUTHOR]

As I set out to write about my research process with forensic anthropologists in a country with a long-lasting armed conflict, I was unable to ignore the imminent role that affect and emotions play in my practice and in my relationship with this topic. I fought the urge to disregard the struggle implied in writing about my own practice. Thus, I reflect on the effects and affects that this fieldwork and its related methods have on my approach to this topic, to the people I work and share with, and to myself. My argument is twofold. First, if one is to acknowledge that affect and emotions produce knowledge and that knowledge productions have world-making effects, as researchers we need to attend to the worlds we enact through our own research and knowledge production practices. Second, writing and registration practices constitute modes of research that, in themselves, produce knowledge. I develop my argument in three steps. I reflect on the difficulties of writing this particular text; I address my own knowledge productions – that include my own registration practices, and I attend to the worlds that I help to enact. I also pay attention to others’ registration practices.

Suhtluspädevuse kui ühe üldpädevuse arendamisega tuleb gümnaasiumi riiklikust õppekavast lähtuvalt mõtestatult tegeleda. Gümnaasiumile mõeldud suhtluspädevuse hindamisvahendi ega ka süstemaatilise arendustegevuse väljatöötamiseks pole aga Eestis seni uuringuid tehtud. Siinses uurimuses keskendume suhtluspädevuse kontekstis kitsamalt gümnasistide kirjaliku väljendusoskusega seotud pädevuse, st hoiakute ja praktikate mõõtmisele. Uurimuse esimene eesmärk on tutvustada uudset hindamisvahendit ning selle põhjal selgitada, millised on Eesti gümnasistide kirjaliku väljendusoskusega seotud praktikad ja hoiakud. Uurimuse teine eesmärk on analüüsida kolmeaastase pikiuuringu käigus ühes Eesti koolis tehtud protsessikeskse kirjutamise sekkumise efektiivsust. Võrdleme katsekooli ja kontrollkoolide õpilaste kirjutamisega seotud praktikaid ja hoiakuid ning nende muutumist läbi kolme kooliaasta. Uurimuse käigus selgus, et protsessikeskse kirjutamise pidev teadlik rakendamine aitab parandada õpilaste kirjutamisega seotud hoiakud ja võtta omaks efektiivsemaid praktikaid. Summary

Writing in our research companions, with attention to the importance of care in our fieldwork practices, is a political act that challenges the ways geography is believed to be practised, or should be practised. Once sidelined to footnotes and acknowledgements, research companions such as family members and research assistants have increasingly been rendered visible and their contributions considered. Yet, researchers remain reluctant to disclose their accompanied research in scholarly writing. Given this reticence, I contend that, collectively, such accounts are political acts and not warts‐and‐all disclosures of knowledge production. They challenge disciplinary norms over whose and which contributions count, and what constitutes a professional identity. Drawing upon Lynn Staeheli's (1996) insights into the potential for activism by transgressing boundaries of doing private acts in public spaces, and public acts in private spaces, I argue that doing and writing about accompanied fieldwork is fieldwork activism that re‐centres and values a caring geography. [ABSTRACT FROM AUTHOR]

The "warts and all" transcriptions of two early Olive Schreiner draft manuscripts of parts of what was later published as From Man to Man are examined in detail. They are analysed by treating them as avant-textes and using a genetic criticism approach. Doing so, different aspects of her writing practices come into view around the distinction she made between her "ordinary writing", which encompassed "in the moment" additions, deletions, and amendments, and what she described as "overworking", the after the event activities usually termed editing. Although coexisting on the manuscript pages, these are shown to be distinct sets of practices exerting different pressures. Some problems of emplotment and narrative continuity arose through attempting to combine both, so she contemplated having recourse to an earlier version of the manuscript, with hints in letters raising the possibility that this had a different narrative structure. [ABSTRACT FROM AUTHOR]

Discussion and conclusions:First, we demonstrated in this study that the constructed assessment instrument is a valid tool for determining the upper secondary school students' practices and attitudes related to writing. Second, we also concluded that the writing process intervention effectively develops the upper secondary school students' writing competence. After the intervention, students reported that they are more prone to apply the elements of process-oriented writing: they tend to plan their texts and practice more rewriting. It has been shown that such behaviour characterises more experienced writers (Van Waes, Leijten & Van Weijen, 2009). In addition, healthier attitudes towards writing assignments are important not only because they lead to better writing practices, but also to the more general well-being of students (e.g. Lonka et al., 2014). It is important to stress the teacher's role in the students' writing process. Studies indicate that the positive effect of the writing process only appears when a teacher pays attention to the strategic development of the elements of the process (e.g. Hovardas et al., 2014; Dean, 2005). Furthermore, teachers should clearly mention that the strategies are not task-specific but are well-applicable in different writing contexts. To sum up, we suggest that upper secondary school students benefitted from the process-oriented intervention method, and it helps to enhance at least one aspect of their overall communicative competence. [ABSTRACT FROM AUTHOR]

In this article, I propose a feminist ideology that weaves together cultural studies, feminist studies, and studies of whiteness, produced in the global south, in order to reflect upon the commitment of political intellectual work, mix-race identity as a field of action in various struggles, the relationship between researcher and artists, "self-litigation writing" as an unavoidable responsible practice, radical contextualism, and the political in the selection of theoretical paths. [ABSTRACT FROM AUTHOR]

Copyright of Enunciación is the property of Revista Enunciacion 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.)

As English has become the dominant language of academic communication, researchers around the world face an increased pressure to publish their results in English. Non-Anglophone writers generally face problems caused by differences in rhetorical or argumentative styles and inadequate understanding of academic writing and discipline-specific standards and requirements. This paper seeks to explore how writers from Serbia approach the demanding task of writing research articles in English. Applying a qualitative research design based on interviews conducted with a selected group of researchers and scholars from the University of Novi Sad, Serbia, this small-scale study analyses the socio-organizational, linguistic and strategic aspects of this process. Two research questions are addressed: what are the most common difficulties perceived by the researchers and what strategies are most often employed to solve the problems of writing research articles in English. The results are interpreted in terms of their potential application in developing courses in academic writing for young researchers.

Research on language contact has so far mainly focused on oral situations, although standardization and language ideologies always have an important influence on multilingualism in both its written and its spoken form. This raises the question of which theoretical models are most suitable for the description of written language contact. The present paper recalls linguistic investigations of written language. Some research on multilingual writing shares concepts with research on oral language contacts, always adapting them for writing. Other research develops new concepts for investigating multilingual writing. Within the framework of research on multilingualism, some concepts approach language contact as a question of systematic interactions between linguistic systems (e.g. borrowing, code-switching, graphematic matrix, schriftdenken), other concepts envisage language contact as a multilingual practice (e.g. translanguaging, multimodal analysis, biliteracy). Written language contact is an especially fruitful field of study for pointing out major differences between these two research traditions and for bridging them. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Language Academy is the property of Rota Kariyer 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 article is based on research conducted by a group of plurilingual postgraduate students from different disciplines who facilitated writing groups at the Centre for Postgraduate Studies at Rhodes University over the past two years. It is based on self-reflective writing of language biographies and aims to raise attention about, and to open up a discussion on, the impact of social and personal language practices. We approach the role of language not only as complex interrogation of academic identity, but also as sense of embodied self, an active element in the formation of geo- and body-politics of knowledge which has been highlighted in recent literature focussing on translanguagin education and decolonising the curricula of Higher Education. Following selfguided research, we engaged in a critical reflection on the use of home languages in education and consulted relevant literature that argues for the inclusion of translanguaging practices in Higher Education. Our research, therefore, focuses on new epistemologies afforded by a shift away from the monolingual habitus and from the concept of multilingualism towards plurilingualism and translanguaging. Our data suggests that a plurilingual approach towards teaching and learning in Higher Education can afford epistemological access to learners across faculties and disciplines in Higher Education, and we argue that the role of languages of tuition in curricula need to be strategically re-evaluated. [ABSTRACT FROM AUTHOR]

In this article, we analyse several writings from the 1660s, some of which were destined for the archives and some for publication, while others were preserved and published later on, possibly as literature. These writings, which deal with the court and may present themselves as having been written in the court, form a political structure. One of the principles of this structure consists in differentiating writings of action and writings of information or literature. Stating that one publishes documents of action, or that one could do so, means appearing outside the scope of action. This article revisits this founding principle of the information system in the absolute monarchy, and the place of the court in this system.

RESUMEN La noción bajtiniana de género discursivo como clase situada, dinámica y tipificada de textos, de amplia influencia en los estudios de la escritura en Latinoamérica, pero fuente de frecuentes confusiones, es desarrollada con distinto énfasis en aspectos lingüísticos o contextuales por las Lenguas para Fines Específicos, la Lingüística Sistémico-Funcional, los Estudios Retóricos del Género y el Interaccionismo Socio-Discursivo. Luego de ofrecer un panorama crítico sobre estas tradiciones de estudio, se proponen cinco rasgos de una didáctica basada en géneros discursivos para la enseñanza de la escritura académica en educación superior: significativa, articulada, socioconstructivista, crítica y explícita.

The topic of this article is literacy and writing practices in Technical and Vocational Education and Training (TVET). In Norway, TVET is organised as two years in school context followed by two years in enterprise. Based on a socio-cultural theoretical approach, the research question is: How is writing practiced in school and enterprise - as similar or as different practices? Writing skills are integrated in curriculum and part of vocational competences. Teachers and trainers are committed to work with and develop writing skills to students and apprentices. Different contexts may imply different writing practices by transfer and transformation from school to enterprises. My research shows that this is not the case, as writing in both contexts is mainly mediating learning outcomes from the school-based curriculum and not related to writing competences required in work life. The main purpose of writing practices is to assess and control skills and knowledge, related to vocational specific terminology and argumentation. Teachers and trainers appear to be main target group and not writing to different target groups in students' and apprentices' future working life as trained workers. These findings also indicate that generic or trans-contextual writing skills are not prioritized in neither of these contexts.

Based on a reflection on the Dangeau brothers’ archiving practices, this article aims to reexamine the place of intermediaries in the court and to analyse their capacity to act through the writing practices of these individuals. The Marquis de Dangeau, a diarist, provided information to his brother, the abbot of Dangeau, a Parisian scholar. Transformed into a resource, with other information extracted from the printed documents of the time or from journalistic circles, the abbot of Dangeau enabled the importance of his brother’s role through his knowledge of courtly careers at Versailles. He had also made an archive for the king to show their family expertise, calling it the le Journal des bienfaits du roi. The article also draws on the Memoires of the Duke of Saint-Simon, the letters of Madame de Sévigné and the correspondence of Madame de Maintenon to highlight how the Marquis de Dangeau had become an informer, not only about certain courtiers but on the king himself, of whom he was the messenger.

As I set out to write about my research process with forensic anthropologists in a country with a long-lasting armed conflict, I was unable to ignore the imminent role that affect and emotions play in my practice and in my relationship with this topic. I fought the urge to disregard the struggle implied in writing about my own practice. Thus, I reflect on the effects and affects that this fieldwork and its related methods have on my approach to this topic, to the people I work and share with, and to myself. My argument is twofold. First, if one is to acknowledge that affect and emotions produce knowledge and that knowledge productions have world-making effects, as researchers we need to attend to the worlds we enact through our own research and knowledge production practices. Second, writing and registration practices constitute modes of research that, in themselves, produce knowledge. I develop my argument in three steps. I reflect on the difficulties of writing this particular text; I address my own knowledge productions – that include my own registration practices, and I attend to the worlds that I help to enact. I also pay attention to others' registration practices. [ABSTRACT FROM AUTHOR]

Copyright of Estudos Ibero-Americanos is the property of EDIPUCRS - Editora Universitaria da PUCRS 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.)

Manuscript studies, Islamic history, African history, Sub-Saharan Africa, Islamic manuscripts, Arabic script, 'ajami, literacy, literary traditions, manuscript production, circulation, reception, materiality, writing materials, watermarks, layout, marginalia, writing practices, authorship, copyist techniques, contemporary manuscript production. [Extracted from the article]

Drawing on data from a larger multiple-case research study, the experiences of three multiracial community college students who wrote about race in and out of formal educational settings were analyzed using a Critical Race Theory lens. Data for analysis included multiple writing samples, self-selected by each participant; semi-structured interviews; and reflective journals in which participants recorded their writing activities throughout the week and then wrote about those experiences. Data showed that Selectivity, participants' selective positioning of their racial identities within their texts, was a major theme in students' writing in and out of formal educational contexts. Implications for college classrooms are discussed. [ABSTRACT FROM AUTHOR]

The process of writing and the textual form and format that scientific knowledge takes tend to be organized by traditional rules for knowledge production that are reinforced in the publication arena. Too often participatory action researchers must adhere to scholarly writing conventions that may be at odds with the epistemic stance and discursive claims of the feminist researchers who produce them. In this article, we reflect on our experience of writing to transgress conventions for scholarly writing using a previously published paper about and with a lone mother living in poverty. In our examination of this case study we argue that our writing process and the transgressive textual form and format we used were a more authentic reflection of our epistemic stance as critical realists and more consistent with the principles and assumptions underpinning feminist participatory action research--assumptions that privilege power-sharing, voice, subjectivity and reflexivity. We also show how maternal identities and their lived experiences can be constituted differently through transgressive writing practices. We consider some benefits that may accrue to those who are willing and able to challenge disciplinary boundaries for knowledge production and the practical and ethical challenges such a venture may expose. [ABSTRACT FROM AUTHOR]

Copyright of Médiévales is the property of Presses Universitaires de Vincennes 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.)

Copyright of Médiévales is the property of Presses Universitaires de Vincennes 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.)

Copyright of Médiévales is the property of Presses Universitaires de Vincennes 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.)