Stellenbosch Papers in Linguistics Plus-SPiL Plus最新文献_第6页

In-between access and transformation: Analysing a university writing centre’s academic support programme for education students as third space 介于获取与转化之间:某大学写作中心作为第三空间的教育学生学术支持项目分析

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Stellenbosch Papers in Linguistics Plus-SPiL Plus Pub Date : 2019-11-01 DOI: 10.5842/57-0-809

H. Namakula, Maria Prozesky

{"title":"In-between access and transformation: Analysing a university writing centre’s academic support programme for education students as third space","authors":"H. Namakula, Maria Prozesky","doi":"10.5842/57-0-809","DOIUrl":"https://doi.org/10.5842/57-0-809","url":null,"abstract":"This paper reports on ongoing research into how an embedded academic support programme, based in a South African university’s writing centre, shapes the academic literacy practices of first-year B.Ed. students. This paper focuses specifically on the peer tutors who implement the programme. Our data collection and analysis methods are informed by socio-cultural theories of literacy and the notion of ‘discursive third space’. The tutors’ discursive reconstructions of the intervention programme are understood to reveal the dynamics of how the intervention functions as third space. Peer tutors were selected purposefully for the study; they needed to have had at least one year of experience tutoring and mentoring in the intervention programme, and five peer tutors agreed to take part. Data was collected using an audio-recorded focus-group interview, and the transcription analysed; data was coded into meaning units within which key themes, patterns, and categories informed by the study’s theoretical frameworks were identified in a recursive process. The analysis reveals that the tutors use the intervention programme as a third space in which they draw on the students’ varied “funds of knowledge and Discourse” ( Moje, Ciechanowski, Kramer, Ellis, Carillo and Collazo 2004) , with three main results evident. Firstly, because the students’ learning is scaffolded, and their skills in navigating between different spaces, Discourses, and funds improved, their epistemological access to dominant Discourses around academic literacy and course content increases. Secondly, the tutorial third space offers potential for reshaping dominant Discourses, and so for decolonial transformation. Thirdly, however, the strain of working in-between competing funds of knowledge can be inhibiting rather than generative, resulting in “post-colonial splitting” (Bhabha 1994). If we are to engage meaningfully with the academic-support access paradox, the insights that the tutorial third space generates have to be taken seriously.","PeriodicalId":42187,"journal":{"name":"Stellenbosch Papers in Linguistics Plus-SPiL Plus","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42444706","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Writing centre consultants as critical friends 写作中心的顾问是重要的朋友

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Stellenbosch Papers in Linguistics Plus-SPiL Plus Pub Date : 2019-11-01 DOI: 10.5842/57-0-817

Janine E. Carlse

{"title":"Writing centre consultants as critical friends","authors":"Janine E. Carlse","doi":"10.5842/57-0-817","DOIUrl":"https://doi.org/10.5842/57-0-817","url":null,"abstract":"“Critical friend” is a term widely used in professional development, teacher education, and evaluation contexts. It is defined by Costa and Kallick (1993) as a trusted person who asks the researcher provocative questions, provides an alternate point of view when needed, and critiques the researcher’s work as a friend rather than an antagonist. This theoretical paper aims to initiate a dialogue on how elaborating on the role of the writing consultant as a critical friend could open up university writing centres as spaces of exploration and empowerment for student writers, aiding them in nurturing their academic thinking and voice. The work of the writing consultant, primarily as a critical friend, would be to exercise active listening and pose questions while offering advice and reassurance on the student writer’s abilities, promoting trust while helping the student writer to develop the tools to reason, and therefore the freedom and confidence to articulate their arguments. I investigate how framing university writing centres as spaces for facilitating trusting dialogues with a critical friend can encourage student writers to think differently about their tasks, assisting them in overcoming hurdles to find their academic voices in order to succeed at university. By embracing the role of critical friends, writing consultants as advocates for the success of student writers’ work provide unusual opportunities to establish supportive relationships that take into account the individual student writer’s academic journey, promoting self-reflection rather than simply directing student writers through the task at hand. Additionally, this engagement as a critical friend has the potential to change perceptions of the nature of the support provided by writing centres, their value, and purpose.","PeriodicalId":42187,"journal":{"name":"Stellenbosch Papers in Linguistics Plus-SPiL Plus","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47789945","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Writing centres as dialogic spaces: Negotiating conflicting discourses around citation and plagiarism 作为对话空间的写作中心:围绕引用和抄袭的冲突话语进行协商

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Stellenbosch Papers in Linguistics Plus-SPiL Plus Pub Date : 2019-11-01 DOI: 10.5842/57-0-808

K. Moxley, Arlene Archer

引用次数: 0

Negotiating new ways of developing writing in disciplinary spaces: The changing role of writing consultants at the Wits School of Education Writing Centre 协商在学科空间中发展写作的新方法:Wits教育写作中心写作顾问角色的变化

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Stellenbosch Papers in Linguistics Plus-SPiL Plus Pub Date : 2019-11-01 DOI: 10.5842/57-0-816

Emure Kadenge, L. Dison, Wacango Kimani, H. Namakula

{"title":"Negotiating new ways of developing writing in disciplinary spaces: The changing role of writing consultants at the Wits School of Education Writing Centre","authors":"Emure Kadenge, L. Dison, Wacango Kimani, H. Namakula","doi":"10.5842/57-0-816","DOIUrl":"https://doi.org/10.5842/57-0-816","url":null,"abstract":"Writing centres in South African universities have historically been poorly recognised structures in higher education, and have largely been considered as “asides” to the core functions of the university. This lack of acknowledgement has seen writing centres occupying demeaning physical spaces within universities which has had a negative impact on the full potential of writing centre work. This narrative study focuses on the experiences of three postgraduate writing consultants, and reports on the ways that the Writing Centre at the Wits School of Education (WSoE) has exerted agency in order to move from a marginalised position in a school of education to reach students and become more responsive to their needs. While being proactive has yielded many teaching and learning gains at the WSoE, the Writing Centre has also had to contend with various personal and operational tensions such as deficit perceptions from both staff and students, and unrealistic expectations of students that their writing problems will be solved instantly. These challenges, however, have created opportunities for growth of the Writing Centre as it has developed new pathways for consultants in the shift from generic writing consultations to content-specific writing development. The changed model has had implications for the training and pedagogies of writing centre consultants as well as for their identity as students and mentors. This article provides insights into how writing centres can use their agency to occupy more meaningful spaces and places within universities, and enhance academic literacy support whilst simultaneously providing writing consultants with opportunities to grow their scholarship.","PeriodicalId":42187,"journal":{"name":"Stellenbosch Papers in Linguistics Plus-SPiL Plus","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47071623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Aiming beyond the written, to the writer and writing: The writing consultation as a mentoring process for life-long writing 超越写作，面向作家和写作：写作咨询是终身写作的指导过程

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Stellenbosch Papers in Linguistics Plus-SPiL Plus Pub Date : 2019-11-01 DOI: 10.5842/57-0-818

Collium Banda

{"title":"Aiming beyond the written, to the writer and writing: The writing consultation as a mentoring process for life-long writing","authors":"Collium Banda","doi":"10.5842/57-0-818","DOIUrl":"https://doi.org/10.5842/57-0-818","url":null,"abstract":"This article critically reflects on how writing centres can address the notion that their primary role is to deal with students struggling with their writing. This critical reflection focuses on the following question: how can writing centres challenge the view that they exist primarily to assist students struggling with or lacking the academic writing skills required at university level? This question is answered from a theoretical framework of writing consultancy as a process of identity change. Presenting the writing consultation as a mentoring process for life-long writing, the article describes the author’s experiences of students who viewed the writing centre as a place for students who lack good writing skills. The article further examines some steps that may be taken to de-stigmatise writing centres, and promote them as places of identity change and empowerment. The article envisages that when the writing consultation is viewed as a mentoring process, writing centres may appeal to the greater university population, even students who are competent writers who would normally never see the need to consult writing centres.","PeriodicalId":42187,"journal":{"name":"Stellenbosch Papers in Linguistics Plus-SPiL Plus","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46673017","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

“We are not a ‘fix-it shop’”: The writing centre as a uniquely configured learning space “我们不是一个‘修理店’”:写作中心是一个配置独特的学习空间

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Stellenbosch Papers in Linguistics Plus-SPiL Plus Pub Date : 2019-11-01 DOI: 10.5842/57-0-807

Puleng Sefalane-Nkohla, Thembinkosi Mtonjeni

{"title":"“We are not a ‘fix-it shop’”: The writing centre as a uniquely configured learning space","authors":"Puleng Sefalane-Nkohla, Thembinkosi Mtonjeni","doi":"10.5842/57-0-807","DOIUrl":"https://doi.org/10.5842/57-0-807","url":null,"abstract":"For decades, writing centre practitioners have contested and protested against the demeaning characterisations of their pedagogic space. The Cape Peninsula University of Technology’s (CPUT) Writing Centre has endured stigmatisation as a “clinic”, “laboratory”, “fix-it shop”, and “remedial agency for removing students’ deficiencies in composition” (Archer and Parker 2016, Drennan 2017, Moore 1950, North 1984). Although writing centre practitioners and theorists have described these centres as hubs for nurturing and enhancing students’ intellectual and linguistic capacities in order to engage and master disciplinary literacies and genres while contributing to the transformation of educational projects, such a value tends to be misrecognised – by both lecturers and students at CPUT – as focusing on improving grammatical competence. This article contributes to the discourse of redefining the writing centre as a space with unique transformational pedagogies in the context of a university of technology, namely CPUT. Underpinned by the Academic Literacies approach (Lea and Street 1998), this study views the institutional spaces in which our writing centre operates as “constituted in, and as sites of discourse and power”. The research purpose is to determine how the CPUT Writing Centre is viewed by the students who make use of it. Employing a mixed-methods approach, the researchers sought answers to the following two questions: (i) How is the CPUT Writing Centre configured to support learning at a university of technology? and (ii) How do students characterise the CPUT Writing Centre as a learning space with its own unique pedagogy? The article reports on students’ perceptions and assumptions about the Writing Centre as a learning space at a university of technology in the Western Cape (CPUT). It also examines the permutations of a uniquely configured learning space, the impact of its attributive conversations, and the extent to which it is (mis)recognised as a transformative agency.","PeriodicalId":42187,"journal":{"name":"Stellenbosch Papers in Linguistics Plus-SPiL Plus","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46842695","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Writing within simultaneity: A reflective progress report through letters from the Wits Writing Programme 同时写作:通过智慧写作计划的信件进行反思的进度报告

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Stellenbosch Papers in Linguistics Plus-SPiL Plus Pub Date : 2019-11-01 DOI: 10.5842/57-0-814

Pam Nichols, Z. Erasmus, Nomonde Ntsepo, Lerato Mlahleki, Keanu Mabalane, Khensani Ngobeni, Lew Is Ckool

{"title":"Writing within simultaneity: A reflective progress report through letters from the Wits Writing Programme","authors":"Pam Nichols, Z. Erasmus, Nomonde Ntsepo, Lerato Mlahleki, Keanu Mabalane, Khensani Ngobeni, Lew Is Ckool","doi":"10.5842/57-0-814","DOIUrl":"https://doi.org/10.5842/57-0-814","url":null,"abstract":"Listening has long been understood as characteristic of writing centre practice, and as central to writing centre philosophy. This reflective progress report argues that such listening is also the generating culture of a university-wide writing programme of writing intensive courses, and that this culture will only be manifested and sustained if constantly modelled at all levels of the programme. In order to model what we teach, we need to build listening into the processes and structure of the programme as well as into the classrooms. Through letters from the invited co-authors of this paper, a snapshot is provided of the generative power of active listening in the teaching conversations between professor and writing fellows; lecturer, writing fellow and students; and writing fellows as a team as they create their lesson plan. Active listening is understood as a discipline of attentiveness to multiple and simultaneous meanings, and thus as a discipline which is necessary for complex thought and writing. Edward Said (2013) has described this attentiveness to simultaneity as key to a humanist critical literacy, which not only promotes engaged students and teachers but is also a political commitment to developing the citizen scholar. In the Wits Writing Programme, attentiveness to simultaneity represents a principle of teaching and of learning, an aim of writing, and a guiding value of the programme’s construction.","PeriodicalId":42187,"journal":{"name":"Stellenbosch Papers in Linguistics Plus-SPiL Plus","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47513429","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Space, place, and power in South African writing centres: Special issue in honour of Sharifa Daniels 南非写作中心的空间、地点和权力：纪念Sharifa Daniels的特刊

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Stellenbosch Papers in Linguistics Plus-SPiL Plus Pub Date : 2019-11-01 DOI: 10.5842/57-0-804

R. Richards, Anne-Mari Lackay, Selene Delport

引用次数: 2

Exploring the gap between what we say and what we do: Writing centres, ‘safety’, and ‘risk’ in higher education 探索我们言行之间的差距:高等教育中的写作中心、“安全”与“风险”

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Stellenbosch Papers in Linguistics Plus-SPiL Plus Pub Date : 2019-11-01 DOI: 10.5842/57-0-813

Sherran Clarence

引用次数: 3

Meeting them halfway: Altering language conventions to facilitate human-robot interaction 半途而废：改变语言约定以促进人机交互

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Stellenbosch Papers in Linguistics Plus-SPiL Plus Pub Date : 2019-09-17 DOI: 10.5842/56-0-799

Lize Alberts

{"title":"Meeting them halfway: Altering language conventions to facilitate human-robot interaction","authors":"Lize Alberts","doi":"10.5842/56-0-799","DOIUrl":"https://doi.org/10.5842/56-0-799","url":null,"abstract":"This article considers the remaining hindrances for natural language processing technologies in achieving open and natural (human-like) interaction between humans and computers. Although artificially intelligent (AI) systems have been making great strides in this field, particularly with the development of deep learning architectures that carry surface-level statistical methods to greater levels of sophistication, these systems are yet incapable of deep semantic analysis, reliable translation, and generating rich answers to open-ended questions. I consider how the process may be facilitated from our side, first, by altering some of our existing language conventions (which may occur naturally) if we are to proceed with statistical approaches, and secondly, by considering possibilities in using a formalised artificial language as an auxiliary medium, as it may avoid many of the inherent ambiguities and irregularities that make natural language difficult to process using rule-based methods. As current systems have been predominantly English-based, I argue that a formal auxiliary language would not only be a simpler and more reliable medium for computer processing, but may also offer a more neutral, easy-to-learn lingua franca for uniting people from different linguistic backgrounds with none necessarily having the upper hand.","PeriodicalId":42187,"journal":{"name":"Stellenbosch Papers in Linguistics Plus-SPiL Plus","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2019-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45898306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0