Writing & Pedagogy最新文献_第5页

Perceptions of multimodal learner-driven feedback in EAP EAP中多模态学习者驱动反馈的感知

IF 0.3

Writing & Pedagogy Pub Date : 2018-01-26 DOI: 10.1558/wap.33292

Clare Maas

引用次数: 1

Electronic feedback on second language writing: A retrospective and prospective essay on multimodality 第二语言写作的电子反馈:多模态的回顾与展望

IF 0.3

Writing & Pedagogy Pub Date : 2018-01-26 DOI: 10.1558/WAP.32515

C. Chang, Kelly J. Cunningham, H. M. Satar, Carola Strobl

{"title":"Electronic feedback on second language writing: A retrospective and prospective essay on multimodality","authors":"C. Chang, Kelly J. Cunningham, H. M. Satar, Carola Strobl","doi":"10.1558/WAP.32515","DOIUrl":"https://doi.org/10.1558/WAP.32515","url":null,"abstract":"As technology has made a range of modes of communication available and created new ways to integrate these modes, feedback has become increasingly electronic and multimodal. From written to audio, video, and screencast feedback, the multimodal options for electronic feedback (e-feedback) have expanded in such a way that we might speak of a ‘multimodal turn’ in feedback on foreign and second language writing. However, feedback studies on second language writing are just beginning to explore these complex areas. This essay offers a multimodal perspective on e-feedback by illustrating the scope of current research and highlights future research directions. The retrospective underscores the scarcity of research in the area with a specific focus on multimodality and identifies needs for speciality feedback systems that consider practical and contextualized perspectives. We argue that future research should strive for a context-rich description of e-feedback activities, gathering thick data about feedback provision, learner engagement with feedback and uptake through screencasting, eye-tracking, and keystroke logging technologies. These data should be triangulated with information about all factors impacting the feedback activity outcome, ranging from participant variables over modal affordances of the platforms used to environmental factors like institutional support.","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":"9 1","pages":"405-428"},"PeriodicalIF":0.3,"publicationDate":"2018-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87625784","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: 6

Outside the box: Incorporating high stakes creative writing assignments into non-major literature courses, a case study 跳出框框:将高风险的创意写作作业纳入非主要文学课程，一个案例研究

IF 0.3

Writing & Pedagogy Pub Date : 2017-09-06 DOI: 10.1558/WAP.29618

Suzanne Cope

引用次数: 1

Autoethnographic writing inside and outside the academy and ethics 在学术和伦理内外的自我民族志写作

IF 0.3

Writing & Pedagogy Pub Date : 2017-09-06 DOI: 10.1558/wap.27739

M. Andrew, Rachel Le Rossignol

{"title":"Autoethnographic writing inside and outside the academy and ethics","authors":"M. Andrew, Rachel Le Rossignol","doi":"10.1558/wap.27739","DOIUrl":"https://doi.org/10.1558/wap.27739","url":null,"abstract":"Published writers of fictional or semi-fictional works entering the academy as doctoral candidates express surprise at the requirements of formal human ethics reviews. Admitting an element of the autoethnographic exists in their writing, they may insist that they possess what Freeman called ‘narrative integrity’. This paper considers the ethics of autoethnography as they apply to both the academy, chiefly within the PhD by artefact and exegesis, and the world of published writers, seeking possible solace from such scholarly concepts as ‘relational ethics’, or ‘ethic of care’. Drawing methodologically on our experience as doctoral supervisor and student and with the permission of writer/students whose stories are inseparable from this work, this study unpacks in ethical terms the problems reported by students whose methodology involves evocative or performative autoethnography. As interpretatist methodologists, autoethnographers maintain it provides insights into the interplay between the personally engaged self and mediated cultural descriptions. Methodologically, it enacts the self and others as data. This connection between the personal and the social makes it difficult for autoethnographers to speak of themselves without speaking of others. Examining autoethnography involves a close scrutiny of the boundaries between the self and the other, a process that is both enlightening and essential for supervisory dyads in creative writing methodologically informed by autoethnography. These aspects of the ethics of autoethnography are crucial, but little attention has been paid to the problematic notion that practiceled research is emergent in practice and that its autoethnography requires a retrospective approach, looking backwards as well as forwards. The reality of applying this methodology in practice-led research clashes with the pro-active nature of ethics procedurals required by universities. The paper identifies nine praxical problems that arise from such clashes, and considers best-practice principles for responding","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":"22 1","pages":"225-249"},"PeriodicalIF":0.3,"publicationDate":"2017-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81829432","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: 6

Secondary school students’ source reporting and evaluation in project writing 中学生在专题写作中的来源报告与评价

IF 0.3

Writing & Pedagogy Pub Date : 2017-09-03 DOI: 10.1558/WAP.31391

Yongyan Li, Meng Ge, Qianshan Chen, Xiao Hu, S. Chu

引用次数: 0

Tackling text types through grammar 通过语法处理文本类型

IF 0.3

Writing & Pedagogy Pub Date : 2017-09-03 DOI: 10.1558/WAP.31813

Elizabeth M. O'Dowd

引用次数: 0

Learner revision practices and perceptions of peer and teacher feedback 学习者复习实践和对同伴和教师反馈的看法