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Student Experiences With Peer Review and Revision for Writing-to-Learn in a Chemistry Course Context 学生在化学课程背景下为 "以写促学 "进行同行评议和修改的经验
IF 1.9 1区 文学
Written Communication Pub Date : 2024-08-08 DOI: 10.1177/07410883241263542
S. Finkenstaedt-Quinn, Safron L. Milne, Michael N. Petterson, Jasen Chen, G. Shultz
{"title":"Student Experiences With Peer Review and Revision for Writing-to-Learn in a Chemistry Course Context","authors":"S. Finkenstaedt-Quinn, Safron L. Milne, Michael N. Petterson, Jasen Chen, G. Shultz","doi":"10.1177/07410883241263542","DOIUrl":"https://doi.org/10.1177/07410883241263542","url":null,"abstract":"Peer review is useful for providing students with formative feedback, yet it is used less frequently in STEM classrooms and for supporting writing-to-learn (WTL). While research indicates the benefits of incorporating peer review into classrooms, less research is focused on students’ perceptions thereof. Such research is important as it speaks to the mechanisms whereby peer review can support learning. This study examines students’ self-reported approaches to and perceptions of peer review and revision associated with WTL assignments implemented in an organic chemistry course. Students responded to a survey covering how they approached peer review and revision and the benefits they perceived from participating in each. Findings indicate that the assignment materials guided students’ approaches during both peer review and revision. Furthermore, students described various ways both receiving feedback from their peers and reading their peers’ drafts were beneficial, but primarily connected their revisions to receiving feedback.","PeriodicalId":47351,"journal":{"name":"Written Communication","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141928780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Prolepsis and Rendering Futures in Intergovernmental Panel on Climate Change Reports. 政府间气候变化专门委员会报告中的 "预言 "和 "描绘未来"。
IF 1.9 1区 文学
Written Communication Pub Date : 2024-04-01 Epub Date: 2024-02-24 DOI: 10.1177/07410883231222882
Ashley Rose Mehlenbacher, Sara Doody, Carolyn Eckert, Brad Mehlenbacher
{"title":"Prolepsis and Rendering Futures in Intergovernmental Panel on Climate Change Reports.","authors":"Ashley Rose Mehlenbacher, Sara Doody, Carolyn Eckert, Brad Mehlenbacher","doi":"10.1177/07410883231222882","DOIUrl":"https://doi.org/10.1177/07410883231222882","url":null,"abstract":"<p><p>Rhetorical figures of speech provide important analytical frames to chart how arguments operate within genres and within genre ecologies. Varieties of the figure <i>prolepsis</i> allow for the rendering of future time or fact in the present, which can be a powerful rhetorical inducement toward social and political action. In this article, we examine how anticipatory arguments drawn from complex data shape a key genre for public and policy-facing work on the climate crisis-the Intergovernmental Panel on Climate Change's Synthesis Report's (SYR) Statement for Policy Makers (SPM). We examine how the rhetorical figure of prolepsis operates within this genre to understand the anticipatory arguments and logics emerging from the synthesis of scientific findings and their reporting. Pairing figural studies and Rhetorical Genre Studies, we further offer an approach to investigate how these patterned operations of language might intersect in their rhetorical workings.</p>","PeriodicalId":47351,"journal":{"name":"Written Communication","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10894086/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139973976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Voices in Dialogue: Taking Polyphony in Academic Writing Seriously 对话中的声音：认真对待学术写作中的复调现象
IF 1.9 1区 文学
Written Communication Pub Date : 2023-12-12 DOI: 10.1177/07410883231207104
Andrea Karsten
{"title":"Voices in Dialogue: Taking Polyphony in Academic Writing Seriously","authors":"Andrea Karsten","doi":"10.1177/07410883231207104","DOIUrl":"https://doi.org/10.1177/07410883231207104","url":null,"abstract":"In the past decades, the notion of voice in the theorizing and teaching of academic writing has been the subject of much debate and conceptual change, especially concerning its relation to writer identity. Many newer accounts of voice and identity in academic writing draw on the dialogical concept of voice by Bakhtin. However, some theoretical and methodological inconsistencies have surfaced in the adaptions of the concept. Working from a refinement of the dialogical notion of voice based on the concepts of polyphony and interiorization, this article presents a methodological approach for analyzing voice(s) in writing. The article presents material around the evolution of an early-career researcher’s dissertation synopsis. The material is multilayered, including the writer’s text, transcripts from an interdisciplinary peer-feedback conversation with two colleagues, and a video-stimulated interview with the writer. Excerpts of the material were analyzed to trace the polyphony of interiorized voices that influenced the writing. This focus revealed the multivoicedness of academic texts as an effect of their history of coming into being. This article contributes to the question of voice and identity in academic writing from a dialogical psycholinguistic perspective by presenting a de-reifying notion of voice grounded in an understanding of writing as a polyphonic activity, which also feeds into the formation of a writer’s self.","PeriodicalId":47351,"journal":{"name":"Written Communication","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139009813","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Tracing Discursive Turbulence as Intra-active Pedagogical Change and Becoming 追溯作为内向型教学变革和发展的话语动荡
IF 1.9 1区 文学
Written Communication Pub Date : 2023-12-12 DOI: 10.1177/07410883231207105
Ryan M. Ware, J. Zilles
{"title":"Tracing Discursive Turbulence as Intra-active Pedagogical Change and Becoming","authors":"Ryan M. Ware, J. Zilles","doi":"10.1177/07410883231207105","DOIUrl":"https://doi.org/10.1177/07410883231207105","url":null,"abstract":"This article reports on a mentoring case from a transdisciplinary, longitudinal writing-across-the-curriculum (WAC) initiative in which the situated complexities of integrating new writing pedagogies were observed and supported. Considering this case through an agential realist lens, we introduce the concept of “discursive turbulence”: an emergent quality of situated semiotic activity produced from the continual mixing of discourses. Discursive turbulence can emerge in myriad and complex ways, including fits-and-starts of pedagogical development, mismatched discursive alignments, affective signs of struggle and intensity, and nonlinear patterns of change. Through a series of four vignettes, we illustrate discursive turbulence as it emerged while pedagogical changes around writing were being implemented by an environmental sciences professor. We suggest that discursive turbulence is to be expected in heterodisciplinary spaces, and we argue that attention to discursive turbulence will lead to more robust accounts of learning, becoming, and literate activity, as well as new ways of supporting pedagogical becoming.","PeriodicalId":47351,"journal":{"name":"Written Communication","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139008730","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A Taxonomy of Life Writing: Exploring the Functions of Meaningful Self-Sponsored Writing in Everyday Life 生活写作分类法：探索日常生活中有意义的自发写作的功能
IF 1.9 1区 文学
Written Communication Pub Date : 2023-12-12 DOI: 10.1177/07410883231207106
Heather Lindenman, Dana Lynn Driscoll, Andrea Efthymiou, Matthew Pavesich, Jennifer Reid
{"title":"A Taxonomy of Life Writing: Exploring the Functions of Meaningful Self-Sponsored Writing in Everyday Life","authors":"Heather Lindenman, Dana Lynn Driscoll, Andrea Efthymiou, Matthew Pavesich, Jennifer Reid","doi":"10.1177/07410883231207106","DOIUrl":"https://doi.org/10.1177/07410883231207106","url":null,"abstract":"This essay takes as its focus the everyday writing that people compose: the self-sponsored, nonobligatory texts that people write mainly outside of work and school. Through analysis of 713 survey responses and 27 interviews with accompanying writing samples, this study provides a panoramic view of the functions of self-sponsored writing and rhetorical activity for U.S. adults, ages 18 to 65+ years, from a range of geographic, cultural, and professional backgrounds. The Taxonomy of Life Writing presented in this essay demonstrates the range of ways that writing functions in people’s daily lives. It includes 19 key functions of life writing, organized into six metafunctions: Creativity and Expression, Identity and Relationships, Organization and Coordination, Preservation and Memory, Reflection and Emotion, and Teaching and Learning. Based on our findings, we affirm the important and diverse functions that life writing serves and propose expanding the threshold concepts of writing to include greater focus on nonobligatory, self-sponsored writing activity.","PeriodicalId":47351,"journal":{"name":"Written Communication","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139008919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Current Landscape of Studies Involving Intergenerational Letter and Email Writing: A Systematic Scoping Review and Textual Narrative Synthesis 涉及代际书信和电子邮件写作的研究现状：系统性的范围界定审查和文字叙述综述
IF 1.9 1区 文学
Written Communication Pub Date : 2023-12-12 DOI: 10.1177/07410883231207103
M. Markowski, E. Kalocsányiová, Ryan Essex
{"title":"The Current Landscape of Studies Involving Intergenerational Letter and Email Writing: A Systematic Scoping Review and Textual Narrative Synthesis","authors":"M. Markowski, E. Kalocsányiová, Ryan Essex","doi":"10.1177/07410883231207103","DOIUrl":"https://doi.org/10.1177/07410883231207103","url":null,"abstract":"The COVID-19 pandemic has prompted a renewed interest in intergenerational letter and email writing. Evidence shows that expressive writing, including letter writing, has a number of benefits including improved literacy and perceived well-being, and it can also facilitate a deep connection with another person. This scoping review provides an overview of the existing research on letter and email writing between different age cohorts. Of the 471 articles retrieved from Scopus, CINAHL, PsycINFO, MEDLINE, Academic Search Premier, and Web of Science, 17 studies met the inclusion criteria and were critically appraised and synthesized in this review. The studies were grouped into two themes according to their stated aims and outcomes: (a) studies exploring changes in perceptions, and (b) studies relating to skills development and bonds. The results showed a range of benefits for intergenerational letter writers, from more positive perceptions of the other age group, through improved writing skills and subject knowledge, to forming intergenerational memories and bonds. The review also highlights some of the limitations of the current research and formulates recommendations for future studies in the fields of writing studies, intergenerational research, and educational gerontology.","PeriodicalId":47351,"journal":{"name":"Written Communication","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139007764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Teachers’ Implementation of the Writing Curriculum in Grades 7-8 of Chilean Public Schools: A Multiple Case Study 智利公立学校 7-8 年级教师实施写作课程的情况：多案例研究
IF 1.9 1区 文学
Written Communication Pub Date : 2023-12-12 DOI: 10.1177/07410883231207628
M. Flores-Ferrés, D. van Weijen, Gabriela Osorio-Olave, Magdalena Palacios-Bianchi, Gert Rijlaarsdam
{"title":"Teachers’ Implementation of the Writing Curriculum in Grades 7-8 of Chilean Public Schools: A Multiple Case Study","authors":"M. Flores-Ferrés, D. van Weijen, Gabriela Osorio-Olave, Magdalena Palacios-Bianchi, Gert Rijlaarsdam","doi":"10.1177/07410883231207628","DOIUrl":"https://doi.org/10.1177/07410883231207628","url":null,"abstract":"The Chilean curriculum for writing education includes five paradigms: cultural, macro-linguistic, micro-linguistic, procedural, and communicative. The implementation of such a poly-paradigmatic curriculum can occur in multiple ways. Therefore, we analyzed classroom practices with two aims: (a) to describe how the paradigms are evident across practices, and (b) to analyze the paradigms’ internal alignment within each practice. We conducted classroom observations with five Spanish language teachers with varied orientations toward writing instruction. A content analysis of teachers’ discourse formed the basis for a narrative case-by-case analysis and a cross-case analysis. This process was guided by data collected during a previous survey study and supported by teachers’ interviews. Findings revealed that the cultural, macro- and micro-linguistic paradigms were implemented most often, while the implementation of procedural and communicative paradigms was rare. Additionally, paradigm alignment was visible in two practices but not in other practices. Possible reasons for this lack of integration and potential solutions to resolve this issue are discussed.","PeriodicalId":47351,"journal":{"name":"Written Communication","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139008565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A Rhetorical Content Analysis of Moroccan Regional Agronomic Abstracts: Textual Practices of Plurilingual Science Communication 摩洛哥地区农艺学摘要的修辞内容分析：多语言科学传播的文本实践
IF 1.9 1区 文学
Written Communication Pub Date : 2023-12-12 DOI: 10.1177/07410883231205619
Alexander J. Mahmou-Werndli
{"title":"A Rhetorical Content Analysis of Moroccan Regional Agronomic Abstracts: Textual Practices of Plurilingual Science Communication","authors":"Alexander J. Mahmou-Werndli","doi":"10.1177/07410883231205619","DOIUrl":"https://doi.org/10.1177/07410883231205619","url":null,"abstract":"In order to contribute to a more nuanced understanding of the varied ways multiple language competencies are invoked in scientific communication and publication, this study features a content analysis of a collection of English, French, and Arabic abstracts from 14 articles of Al-Awamia, a Moroccan agronomic journal. Mapping rhetorically significant differences across abstracts in different languages suggests that EN/FR abstracts are tailored to an international specialist audience and Arabic abstracts favor a domestic policymaker audience in several key ways. The textual moves made to address these different audiences are typical of those studied by scholars of science communication, and accordingly this study indicates that plurilingual textual practices in scientific writing are associated with differences in audience and stakeholders. These findings carry implications for trans/pluri/multilingually oriented scholars of scientific communication, as well as for those who prepare future researchers for the demands of publication, suggesting that the flexible use of diverse linguistic resources is important to scientific practice in a globalized world.","PeriodicalId":47351,"journal":{"name":"Written Communication","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139009801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
What Is a Workplace? Principles for Bounding Case Studies of Genres, Processes, Objects, and Organizations 什么是工作场所？流派、过程、对象和组织的界定性案例研究原则
IF 1.9 1区 文学
Written Communication Pub Date : 2023-08-18 DOI: 10.1177/07410883231185875
C. Spinuzzi
{"title":"What Is a Workplace? Principles for Bounding Case Studies of Genres, Processes, Objects, and Organizations","authors":"C. Spinuzzi","doi":"10.1177/07410883231185875","DOIUrl":"https://doi.org/10.1177/07410883231185875","url":null,"abstract":"Many of our ideas about workplaces have been inherited from 20th-century corporations, in which the elements of the workplace have been packaged in a highly typified configuration: work is done by people belonging to an organization, for some clear reason, at a specific place and time, using specific processes. This configuration is increasingly at odds with work practice, and thus workplace writing researchers must reconsider what is meant by the “workplace.” This article argues for treating the workplace as a conceptual decision: a bounded case that researchers construct to enable systematic comparisons. After reviewing how cases are bounded in methodology and practice, the article ends with concrete principles and guidance for bounding such case studies.","PeriodicalId":47351,"journal":{"name":"Written Communication","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46310978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Writing Storybooks as Storytelling: A Case Study of Two Families with Refugee Backgrounds 写故事书就是讲故事——以两个有难民背景的家庭为例
IF 1.9 1区 文学
Written Communication Pub Date : 2023-08-14 DOI: 10.1177/07410883231186138
Aijuan Cun
{"title":"Writing Storybooks as Storytelling: A Case Study of Two Families with Refugee Backgrounds","authors":"Aijuan Cun","doi":"10.1177/07410883231186138","DOIUrl":"https://doi.org/10.1177/07410883231186138","url":null,"abstract":"This article describes a qualitative study of how two ethnic Burmese families in the United States authored storybooks that included their children’s drawings and writings representing their families’ stories. The theoretical perspectives of storytelling and the social semiotics multimodal approach were utilized in this inquiry. The data included interviews, video recordings of the storybook-writing process, artifacts, and informal conversations. The data were collected when both families participated in the study together. The findings show that the children took the lead in authoring and composing their storybooks and carefully chose the topics for their drawings and writings and that the process was mediated through their mothers’ oral storytelling and conversations with siblings and friends. The findings suggest that schools and teachers need to incorporate multimodal storytelling into class activities and use storytelling to support children’s agency.","PeriodicalId":47351,"journal":{"name":"Written Communication","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45427309","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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