Written Communication最新文献_第4页

When the Truth Doesn’t Seem to Matter: The Affordances of Disciplinary Argument in the Era of Post-truth 当真理似乎无关紧要:后真理时代学科论证的启示

IF 1.9 1区文学

Written Communication Pub Date : 2023-02-17 DOI: 10.1177/07410883221148676

R. Ferretti

{"title":"When the Truth Doesn’t Seem to Matter: The Affordances of Disciplinary Argument in the Era of Post-truth","authors":"R. Ferretti","doi":"10.1177/07410883221148676","DOIUrl":"https://doi.org/10.1177/07410883221148676","url":null,"abstract":"A disquieting aspect of some contemporary public discourse is its seeming indifference to or abandonment of any pretense to truth. Among other things, unsubstantiated and misleading claims have been made about the efficacy of vaccines and other purported treatments for SARS-COVID, the 2020 U.S. presidential election, and the January 6, 2021, insurrection on the U.S. Capitol. In addition, a spate of legislation restricting classroom discussion and instruction related to race, bias, privilege, and discrimination has been or is pending passage in U.S. state legislatures. These restrictions are antithetical to core functions of education, which are to inculcate the values, virtues, and advanced literacy skills that support democratic deliberation about controversial issues. This article discusses the increasing political polarization and partisan attacks on the processes of education and the threats to liberal democracy posed by this disregard for the truth. In addition, it reviews the cultural and psychological factors that increase our susceptibility to misinformation and presents a perspective about the pursuit of truth that highlights the educational affordances of disciplinary inquiry, democratic deliberation, and reasonable argumentation. The contemporary challenges are manifestations of long-standing political and cultural divisions, and their mitigation will depend on developing communities of informed citizens that are committed to the values and virtues that are foundational to liberal democracy.","PeriodicalId":47351,"journal":{"name":"Written Communication","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43587993","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: 1

Source-Based L1 Student Writing Development: Analyzing the Relationships Among Functional Dimensions of Source Use and the Quality of Source Use 基于源代码的一年级学生写作发展——分析源代码使用的功能维度与源代码使用质量之间的关系

IF 1.9 1区文学

Written Communication Pub Date : 2023-02-15 DOI: 10.1177/07410883221147523

Stephen M. Doolan

引用次数: 0

Historical Argumentation: Watching Historians and Teaching Youth 历史论证:观察历史学家与教育青年

IF 1.9 1区文学

Written Communication Pub Date : 2023-02-08 DOI: 10.1177/07410883221148679

J. Nokes, Susan De La Paz

{"title":"Historical Argumentation: Watching Historians and Teaching Youth","authors":"J. Nokes, Susan De La Paz","doi":"10.1177/07410883221148679","DOIUrl":"https://doi.org/10.1177/07410883221148679","url":null,"abstract":"In this article, we explore the uniqueness of argumentation within the field of history, considering whether historians’ processes in crafting an interpretive argument from inexact evidence might provide insights into processes vital for informed civic engagement and civil dialogue in democratic societies. We discuss the role of argumentation in history, taking both historian (expert) and student (novice) perspectives by considering what historical writing is and how it is produced, taught, and learned. Unlike other research on argumentative historical processes, we examine the role of dispositions that complement skills and enrich collaborations as historians grapple with historical problems together. We examine the role that dispositions and historical thinking skills play as students discuss evidence, plan for argumentative writing, and evaluate their peers’ ideas. We propose that the dispositions and skills involved in historians’ reading, writing, and thinking parallel the critical thinking needed for deliberative and collaborative reasoning about complex social issues. Finally, we explore how instruction and experience with deliberative collaboration within historical problem spaces may prepare students for meaningful civic engagement. We call for increased research on these potential connections.","PeriodicalId":47351,"journal":{"name":"Written Communication","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42178299","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: 3

Conceptualizing Dialogic Literary Argumentation: Inviting Students to Take a Turn in Important Conversations 对话文学论证的概念化：邀请学生在重要对话中轮流发言

IF 1.9 1区文学

Written Communication Pub Date : 2023-02-02 DOI: 10.1177/07410883221148680

Jennifer VanDerHeide, George E. Newell, A. Olsen

{"title":"Conceptualizing Dialogic Literary Argumentation: Inviting Students to Take a Turn in Important Conversations","authors":"Jennifer VanDerHeide, George E. Newell, A. Olsen","doi":"10.1177/07410883221148680","DOIUrl":"https://doi.org/10.1177/07410883221148680","url":null,"abstract":"Although authors often create literary texts in order to comment on issues of personhood and human relationships, reading and writing about literary texts in schools is often focused on close analysis of literary elements or exploration of one’s own experience with the text. Thus, students’ written arguments about literature typically do little work in the world toward understanding the human condition. In response, we argue for a theoretical and instructional framework of reading and writing about literature called Dialogic Literary Argumentation. Dialogic literary argumentation asks students and teachers to engage in reading, dialogue, and argumentative writing about how they and others make meaning out of literary texts, what the meaning says about what it means to be human together, and how we might act in and on the worlds in which we live. In this article, we explicate the various elements of this theoretical framework that situates the student’s literary argument within their own cognitive processes, social interactions in classroom events, and broader sociocultural contexts. Students’ composed arguments draw on multiple texts (the literary text, others in and beyond the classroom, their own experiences, the literary discipline, and the world), which are mediated by various classroom dialogues, scaffolds, and supports.","PeriodicalId":47351,"journal":{"name":"Written Communication","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41605867","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: 3

Lecturer, Language Tutor, and Student Perspectives on the Ethics of the Proofreading of Student Writing 讲师、语言导师和学生对学生写作校对伦理的看法

IF 1.9 1区文学

Written Communication Pub Date : 2023-01-30 DOI: 10.1177/07410883221146776

Nigel Harwood

{"title":"Lecturer, Language Tutor, and Student Perspectives on the Ethics of the Proofreading of Student Writing","authors":"Nigel Harwood","doi":"10.1177/07410883221146776","DOIUrl":"https://doi.org/10.1177/07410883221146776","url":null,"abstract":"Various forms of proofreading of student writing take place in university contexts. Sometimes writers pay freelance proofreaders to edit their texts before submission for assessment; sometimes more informal arrangements take place, where friends, family, or coursemates proofread. Such arrangements raise ethical questions for universities formulating proofreading policies: in the interests of fairness, should proofreading be debarred entirely or should it be permitted in some form? Using questionnaires and semistructured interviews, this article investigates where three university stakeholder groups stand on the ethics of proofreading. Content lecturers, English language tutors, and students shared their views on the ethics of various lighter-touch and heavier-touch proofreader interventions. All three parties broadly approved of more minor interventions, such as correcting punctuation, amending word grammar, and improving sentence structure. However, students were found to be more relaxed than lecturers and language tutors about the ethics of more substantial interventions at the level of content. There were outliers within each of the three groups whose views on proofreading were wide apart, underscoring the difficulty of formulating proofreading policies that would attract consensus across the academy. The article concludes by discussing the formulation and dissemination of appropriate, research-led proofreading guidelines and issues for further exploration.","PeriodicalId":47351,"journal":{"name":"Written Communication","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48408900","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: 1

Editor’s Note Editor’s音符

1区文学

Written Communication Pub Date : 2023-01-30 DOI: 10.1177/07410883221149649

引用次数: 0

Tracing the Influences of Praxis on the Development of an Open Corequisite Writing Textbook 实践对开放式精品写作教材开发的影响

IF 1.9 1区文学

Written Communication Pub Date : 2023-01-26 DOI: 10.1177/07410883221146550

D. Atkinson, Stacey Corbitt

{"title":"Tracing the Influences of Praxis on the Development of an Open Corequisite Writing Textbook","authors":"D. Atkinson, Stacey Corbitt","doi":"10.1177/07410883221146550","DOIUrl":"https://doi.org/10.1177/07410883221146550","url":null,"abstract":"Although retrospective project reports are common in the materials development literature, accounts of textbook writing sessions are rare; so too are accounts of open textbook production. Open textbooks are learning resources that are free to use and oftentimes adapt by virtue of their copyright permissions. The authors used concurrent verbalization and interviews to document writing episodes while preparing their first book, an open textbook devised for corequisite technical writing courses. Corequisite designs pair content courses with explicit skill-building modules as a means to support underprepared learners in higher education in the United States. Qualitative content analysis of the data revealed how teaching and other praxis influenced the open textbook’s composition: in the authors’ applications of technical writing principles, pedagogical reasoning skills, and nonteaching work. The findings may encourage open textbook writers to exploit their established composing practices and knowledge bases to proceed with textbook production. In addition, the article highlights the usefulness of concurrent verbalization to textbook research and identifies the various materials development opportunities open textbook projects provide. It also contributes to the underresearched area of textbook production by exposing the complexities of open textbook development and how two novice authors negotiated them during writing episodes.","PeriodicalId":47351,"journal":{"name":"Written Communication","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44242620","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 Process Feedback Based on Keystroke Logging and Comparison With Exemplars: Effects on the Quality and Process of Synthesis Texts 基于按键记录的写作过程反馈及其与示例的比较：对合成文本质量和过程的影响

IF 1.9 1区文学

Written Communication Pub Date : 2022-12-09 DOI: 10.1177/07410883221127998

N. Vandermeulen, E. Van Steendam, S. de Maeyer, Gert Rijlaarsdam

引用次数: 5

Writing Toward a Decolonial Option: A Bilingual Student’s Multimodal Composing as a Site of Translingual Activism and Justice 走向非殖民化选择的写作：一个双语学生的多模式写作作为翻译能动性和公正性的场所

IF 1.9 1区文学

Written Communication Pub Date : 2022-12-09 DOI: 10.1177/07410883221134640

Eunjeong Lee

引用次数: 2

Humanistic Knowledge-Making and the Rhetoric of Literary Criticism: Special Topoi Meet Rhetorical Action 人本主义知识创造与文学批评的修辞：修辞行为的特殊形态

IF 1.9 1区文学

Written Communication Pub Date : 2022-12-09 DOI: 10.1177/07410883221133290

S. Banting

{"title":"Humanistic Knowledge-Making and the Rhetoric of Literary Criticism: Special Topoi Meet Rhetorical Action","authors":"S. Banting","doi":"10.1177/07410883221133290","DOIUrl":"https://doi.org/10.1177/07410883221133290","url":null,"abstract":"This article examines the power of special topoi to characterize the discourse of literary criticism, and through emphasis on rhetorical action, it sheds light on the limitations of topos analysis for characterizing research articles in disciplinary discourse more generally. Using an analytical approach drawn both from studies of topoi in disciplinary discourse and rhetorical genre theory, I examine a representative corpus of 21st-century literary research articles. I find that while most of the special topoi recognized by Fahnestock and Secor and Wilder remain prevalent in recent criticism, contemporary literary critics tend to draw on only a select subset of those topoi when making claims about their rhetorical actions. The topoi they use most often—mistaken-critic and paradigm—help identify the ways knowledge-making work is undertaken in literary criticism, a discipline often considered epideictic rather than epistemic. But what the special topoi do not capture is precisely the distinctly motivated, actively epistemic character of this disciplinary rhetoric. Based on these findings, I suggest that special topoi must be seen as functioning in the context of the rhetorical action undertaken by literary research articles. These articles undertake not simply persuasion but the particularly humanistic act I refer to as contributing to scholarly understanding: a rhetorical action worth attending to for scholars of disciplinary discourse, because it is deliberately more concerned with practice than product.","PeriodicalId":47351,"journal":{"name":"Written Communication","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45944118","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: 1