Search Results for "writing-studies-research-in-practice"

Writing Studies Research in Practice

Writing Studies Research in Practice

Methods and Methodologies

  • Author: Lee Nickoson,Mary P Sheridan
  • Publisher: SIU Press
  • ISBN: 0809331152
  • Category: Language Arts & Disciplines
  • Page: 289
  • View: 6101
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An essential reference for students and scholars exploring the methods and methodologies of writing research. What does it mean to research writing today? What are the practical and theoretical issues researchers face when approaching writing as they do? What are the gains or limitations of applying particular methods, and what might researchers be overlooking? These questions and more are answered by the writing research field’s leading scholars in Writing Studies Research in Practice: Methods and Methodologies. Editors Nickoson and Sheridan gather twenty chapters from leaders in writing research, spanning topics from ethical considerations for researchers, quantitative methods, and activity analysis to interviewing and communitybased and Internet research. While each chapter addresses a different subject, the volume as a whole covers the range of methodologies, technologies, and approaches—both old and new—that writing researchers use, and examines the ways in which contemporary writing research is understood, practiced, and represented. An essential reference for experienced researchers and an invaluable tool to help novices understand research methods and methodologies, Writing Studies Research in Practice includes established methods and knowledge while addressing the contemporary issues, interests, and concerns faced by writing researchers today.

Practicing Research in Writing Studies

Practicing Research in Writing Studies

Reflexive and Ethically Responsible Research

  • Author: Katrina M. Powell,Pamela Takayoshi
  • Publisher: Hampton Press (NJ)
  • ISBN: 9781612890890
  • Category: Language Arts & Disciplines
  • Page: 431
  • View: 5384
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Reaearch practices much like literacy and writing themselves are shaped by and responsive to context. Contemporary research methodologists ahve increasingly called upon researchers to be explicitly and systematically reflexive about their practices. As writing researchers have begun untangling the complexities of ethical research practice, new practices have developed and new issues have arisen. This volume contributes to the continuing examination and development of ethically responsible, self-reflexive and systematic research on wirting. With a look toward the ways diffreactive methodology can inform our self-reflexitivity this volume highlights particular ways o looking back and forward, as ways to complicate our practices in the moment. The volume includes chapters focused on theories of research, research and institutional practices and reflexive/diffractive research practices.

Creative Writing Studies

Creative Writing Studies

Practice, Research and Pedagogy

  • Author: Graeme Harper,Jeri Kroll
  • Publisher: Multilingual Matters
  • ISBN: 184769019X
  • Category: Language Arts & Disciplines
  • Page: 169
  • View: 9424
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Here creative writers who are also university teachers monitor their contribution to this popular discipline in essays that indicate how far it has come in the USA, the UK and Australia.

Research Methods in Creative Writing

Research Methods in Creative Writing

  • Author: Jeri Kroll,Graeme Harper
  • Publisher: Macmillan International Higher Education
  • ISBN: 1137272538
  • Category: Language Arts & Disciplines
  • Page: 248
  • View: 618
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A guide to the modes and methods of Creative Writing research, designed to be invaluable to university staff and students in formulating research ideas, and in selecting appropriate strategies. Creative writing researchers from around the globe offer a selection of models that readers can explore and on which they can build.

Research in Technical Communication

Research in Technical Communication

  • Author: Laura J. Gurak,Mary M. Lay
  • Publisher: Greenwood Publishing Group
  • ISBN: 9781567506655
  • Category: Language Arts & Disciplines
  • Page: 266
  • View: 2565
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This cutting-edge collection of essays outlines foundational principles of a range of methodologies in technical communication, reflecting on the process of importing and employing these methodologies into technical communication research. Written by noted scholars in the field and presenting a wide range of research methods, the book combines theory and practice in a way that will prove invaluable to technical communicators and beginning scholars alike.

Institutional Ethnography

Institutional Ethnography

A Theory of Practice for Writing Studies Researchers

  • Author: Michelle LaFrance
  • Publisher: Utah State University Press
  • ISBN: 9781607328667
  • Category: Language Arts & Disciplines
  • Page: 176
  • View: 3417
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Michelle LaFrance introduces the theories, rhetorical frames, and methods that ground and animate institutional ethnography.

Research in Basic Writing

Research in Basic Writing

A Bibliographic Sourcebook

  • Author: Michael G. Moran,Martin James Jacobi
  • Publisher: Greenwood Publishing Group
  • ISBN: 9780313255649
  • Category: Business & Economics
  • Page: 259
  • View: 8892
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This reference handbook surveys research on the central issue associated with the teaching of unprepared writers. Though basic writing has only been recognized as a distinct area of teaching and research since 1975, the existing bibliographic texts already seem limited due to their age or lack of annotation. This volume provides current and extensive bibliographic essays and will help to define this new field of study for teachers and researchers. Following an introduction that summarizes the origins and significant texts in basic writing, the book is divided into three sections, Social Science Perspectives, Linguistic Perspectives, and Pedagogical Perspectives. The first section, which contains three essays, views the field through the lens of social, psychological, and political issues. The second section, also containing three essays, examines contributions made from studies of grammar, dialects, and second-language acquisition. The third section, in its four essays, focuses on the design, development, administration, and evaluation of basic writing courses, the use of computers in basic writing classrooms, the role of the writing lab, and the preparation of basic writing teachers. An appendix that reviews current textbooks for basic writing courses is also included, as well as an index. This book will be a valuable resource for teachers of basic writing, in education courses and workshops that train teachers and tutors, and in fields such as linguistics, technical writing, and Teaching English as a Second Language. It will also be an important addition to public and university libraries and many education programs.

Effective Learning and Teaching of Writing

Effective Learning and Teaching of Writing

A Handbook of Writing in Education

  • Author: Gert Rijlaarsdam,Huub Bergh,Michel Couzijn
  • Publisher: Springer Science & Business Media
  • ISBN: 1402027397
  • Category: Education
  • Page: 670
  • View: 8330
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Effective Learning and Teaching of Writing is a handbook on research on the effective teaching and learning of writing. It is a reference for researchers and educators in the domain of written composition in education. Effective Learning and Teaching of Writing covers all age ranges and school settings and it deals with various aspects of writing and text types. Research methodology varies from experimental studies to reflective classroom practitioners’ research. This new volume in the series Studies in Writing brings together researchers from all kinds of disciplines involved in writing research and countries in their endeavour to improve the teaching of written composition. It is the result of co-operation of researchers all over the world and shows that in spite of the differences in educational regions over the world, research in writing shares similar problems, and tries to find answers, and generate new questions. The body of knowledge in this volume will inspire researchers and teachers to improve research and practice.

IELTS Collected Papers

IELTS Collected Papers

Research in Speaking and Writing Assessment

  • Author: Lynda B. Taylor,Peter Falvey
  • Publisher: Cambridge University Press
  • ISBN: 0521542480
  • Category: Foreign Language Study
  • Page: 507
  • View: 8910
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This volume brings together a set of ten IELTS-related research studies - four on Speaking and six on Writing - conducted between 1995 and 2001. The ten studies were funded under the auspices of the British Council/IELTS Australia Joint-funded Research Program which promotes research activity among IELTS test stakeholders around the world. Findings from the studies provided valuable evidence on the validity, reliability, impact and practicality of the IELTS test; they were also instrumental in highlighting aspects needing attention, and so directly informed the revised design and implementation of the IELTS Speaking and Writing Modules introduced in 2001 and 2005. The volume reviews and comments on the specific contribution of each study to the ongoing process of IELTS speaking and writing test development; it also evaluates the range of research methodologies used in the projects and discusses their usefulness for researchers working in the broader field of performance assessment.

Writing as a Learning Tool

Writing as a Learning Tool

Integrating Theory and Practice

  • Author: Päivi Tynjälä,L. Mason,K. Lonka
  • Publisher: Springer Science & Business Media
  • ISBN: 9401007403
  • Category: Education
  • Page: 219
  • View: 6278
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This book is an outstanding account of the current state of using writing in service of learning. It presents psychological and educational foundations of writing across the curriculum movement and describes writing-to-learn practices implemented at different levels of education. It provides concrete applications and ideas about how to enhance student learning by means of writing. It is useful for educators, curriculum developers, psychologists, cognitive scientists, writing researchers, and teachers.

Key Issues in Creative Writing

Key Issues in Creative Writing

  • Author: Dianne Donnelly,Prof. Graeme Harper
  • Publisher: Multilingual Matters
  • ISBN: 1847698492
  • Category: Language Arts & Disciplines
  • Page: 232
  • View: 3594
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Key Issues in Creative Writing explores a range of important issues that inform the practice and understanding of creative writing. The collection considers creative writing learning and teaching as well as creative writing research. Contributors target debates that arise because of the nature of creative writing. These experts – from the UK, USA and Australia – specifically examine creative writing as a subject in universities and colleges and discuss both the creative knowledge and the critical understanding informing the subject and its future. Finally, this volume suggests ways in which addressing current issues will produce significant disciplinary knowledge that will contribute to the success of creative writing in current and future academic environments.

Writing in the Workplace

Writing in the Workplace

New Research Perspectives

  • Author: Rachel Spilka
  • Publisher: SIU Press
  • ISBN: 9780809321858
  • Category: Education
  • Page: 332
  • View: 1460
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Rachel Spilka brings together nineteen previously unpublished essays concerned with ways in which recent research on workplace writing can contribute to the future direction of the discipline of technical and professional writing. Hers is the first anthology on the social perspective in professional writing to feature focused discussions of research advances and future research directions. The workplace as defined by this volume is a widely diverse area that encompasses small companies and large corporations, public agencies and private firms, and a varied population of writers—engineers, managers, nurses, social workers, government employees, and others. Because much research has been conducted on the relationship between workplace writing and social contexts since the ground~breaking 1985 publication of Odell and Goswami’s Writing in Nonacademic Settings, Spilka contends that this is an appropriate time for the professional writing community to consider what it has learned to date and where it should be heading next in light of these recent discoveries. She argues that now professional writers should try to ask better questions and to define new directions. Spilka breaks the anthology into two parts. Part 1 is a collection of ten essays presenting textual and qualitative studies conducted by the authors in the late l980s on workplace writing. Spilka has chosen these studies as representative of the finest research being conducted in professional writing that can serve as models for current and future researchers in the field. Barbara Couture, Jone Rymer, and Barbara Mirel report on surveys they conducted relying on the social perspective both to design survey instruments and to analyze survey data. Jamie MacKinnon assesses a qualitative study describing what workplace professionals might need to learn about social contexts and workplace writing. Susan Kleimann and editor Rachel Spilka discuss multiple case studies they conducted that help explain the value during the composing process of social interaction among the participants of a rhetorical situation. Judy Z. Segal explores the negotiation between the character of Western medicine and the nature of its professional discourse. Jennie Dautermann describes a qualitative study in which a group of nurses "claimed the authority to restructure their own procedural information system." Anthony Paré finds in a case study of social workers that writing can be constrained heavily by socially imposed limitations and restrictions. Graham Smart describes a study of discourse conventions in a financial institution. Geoffrey A. Cross reports on a case study of the interrelation of genre, context, and process in the group production of an executive letter and report. Part 2 includes nine essays that assess the implications of recent research on workplace writing on theory, pedagogy and practice, and future research directions. Mary Beth Debs considers research implications for the notion of authorship. Jack Selzer explores the idea of intertextuality. Leslie A. Olson reviews the literature central to the concept of a discourse community. James A. Reither suggests that writing-as-collaboration in the classroom focuses "more on the production of texts to be evaluated than on ways in which texts arise out of other texts." Rachel Spilka continues Reither’s discussion of how writing pedagogy in academia might be revised with regard to the social perspective. Patricia Sullivan and James E. Porter respond to the debate about the authority of theory versus that of practice on researchers’ notions of methodology. Mary Beth Debs considers which methods used in fields related to writing hold promise for research in workplace writing. Stephen Doheny-Farina discusses how some writing researchers are questioning the underlying assumptions of traditional ethnography. Finally, Tyler Bouldin and Lee Odell suggest future directions for the research of workplace writing.

Exploring the Dynamics of Second Language Writing

Exploring the Dynamics of Second Language Writing

  • Author: Barbara Kroll
  • Publisher: Cambridge University Press
  • ISBN: 9780521529839
  • Category: Foreign Language Study
  • Page: 342
  • View: 430
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The book addresses issues in the field of teaching academic writing to non-native speakers. This book provides a series of discussions about multiple aspects of second language writing, presenting chapters that collectively address a range of issues that are important to new teachers at the post-secondary level. The 13 chapters provide scholarly visions, insight, and interpretation, oriented toward explaining the field of teaching academic writing to non-native speakers. The book is designed to provide foundational content-knowledge in this area, with each chapter authored by recognized experts in the field. In addition to helping train new teachers, the book will serve as an updated reference book for practicing teachers and scholars to consult.

Educational Research in Practice

Educational Research in Practice

  • Author: Joanna Swann,John Pratt
  • Publisher: A&C Black
  • ISBN: 0826432743
  • Category: Education
  • Page: 240
  • View: 2793
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Offering valuable insights into the education and social research community, eight researchers representing contrasting approaches-from the United Kingdom, New Zealand and North America-explain what they do, why they do it, its methodological basis, and perceived outcomes. Main themes are then analyzed and discussed by the editors, both experienced teachers of research methodology and methods.

Apocryphal and Literary Influences on Galway Diasporic History

Apocryphal and Literary Influences on Galway Diasporic History

  • Author: Gay Lynch
  • Publisher: Cambridge Scholars Publishing
  • ISBN: 1443826103
  • Category: Language Arts & Disciplines
  • Page: 260
  • View: 9915
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Apocryphal and Literary Influences on Galway Diasporic History establishes that apocryphal stories, in all their transformations, contribute to collective memory. Common characteristics frame their analysis: irreducible and enduring elements, often embedded in archetypal drama; lack of historical verification; establishment in collective memory; revivals after periods of dormancy; subjection to political and economic manipulation; implicit speculation; and literary transformations. This book contextualises Unsettled, an Australian novel about a convict play, derived from the Irish apocryphal story of The Magistrate of Galway, and documents previously unpublished primary material, including apocryphal stories passed through generations of descendents of settlers, Martin and Maria Lynch, and The Hibernian Father, a play by Irish convict, Edward Geoghegan. It puts forward new hypotheses: that the Irish hero Cuchulain may have provided a template for the archetypal and apocryphal story of the Magistrate of Galway; that disgraced Trinity College medical student and aspiring writer, Edward Geoghegan, enacted and recounted the same father-son archetypal conflict when he was transported to Botany Bay in 1839, and wrote the The Hibernian Father based on the Magistrate of Galway; that working-class Irish families were marginalised in South-east South Australian historical records; that oral apocryphal Lynch stories may be true; that Kate Grenville’s The Secret River (2006) offers an alternative history of the Hawkesbury River settlement, by some definitions apocryphal. The mystery of Geoghegan’s disappearance is solved, and knowledge about his life increased. French theorist Gerard Genette’s notion, advanced in Palimpsests: Literature in the Second Degree (1997), of all novels being transtextual, provides a model for the analysis of relationships between these key apocryphal texts.

Naming What We Know

Naming What We Know

Threshold Concepts of Writing Studies

  • Author: Linda Adler-Kassner,Elizabeth Wardle
  • Publisher: University Press of Colorado
  • ISBN: 0874219906
  • Category: Language Arts & Disciplines
  • Page: 256
  • View: 4584
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Naming What We Know examines the core principles of knowledge in the discipline of writing studies using the lens of “threshold concepts”—concepts that are critical for epistemological participation in a discipline. The first part of the book defines and describes thirty-seven threshold concepts of the discipline in entries written by some of the field’s most active researchers and teachers, all of whom participated in a collaborative wiki discussion guided by the editors. These entries are clear and accessible, written for an audience of writing scholars, students, and colleagues in other disciplines and policy makers outside the academy. Contributors describe the conceptual background of the field and the principles that run throughout practice, whether in research, teaching, assessment, or public work around writing. Chapters in the second part of the book describe the benefits and challenges of using threshold concepts in specific sites—first-year writing programs, WAC/WID programs, writing centers, writing majors—and for professional development to present this framework in action. Naming What We Know opens a dialogue about the concepts that writing scholars and teachers agree are critical and about why those concepts should and do matter to people outside the field.

Clinical Research in Practice: A Guide for the Bedside Scientist

Clinical Research in Practice: A Guide for the Bedside Scientist

  • Author: Janet Houser,Joanna L. Bokovoy
  • Publisher: Jones & Bartlett Publishers
  • ISBN: 1449666787
  • Category: Medical
  • Page: 277
  • View: 5174
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Clinical Research in Practice: A Guide for the Bedside Scientist is a straightforward guide to reading, evaluating, and using research in these clinical settings. The text helps the bedside scientist take a study from question to design to practice.

Learning to Write, Writing to Learn

Learning to Write, Writing to Learn

Theory and Research in Practice

  • Author: Roselmina Indrisano,Jeanne R. Paratore
  • Publisher: International Reading Assoc.
  • ISBN: 9780872075764
  • Category: Education
  • Page: 245
  • View: 4428
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The book covers writing development in different learning contexts to help you implement excellent instruction suited to your particular K-12 classroom

Traditions of Writing Research

Traditions of Writing Research

  • Author: CHARLES BAZERMAN,Robert Krut,KAREN LUNSFORD,Susan McLeod,Suzie Null,Paul Rogers,Amanda Stansell
  • Publisher: Routledge
  • ISBN: 113584996X
  • Category: Language Arts & Disciplines
  • Page: 464
  • View: 2768
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Traditions of Writing Research reflects the different styles of work offered at the Writing Research Across Borders conference. Organized by Charles Bazerman, one of the pre-eminent scholars in writing studies, the conference facilitated an unprecedented gathering of writing researchers. Representing the best of the works presented, this collection focuses solely on writing research, in its lifespan scope bringing together writing researchers interested in early childhood through adult writing practices. It brings together differing research traditions, and offers a broad international scope, with contributor-presenters including top international researchers in the field The volume's opening section presents writing research agendas from different regions and research groups. The next section addresses the national, political, and historical contexts that shape educational institutions and the writing initiatives developed there. The following sections represent a wide range of research approaches for investigating writing processes and practices in primary, secondary, and higher education. The volume ends with theoretical and methodological reflections. This exemplary collection, like the conference that it grew out of, will bring new perspectives to the rich dialogue of contemporary research on writing and advance understanding of this complex and important human activity.

Writing Groups for Doctoral Education and Beyond

Writing Groups for Doctoral Education and Beyond

Innovations in practice and theory

  • Author: Claire Aitchison,Cally Guerin
  • Publisher: Routledge
  • ISBN: 1135049149
  • Category: Education
  • Page: 240
  • View: 1448
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Writing is the principal means by which doctoral candidature is monitored and measured; this, combined with the growing tendency to use publications as proxy measures of individual and institutional productivity, underlines the centrality of writing in academia. One of the central questions for scholars in higher education, therefore, is ‘How do we make writing happen?’, and it is this question which the book seeks to answer. The book provides detailed illustrations of collaborative writing pedagogies which are powerfully enabling, and through theoretical and conceptual interrogation of these practices, the authors point the way for individuals as well as institutions to establish writing groups that are lively, responsive and context-specific. Key topics include: new pedagogical responses for increased writing productivity and the ‘push to publish’; innovations for supporting academic writing quality, confidence and output; scaffolding the thesis writing process; new theoretical explorations of collaborative writing approaches; writing group formulations and pedagogical approaches; writing groups for non-native speakers of English; writing as women in higher education. A particular strength of this book is that it showcases the potential of writing groups for advanced academic writing by pulling together a unique mix of authors and scholarly approaches, representing a wide range of new theoretical and pedagogical frames from diverse countries. Writing Groups for Doctoral Education and Beyond will be attractive to academics seeking new ways to advance their writing productivity, doctoral students, their supervisors and those who are tasked with the job of supporting them through the completion and dissemination of their research.