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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
IF 0.2 Q2 Arts and Humanities Pub Date : 2019-11-01 DOI: 10.5842/57-0-809
H. Namakula, Maria Prozesky
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.
本文报道了一项正在进行的研究,该研究以南非一所大学的写作中心为基础,探讨嵌入式学术支持计划如何影响一年级B.Ed学生的学术素养实践。本文特别关注实施该计划的同行导师。我们的数据收集和分析方法以识字的社会文化理论和“话语第三空间”的概念为依据。导师对干预计划的话语重建被理解为揭示了干预如何作为第三空间发挥作用的动态。有目的地选择了同行导师进行研究;他们需要在干预计划中有至少一年的辅导和指导经验,五名同行导师同意参加。数据是通过音频录制的焦点小组访谈收集的,并对转录进行分析;数据被编码为意义单元,在递归过程中识别出研究理论框架所提供的关键主题、模式和类别。分析表明,导师将干预计划作为第三空间,利用学生的各种“知识和话语资金”(Moje,Ciechanowski,Kramer,Ellis,Carillo和Collazo,2004年),主要有三个结果。首先,由于学生的学习是脚手架式的,他们在不同空间、话语和资金之间导航的技能得到了提高,他们对围绕学术素养和课程内容的主流话语的认识论访问增加了。其次,教程的第三个空间为重塑主导话语提供了潜力,也为非殖民化转型提供了潜力。然而,第三,在相互竞争的知识基金之间工作的压力可能是抑制性的,而不是产生性的,从而导致“后殖民分裂”(Bhabha 1994)。如果我们要有意义地参与学术支持获取悖论,就必须认真对待教程第三空间产生的见解。
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引用次数: 0
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
IF 0.2 Q2 Arts and Humanities Pub Date : 2019-11-01 DOI: 10.5842/57-0-808
K. Moxley, Arlene Archer
Citation is fundamental in successfully constructing academic discourse. There has been much discussion concerning the considerable difficulties tertiary students experience when writing using sources, especially for those who speak English as an Additional Language. This paper interrogates the predominantly negative discourses that surround plagiarism, involving notions of honesty, integrity, punishment, trust, and deceit. These negative discourses tend to perpetuate hierarchical and impenetrable spaces in higher education. Drawing on our experiences in South African writing centres, and using key concepts from academic literacies, this paper explores ways of addressing plagiarism that can serve to empower students, including developing academic voice through citation, acknowledging “mimicry” as part of writing development, and developing critical thinking.
引文是成功构建学术话语的基础。关于大学生在使用资料写作时遇到的相当大的困难,特别是对于那些将英语作为附加语言的人来说,已经有了很多讨论。这篇论文询问了围绕抄袭的主要消极话语,涉及诚实、正直、惩罚、信任和欺骗的概念。这些消极的话语倾向于在高等教育中延续等级和难以穿透的空间。根据我们在南非写作中心的经验,并利用学术素养中的关键概念,本文探讨了解决剽窃问题的方法,这些方法可以增强学生的能力,包括通过引用来发展学术话语权,承认“模仿”是写作发展的一部分,以及发展批判性思维。
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引用次数: 0
Writing centre consultants as critical friends 写作中心的顾问是重要的朋友
IF 0.2 Q2 Arts and Humanities Pub Date : 2019-11-01 DOI: 10.5842/57-0-817
Janine E. Carlse
“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.
“批判性朋友”是一个广泛用于专业发展、教师教育和评估环境的术语。Costa和Kallick(1993)将其定义为一个值得信赖的人,他向研究人员提出挑衅性的问题,在需要时提供另一种观点,并将研究人员的工作视为朋友而非对手来批评。这篇理论论文旨在发起一场对话,探讨如何阐述写作顾问作为批判性朋友的角色,为学生作家开辟探索和赋权的大学写作中心,帮助他们培养学术思维和声音。写作顾问的工作,主要是作为一个批判性的朋友,将是积极倾听并提出问题,同时就学生作家的能力提供建议和保证,促进信任,同时帮助学生作家开发推理工具,从而获得表达论点的自由和信心。我研究了将大学写作中心定义为促进与批判性朋友进行信任对话的空间,如何鼓励学生作家以不同的方式思考自己的任务,帮助他们克服障碍,找到自己的学术声音,从而在大学取得成功。通过扮演批判性朋友的角色,写作顾问作为学生作家作品成功的倡导者,提供了不同寻常的机会来建立支持关系,考虑到个别学生作家的学术历程,促进自我反思,而不是简单地指导学生作家完成手头的任务。此外,作为一个关键的朋友,这种参与有可能改变人们对写作中心提供的支持的性质、价值和目的的看法。
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引用次数: 2
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
IF 0.2 Q2 Arts and Humanities Pub Date : 2019-11-01 DOI: 10.5842/57-0-816
Emure Kadenge, L. Dison, Wacango Kimani, H. Namakula
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.
南非大学的写作中心历来是高等教育中不太受认可的结构,在很大程度上被认为是大学核心职能的“旁站”。由于缺乏承认,写作中心占据了大学内有辱人格的物理空间,这对写作中心工作的全部潜力产生了负面影响。这项叙述性研究聚焦于三位研究生写作顾问的经历,并报告了威茨教育学院(WSoE)写作中心如何发挥作用,从教育学院的边缘地位转变为接触学生,并对他们的需求做出更大的回应。尽管积极主动在WSoE取得了许多教学成果,但写作中心也不得不应对各种个人和运营紧张局势,如员工和学生的赤字观念,以及学生对写作问题会立即得到解决的不切实际的期望。然而,这些挑战为写作中心的发展创造了机会,因为它为顾问从一般写作咨询转向特定内容写作发展开辟了新的途径。改变后的模式对写作中心顾问的培训和教学以及他们作为学生和导师的身份产生了影响。这篇文章深入了解了写作中心如何利用其代理机构在大学中占据更有意义的空间和位置,并加强学术素养支持,同时为写作顾问提供增加奖学金的机会。
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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
IF 0.2 Q2 Arts and Humanities Pub Date : 2019-11-01 DOI: 10.5842/57-0-818
Collium Banda
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.
这篇文章批判性地反思了写作中心如何应对这样一种观念,即他们的主要角色是处理在写作中挣扎的学生。这一批判性反思集中在以下问题上:写作中心如何挑战这样一种观点,即它们的存在主要是为了帮助那些在大学水平上挣扎或缺乏学术写作技能的学生?这个问题是从写作咨询作为一个身份转变过程的理论框架来回答的。文章将写作咨询作为终身写作的指导过程,描述了作者的学生经历,他们将写作中心视为缺乏良好写作技能的学生的地方。这篇文章进一步探讨了可以采取的一些措施,以消除写作中心的污名化,并将其宣传为身份改变和赋权的场所。文章设想,当写作咨询被视为一个指导过程时,写作中心可能会吸引更多的大学人口,甚至是那些通常认为没有必要咨询写作中心的有能力的作家。
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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
IF 0.2 Q2 Arts and Humanities Pub Date : 2019-11-01 DOI: 10.5842/57-0-807
Puleng Sefalane-Nkohla, Thembinkosi Mtonjeni
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.
几十年来,写作中心的从业者一直在争论和抗议他们的教学空间的贬低特征。开普半岛科技大学(CPUT)的写作中心一直被认为是“诊所”、“实验室”、“修理店”和“消除学生作文缺陷的补救机构”(Archer和Parker 2016, Drennan 2017, Moore 1950, North 1984)。尽管写作中心的实践者和理论家将这些中心描述为培养和提高学生的智力和语言能力的中心,以便参与和掌握学科素养和体裁,同时促进教育项目的转型,但这种价值往往被CPUT的讲师和学生误解为专注于提高语法能力。本文旨在以科技大学为背景,探讨如何将写作中心重新定义为一个具有独特转型教学法的空间。在学术素养方法(Lea and Street, 1998)的支持下,本研究将我们的写作中心运作的机构空间视为“构成话语和权力的场所”。研究的目的是确定使用CPUT写作中心的学生是如何看待它的。采用混合方法,研究人员寻求以下两个问题的答案:(i) CPUT写作中心如何配置以支持科技大学的学习?以及(ii)学生如何形容中央理工大学写作中心是一个拥有独特教学法的学习空间?这篇文章报告了学生们对写作中心作为西开普省一所科技大学(CPUT)学习空间的看法和假设。它还研究了一个独特配置的学习空间的排列,其属性对话的影响,以及它被(错误地)视为一个变革机构的程度。
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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
IF 0.2 Q2 Arts and Humanities 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
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.
长期以来,听力一直被认为是写作中心实践的特征,也是写作中心哲学的核心。这份反思性进展报告认为,这种倾听也是大学范围内写作强化课程写作计划的生成文化,只有在课程的各个层面不断建模,这种文化才能得到体现和维持。为了模仿我们的教学内容,我们需要将倾听融入到课程的流程和结构中,也融入到课堂中。通过本文受邀共同作者的来信,提供了积极倾听在教授和写作研究员之间的教学对话中的生成能力的快照;讲师、写作同仁及学生;在他们制定课程计划时,作为一个团队来写作。积极倾听被理解为一种对多重同时意义的关注,因此是复杂思维和写作所必需的一种训练。Edward Said(2013)将这种对同时性的关注描述为人文主义批判素养的关键,这不仅促进了学生和教师的参与,而且也是发展公民学者的政治承诺。在Wits写作计划中,对同时性的关注代表了教学和学习的原则,写作的目标,以及该计划建设的指导价值。
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引用次数: 4
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”
IF 0.2 Q2 Arts and Humanities Pub Date : 2019-11-01 DOI: 10.5842/57-0-813
Sherran Clarence
Writing centres are a well-established aspect of student academic support in many universities around the world. As much as there is significant commonality in their espoused ways of working, and theoretical and ontological underpinnings, writing centres work in a diverse range of national and institutional contexts. At times, the pressures from their contexts – both ideological and practical – can work to shape the day-to-day nature of writing centre work that moves away from, rather than towards, their espoused ways of working. This gap between “theory” and “practice” in writing centres is the focus of this paper. The paper argues that acknowledging and characterising the nature of this gap in different writing centre contexts is vital, and needs to be taken on honestly and critically. This may better enable writing centres to act more consciously as a “critical conscience” in university spaces increasingly vulnerable to narrow, uncritical notions of ‘safe’ spaces for student development and growth.
在世界各地的许多大学里,写作中心是学生学术支持的一个公认方面。尽管写作中心所支持的工作方式以及理论和本体论基础有着显著的共性,但它们在不同的国家和机构背景下工作。有时,来自他们背景的压力——包括意识形态和实践——会影响写作中心工作的日常性质,使其远离而不是走向他们所支持的工作方式。写作中心的“理论”与“实践”之间的差距是本文的重点。本文认为,在不同的写作中心背景下,承认和描述这种差距的性质至关重要,需要诚实和批判性地对待。这可能会更好地使写作中心在大学空间中更有意识地充当“批判性良知”,因为大学空间越来越容易受到学生发展和成长的“安全”空间的狭隘、不加批判的观念的影响。
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引用次数: 3
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
IF 0.2 Q2 Arts and Humanities Pub Date : 2019-11-01 DOI: 10.5842/57-0-804
R. Richards, Anne-Mari Lackay, Selene Delport
A writing center cannot define itself as a space—we’re often kicked out of our spaces. It’s not a pedagogy. We’re always re-articulating our pedagogy. It’s certainly not an academic department. It crosses all disciplines. A writing center does not produce a text—the texts in writing centers are unfinished. And we don’t own the texts our students create; those texts are cross-curricular, cross-linguistic, cross-discursive. (Sunstein 1998: 8–9)
写作中心不能将自己定义为一个空间——我们经常被踢出我们的空间。这不是教育学。我们总是在重新阐述我们的教学法。它当然不是一个学术部门。它跨越了所有学科。写作中心不会产生文本——写作中心的文本是未完成的。我们不拥有学生创作的文本;这些文本是跨课程的、跨语言的、跨话语的。(Sunstein 1998:8-9)
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引用次数: 2
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
IF 0.2 Q2 Arts and Humanities Pub Date : 2019-09-17 DOI: 10.5842/56-0-799
Lize Alberts
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.
本文考虑了自然语言处理技术在实现人与计算机之间开放和自然(类人)交互方面的剩余障碍。尽管人工智能(AI)系统在这一领域取得了长足的进步,特别是随着深度学习架构的发展,这些架构将表层统计方法提升到了更高的复杂程度,但这些系统仍然无法进行深入的语义分析、可靠的翻译,也无法为开放式问题生成丰富的答案。我考虑如何从我们的角度促进这一过程,首先,如果我们要继续采用统计方法,通过改变我们现有的一些语言惯例(这可能是自然发生的),其次,通过考虑使用形式化的人工语言作为辅助媒介的可能性,因为它可以避免许多固有的模糊性和不规则性,这些模糊性和规则性使得使用基于规则的方法处理自然语言变得困难。由于目前的系统主要以英语为基础,我认为正式辅助语言不仅是一种更简单、更可靠的计算机处理媒介,而且还可能提供一种更中性、更容易学习的通用语言,将来自不同语言背景的人团结在一起,而不一定有人占上风。
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引用次数: 0
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