C. Chang, Kelly J. Cunningham, H. M. Satar, Carola Strobl
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.
{"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}
{"title":"Outside the box: Incorporating high stakes creative writing assignments into non-major literature courses, a case study","authors":"Suzanne Cope","doi":"10.1558/WAP.29618","DOIUrl":"https://doi.org/10.1558/WAP.29618","url":null,"abstract":"","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":"14 1","pages":"353-367"},"PeriodicalIF":0.3,"publicationDate":"2017-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91273091","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}
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
{"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}
{"title":"Tackling text types through grammar","authors":"Elizabeth M. O'Dowd","doi":"10.1558/WAP.31813","DOIUrl":"https://doi.org/10.1558/WAP.31813","url":null,"abstract":"","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":"432 1","pages":"331-352"},"PeriodicalIF":0.3,"publicationDate":"2017-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82873852","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}
{"title":"Learner revision practices and perceptions of peer and teacher feedback","authors":"R. Ruegg","doi":"10.1558/WAP.33157","DOIUrl":"https://doi.org/10.1558/WAP.33157","url":null,"abstract":"","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":"14 1","pages":"275-300"},"PeriodicalIF":0.3,"publicationDate":"2017-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87752051","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}
{"title":"Language use in social network sites: The influence of orality in the digital writing of Mexican bilinguals","authors":"M. Christiansen","doi":"10.1558/wap.30281","DOIUrl":"https://doi.org/10.1558/wap.30281","url":null,"abstract":"","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":"387 1","pages":"369-392"},"PeriodicalIF":0.3,"publicationDate":"2017-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77433770","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}
The emergence of the knowledge society, increased global-local migration flows, the explosion of social media and disparate regional power and resource shifts, including conflicts in the new millen ...
{"title":"Going beyond oral-written-signed-irl-virtual divides. Theorizing languaging from mind-as-action perspectives","authors":"Sangeeta Bagga-Gupta","doi":"10.1558/WAP.27046","DOIUrl":"https://doi.org/10.1558/WAP.27046","url":null,"abstract":"The emergence of the knowledge society, increased global-local migration flows, the explosion of social media and disparate regional power and resource shifts, including conflicts in the new millen ...","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":"179 1","pages":"49-75"},"PeriodicalIF":0.3,"publicationDate":"2017-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80034252","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}
{"title":"Advancing Research on Speaking and Writing: Pedagogical Possibilities","authors":"R. Horowitz","doi":"10.1558/WAP.33843","DOIUrl":"https://doi.org/10.1558/WAP.33843","url":null,"abstract":"Rosalind Horowitz introduces this special issue of Writing and Pedagogy on \"Orality and Literacy in the 21st Century: Prospects for Writing Pedagogy\".","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":"34 1","pages":"1–13-1–13"},"PeriodicalIF":0.3,"publicationDate":"2017-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78259040","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}
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