Grounded in the work of Ong’s (1982) theory of the ‘internalization of the technology of writing’ (p. 437), this study sought to understand the application of oral language skills to writing. Contextualized in a South Texas urban setting, five elementary students participated in an after-school book club over the course of six months. During this time, the participants engaged in discursive activities in the form of response sheets, discussions, communal meaning statements, and reflective journal entries. Using seminal research by Elbow (1985) that supports how writing is similar to speech, findings showed that seven of the nine characteristic features of speech were also evident in the writing acts engaged by the participants. Those characteristics were: spontaneity; responding, replying, and two-way communication; voice, participation in meaning making; and organization and structure. This context for writing removed many of the threats commonly associated with the traditional unidirectional approach to writing. Overall, the participants merged the speech acts into the writing acts, moving seamlessly through the processes of communication.
{"title":"Developing fluency in writing: How features of speech can support acts of writing","authors":"Estanislado S. Barrera","doi":"10.1558/WAP.26555","DOIUrl":"https://doi.org/10.1558/WAP.26555","url":null,"abstract":"Grounded in the work of Ong’s (1982) theory of the ‘internalization of the technology of writing’ (p. 437), this study sought to understand the application of oral language skills to writing. Contextualized in a South Texas urban setting, five elementary students participated in an after-school book club over the course of six months. During this time, the participants engaged in discursive activities in the form of response sheets, discussions, communal meaning statements, and reflective journal entries. Using seminal research by Elbow (1985) that supports how writing is similar to speech, findings showed that seven of the nine characteristic features of speech were also evident in the writing acts engaged by the participants. Those characteristics were: spontaneity; responding, replying, and two-way communication; voice, participation in meaning making; and organization and structure. This context for writing removed many of the threats commonly associated with the traditional unidirectional approach to writing. Overall, the participants merged the speech acts into the writing acts, moving seamlessly through the processes of communication.","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2017-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77471204","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}
Literacy education, especially writing in US secondary schools, suffers for its detachment from the breadth of social purposes for which literacy is required and in which literacy is developed. Complex forms of cultural communication are best learned in conjunction with creative, productive, action sanctioned through authentic social connections. Orality offers clues to the development of practice-oriented literacy education that can help contextualize emerging interest in disciplinary literacy within broader cultural worlds that give us practical reasons and rules. This paper presents four cases of practice-oriented communication, which encompass a broad set of communities of practice. They offer multiple avenues for thinking about the role of practice and oral communication in teaching writing as a twenty-first-century literacy. Discussion of the cases suggests opportunities for instruction in situated, contingent, and emergent twenty-first-century literacies.
{"title":"Orality as cultural action: Contributions to literacy","authors":"George L. Boggs, R. Duarte, J. Manglitz","doi":"10.1558/WAP.22200","DOIUrl":"https://doi.org/10.1558/WAP.22200","url":null,"abstract":"Literacy education, especially writing in US secondary schools, suffers for its detachment from the breadth of social purposes for which literacy is required and in which literacy is developed. Complex forms of cultural communication are best learned in conjunction with creative, productive, action sanctioned through authentic social connections. Orality offers clues to the development of practice-oriented literacy education that can help contextualize emerging interest in disciplinary literacy within broader cultural worlds that give us practical reasons and rules. This paper presents four cases of practice-oriented communication, which encompass a broad set of communities of practice. They offer multiple avenues for thinking about the role of practice and oral communication in teaching writing as a twenty-first-century literacy. Discussion of the cases suggests opportunities for instruction in situated, contingent, and emergent twenty-first-century literacies.","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2017-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74157189","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}
Oral traditions have been limited in their ability to present the full range of a character’s experiences, focusing for the most part on overt actions rather than a character’s inner thoughts. The invention of writing has given writers the ability to reach a distant and often unknown audience and the leisure to mold language in new ways. Writers have thus acquired the ability to place a reader inside a character’s thoughts, either as they are experienced from the inside with mimesis, or by commenting on them omnisciently from the outside with diegesis. Examples are provided of each method of presentation.
{"title":"Orality, literacy, and the representation of thought","authors":"W. Chafe","doi":"10.1558/WAP.33544","DOIUrl":"https://doi.org/10.1558/WAP.33544","url":null,"abstract":"Oral traditions have been limited in their ability to present the full range of a character’s experiences, focusing for the most part on overt actions rather than a character’s inner thoughts. The invention of writing has given writers the ability to reach a distant and often unknown audience and the leisure to mold language in new ways. Writers have thus acquired the ability to place a reader inside a character’s thoughts, either as they are experienced from the inside with mimesis, or by commenting on them omnisciently from the outside with diegesis. Examples are provided of each method of presentation.","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2017-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83428794","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}
Humanities departments across European universities have established an increasing number of interdisciplinary, international master's programmes that culminate in thesis projects. Yet, the challen ...
欧洲各大学的人文系开设了越来越多的跨学科国际硕士课程，这些课程的高潮是论文项目。然而，挑战……
{"title":"Interdisciplinary postgraduate writing : Developing genre knowledge","authors":"K. Kaufhold","doi":"10.1558/WAP.30568","DOIUrl":"https://doi.org/10.1558/WAP.30568","url":null,"abstract":"Humanities departments across European universities have established an increasing number of interdisciplinary, international master's programmes that culminate in thesis projects. Yet, the challen ...","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2017-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83243845","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}
Fanfiction is a work of fantasy in which fans write stories based on original books, movies, TV series, and other cultural and artistic forms of expression. This study looks into fanfiction dedicated to the popular TV series Breaking Bad. In particular, it examines how fans construct the (spoken) dialogues of their (written) stories. The article explores the pedagogic value of using fanfiction in educational contexts, focusing on the analysis, creation, and enactment of stories inspired by TV series and movies that feature a combination of narration and ‘written speech’. The article also offers practical recommendations for classroom and online activities that support the development of skills and understandings related to writing and orality. The effort of representing speech in a written form (i.e., writing dialogues and descriptions of conversations) can help students reflect, with the aid of the teacher, on the distinctiveness and specificity of written and spoken communication. By comparing, contrasting, and critiquing audiovisual and written texts (e.g., the episodes of a TV series and the transcriptions of its dialogues), and by creating their own dialogue-rich stories, students can improve their understanding of the idiosyncrasies of writing and orality across modes, thus advancing their literacy and critical skills as creative producers, not just consumers, of popular culture and media.
{"title":"Understanding orality through online fanfiction: Implications for writing and pedagogy","authors":"Vittorio Marone, Anthony D. Neely","doi":"10.1558/WAP.27007","DOIUrl":"https://doi.org/10.1558/WAP.27007","url":null,"abstract":"Fanfiction is a work of fantasy in which fans write stories based on original books, movies, TV series, and other cultural and artistic forms of expression. This study looks into fanfiction dedicated to the popular TV series Breaking Bad. In particular, it examines how fans construct the (spoken) dialogues of their (written) stories. The article explores the pedagogic value of using fanfiction in educational contexts, focusing on the analysis, creation, and enactment of stories inspired by TV series and movies that feature a combination of narration and ‘written speech’. The article also offers practical recommendations for classroom and online activities that support the development of skills and understandings related to writing and orality. The effort of representing speech in a written form (i.e., writing dialogues and descriptions of conversations) can help students reflect, with the aid of the teacher, on the distinctiveness and specificity of written and spoken communication. By comparing, contrasting, and critiquing audiovisual and written texts (e.g., the episodes of a TV series and the transcriptions of its dialogues), and by creating their own dialogue-rich stories, students can improve their understanding of the idiosyncrasies of writing and orality across modes, thus advancing their literacy and critical skills as creative producers, not just consumers, of popular culture and media.","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2017-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83835383","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":"Talk to Text Safaliba Literacy Activism: Grassroots Ghanaian Educational Language Policy","authors":"Ari Sherris","doi":"10.1558/wap.30379","DOIUrl":"https://doi.org/10.1558/wap.30379","url":null,"abstract":"","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2017-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82705903","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":"Writing Development in Children with Hearing Loss, Dyslexia, or Oral Language Problems: Implications for Assessment and Instruction , Barbara Arfé, Julie Dockrell, Virginia Berninger (eds.) (2014)","authors":"Thangi Appanah","doi":"10.1558/WAP.27655","DOIUrl":"https://doi.org/10.1558/WAP.27655","url":null,"abstract":"","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2017-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83126156","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}
This article, integrating different lines of sociocultural and critical research, sets out to analyze argumentative writing in a 6th grade Cypriot Greek elementary classroom. Attention is directed to specific strategies used, such as repetition and paraphrase of each other’s words and of text meanings. These strategies are revisited as voicing tools, arising out of students’ engagement with a nexus of reading and writing events and with the ideological positions constituted through them. The analysis traces the bi-directional processes at work in this polyvocal community. Classroom activities, rather than seen as neutral, are redefined as constituents of a deeply dialogic universe, which privileges specific texts and voices and projects various identity positions onto speakers and writers. At the same time, this universe gives rise to specific scaffolds which help students in the appropriation of advanced generic resources. Students’ argumentative texts are shown to arise out of the integration of various dialogically-emergent strategies. Analysis illustrates how students, while drawing from prior texts, and acknowledging genre-related scaffolds, rework and contest social meanings and generic resources as part of their attempt to assert their voice vis-a-vis those populating their classroom community.
{"title":"Drawing from, reworking and contesting classroom meanings: Repetition as a voicing tool in 6th grade students’ argumentative texts","authors":"T. Kostouli, M. Stylianou","doi":"10.1558/WAP.28853","DOIUrl":"https://doi.org/10.1558/WAP.28853","url":null,"abstract":"This article, integrating different lines of sociocultural and critical research, sets out to analyze argumentative writing in a 6th grade Cypriot Greek elementary classroom. Attention is directed to specific strategies used, such as repetition and paraphrase of each other’s words and of text meanings. These strategies are revisited as voicing tools, arising out of students’ engagement with a nexus of reading and writing events and with the ideological positions constituted through them. The analysis traces the bi-directional processes at work in this polyvocal community. Classroom activities, rather than seen as neutral, are redefined as constituents of a deeply dialogic universe, which privileges specific texts and voices and projects various identity positions onto speakers and writers. At the same time, this universe gives rise to specific scaffolds which help students in the appropriation of advanced generic resources. Students’ argumentative texts are shown to arise out of the integration of various dialogically-emergent strategies. Analysis illustrates how students, while drawing from prior texts, and acknowledging genre-related scaffolds, rework and contest social meanings and generic resources as part of their attempt to assert their voice vis-a-vis those populating their classroom community.","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2017-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79850540","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 introduction and tracking of discourse referents is a central feature of discourse coherence, alongside considerations for temporal, spatial and causal features. However, while much attention is usually paid to the management of temporal, spatial and causal language in L2 writing course materials and curricula, it is apparent that the appropriate management of reference in L2 writing is often overlooked. Typically associated with the label of cohesion (Halliday & Hasan, 1976), current research from pragmatics (notably Ariel, 1991, 2008, 2010) suggests that writers and readers are sensitive to the accessibility of referents in extended discourse, which is dependent on a variety of cues including salience, parallelism, number and type of competing referents, etc. The writer’s choice of referring expressions (i.e. full NP, pronoun, zero) at any given time thus reflects their belief regarding a referent’s accessibility to their intended reader. In L1 discourse, accessibility-mediated marking of reference is considered a pragmatic universal, despite different L1s marking accessibility in different ways. Recent research into L2 discourse, particularly Asian L2 discourse (e.g. Kang, 2009; AUTHOR, 2014a; Ryan, accepted, in press) has suggested that the appropriate introduction and maintenance of reference by L2 learners is problematic - despite the universal distribution of form/function found in L1 discourse – with learners often under or over-explicit in their reference management, or frequently miscommunicating entirely. This has serious implications for the overall coherence of the L2 discourse produced. The proposed paper explores the root causes of the failure of Asian EFL students to manage reference coherently in L2 writing, then focuses on how such management can be improved pedagogically. The paper proposes additions to L2 writing materials and in-class activities that would help improve L2 reference maintenance, including picture sequence descriptions, silent film retellings and collaborative writing projects designed to maximise the potential tracking of reference over extended discourse sequences.
{"title":"Managing referential movement in Asian L2 writing: Implications for pedagogy","authors":"P. Crosthwaite","doi":"10.1558/WAP.27695","DOIUrl":"https://doi.org/10.1558/WAP.27695","url":null,"abstract":"The introduction and tracking of discourse referents is a central feature of discourse coherence, alongside considerations for temporal, spatial and causal features. However, while much attention is usually paid to the management of temporal, spatial and causal language in L2 writing course materials and curricula, it is apparent that the appropriate management of reference in L2 writing is often overlooked. Typically associated with the label of cohesion (Halliday & Hasan, 1976), current research from pragmatics (notably Ariel, 1991, 2008, 2010) suggests that writers and readers are sensitive to the accessibility of referents in extended discourse, which is dependent on a variety of cues including salience, parallelism, number and type of competing referents, etc. The writer’s choice of referring expressions (i.e. full NP, pronoun, zero) at any given time thus reflects their belief regarding a referent’s accessibility to their intended reader. In L1 discourse, accessibility-mediated marking of reference is considered a pragmatic universal, despite different L1s marking accessibility in different ways. Recent research into L2 discourse, particularly Asian L2 discourse (e.g. Kang, 2009; AUTHOR, 2014a; Ryan, accepted, in press) has suggested that the appropriate introduction and maintenance of reference by L2 learners is problematic - despite the universal distribution of form/function found in L1 discourse – with learners often under or over-explicit in their reference management, or frequently miscommunicating entirely. This has serious implications for the overall coherence of the L2 discourse produced. The proposed paper explores the root causes of the failure of Asian EFL students to manage reference coherently in L2 writing, then focuses on how such management can be improved pedagogically. The paper proposes additions to L2 writing materials and in-class activities that would help improve L2 reference maintenance, including picture sequence descriptions, silent film retellings and collaborative writing projects designed to maximise the potential tracking of reference over extended discourse sequences.","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2017-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72403572","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":"The teaching and learning of L2 writing in Asia","authors":"Icy Lee","doi":"10.1558/WAP.32668","DOIUrl":"https://doi.org/10.1558/WAP.32668","url":null,"abstract":"","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2017-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75141474","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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