Pub Date : 2024-08-08DOI: 10.1177/07410883241263542
S. Finkenstaedt-Quinn, Safron L. Milne, Michael N. Petterson, Jasen Chen, G. Shultz
Peer review is useful for providing students with formative feedback, yet it is used less frequently in STEM classrooms and for supporting writing-to-learn (WTL). While research indicates the benefits of incorporating peer review into classrooms, less research is focused on students’ perceptions thereof. Such research is important as it speaks to the mechanisms whereby peer review can support learning. This study examines students’ self-reported approaches to and perceptions of peer review and revision associated with WTL assignments implemented in an organic chemistry course. Students responded to a survey covering how they approached peer review and revision and the benefits they perceived from participating in each. Findings indicate that the assignment materials guided students’ approaches during both peer review and revision. Furthermore, students described various ways both receiving feedback from their peers and reading their peers’ drafts were beneficial, but primarily connected their revisions to receiving feedback.
{"title":"Student Experiences With Peer Review and Revision for Writing-to-Learn in a Chemistry Course Context","authors":"S. Finkenstaedt-Quinn, Safron L. Milne, Michael N. Petterson, Jasen Chen, G. Shultz","doi":"10.1177/07410883241263542","DOIUrl":"https://doi.org/10.1177/07410883241263542","url":null,"abstract":"Peer review is useful for providing students with formative feedback, yet it is used less frequently in STEM classrooms and for supporting writing-to-learn (WTL). While research indicates the benefits of incorporating peer review into classrooms, less research is focused on students’ perceptions thereof. Such research is important as it speaks to the mechanisms whereby peer review can support learning. This study examines students’ self-reported approaches to and perceptions of peer review and revision associated with WTL assignments implemented in an organic chemistry course. Students responded to a survey covering how they approached peer review and revision and the benefits they perceived from participating in each. Findings indicate that the assignment materials guided students’ approaches during both peer review and revision. Furthermore, students described various ways both receiving feedback from their peers and reading their peers’ drafts were beneficial, but primarily connected their revisions to receiving feedback.","PeriodicalId":47351,"journal":{"name":"Written Communication","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141928780","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}
Pub Date : 2024-04-01Epub Date: 2024-02-24DOI: 10.1177/07410883231222882
Ashley Rose Mehlenbacher, Sara Doody, Carolyn Eckert, Brad Mehlenbacher
Rhetorical figures of speech provide important analytical frames to chart how arguments operate within genres and within genre ecologies. Varieties of the figure prolepsis allow for the rendering of future time or fact in the present, which can be a powerful rhetorical inducement toward social and political action. In this article, we examine how anticipatory arguments drawn from complex data shape a key genre for public and policy-facing work on the climate crisis-the Intergovernmental Panel on Climate Change's Synthesis Report's (SYR) Statement for Policy Makers (SPM). We examine how the rhetorical figure of prolepsis operates within this genre to understand the anticipatory arguments and logics emerging from the synthesis of scientific findings and their reporting. Pairing figural studies and Rhetorical Genre Studies, we further offer an approach to investigate how these patterned operations of language might intersect in their rhetorical workings.
修辞学中的语词提供了重要的分析框架，用以描绘论点如何在体裁和体裁生态中运作。各种 "前言"（prole prolepsis）允许在现在渲染未来的时间或事实，这可以在修辞上有力地推动社会和政治行动。在这篇文章中，我们研究了从复杂数据中得出的预期论点是如何塑造面向公众和政策的气候危机作品--政府间气候变化专门委员会（Intergovernmental Panel on Climate Change）的《综合报告》（SYR）《决策者声明》（SPM）--的关键体裁的。我们研究了 "前置词 "这一修辞格如何在这一体裁中发挥作用，以理解科学发现的综合及其报告中出现的预期论点和逻辑。我们将寓言研究与修辞体裁研究结合起来，进一步提供了一种方法来研究这些语言的模式化运作如何在其修辞运作中相互交叉。
{"title":"Prolepsis and Rendering Futures in Intergovernmental Panel on Climate Change Reports.","authors":"Ashley Rose Mehlenbacher, Sara Doody, Carolyn Eckert, Brad Mehlenbacher","doi":"10.1177/07410883231222882","DOIUrl":"https://doi.org/10.1177/07410883231222882","url":null,"abstract":"<p><p>Rhetorical figures of speech provide important analytical frames to chart how arguments operate within genres and within genre ecologies. Varieties of the figure <i>prolepsis</i> allow for the rendering of future time or fact in the present, which can be a powerful rhetorical inducement toward social and political action. In this article, we examine how anticipatory arguments drawn from complex data shape a key genre for public and policy-facing work on the climate crisis-the Intergovernmental Panel on Climate Change's Synthesis Report's (SYR) Statement for Policy Makers (SPM). We examine how the rhetorical figure of prolepsis operates within this genre to understand the anticipatory arguments and logics emerging from the synthesis of scientific findings and their reporting. Pairing figural studies and Rhetorical Genre Studies, we further offer an approach to investigate how these patterned operations of language might intersect in their rhetorical workings.</p>","PeriodicalId":47351,"journal":{"name":"Written Communication","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10894086/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139973976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-12DOI: 10.1177/07410883231207104
Andrea Karsten
In the past decades, the notion of voice in the theorizing and teaching of academic writing has been the subject of much debate and conceptual change, especially concerning its relation to writer identity. Many newer accounts of voice and identity in academic writing draw on the dialogical concept of voice by Bakhtin. However, some theoretical and methodological inconsistencies have surfaced in the adaptions of the concept. Working from a refinement of the dialogical notion of voice based on the concepts of polyphony and interiorization, this article presents a methodological approach for analyzing voice(s) in writing. The article presents material around the evolution of an early-career researcher’s dissertation synopsis. The material is multilayered, including the writer’s text, transcripts from an interdisciplinary peer-feedback conversation with two colleagues, and a video-stimulated interview with the writer. Excerpts of the material were analyzed to trace the polyphony of interiorized voices that influenced the writing. This focus revealed the multivoicedness of academic texts as an effect of their history of coming into being. This article contributes to the question of voice and identity in academic writing from a dialogical psycholinguistic perspective by presenting a de-reifying notion of voice grounded in an understanding of writing as a polyphonic activity, which also feeds into the formation of a writer’s self.
{"title":"Voices in Dialogue: Taking Polyphony in Academic Writing Seriously","authors":"Andrea Karsten","doi":"10.1177/07410883231207104","DOIUrl":"https://doi.org/10.1177/07410883231207104","url":null,"abstract":"In the past decades, the notion of voice in the theorizing and teaching of academic writing has been the subject of much debate and conceptual change, especially concerning its relation to writer identity. Many newer accounts of voice and identity in academic writing draw on the dialogical concept of voice by Bakhtin. However, some theoretical and methodological inconsistencies have surfaced in the adaptions of the concept. Working from a refinement of the dialogical notion of voice based on the concepts of polyphony and interiorization, this article presents a methodological approach for analyzing voice(s) in writing. The article presents material around the evolution of an early-career researcher’s dissertation synopsis. The material is multilayered, including the writer’s text, transcripts from an interdisciplinary peer-feedback conversation with two colleagues, and a video-stimulated interview with the writer. Excerpts of the material were analyzed to trace the polyphony of interiorized voices that influenced the writing. This focus revealed the multivoicedness of academic texts as an effect of their history of coming into being. This article contributes to the question of voice and identity in academic writing from a dialogical psycholinguistic perspective by presenting a de-reifying notion of voice grounded in an understanding of writing as a polyphonic activity, which also feeds into the formation of a writer’s self.","PeriodicalId":47351,"journal":{"name":"Written Communication","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139009813","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}
Pub Date : 2023-12-12DOI: 10.1177/07410883231207105
Ryan M. Ware, J. Zilles
This article reports on a mentoring case from a transdisciplinary, longitudinal writing-across-the-curriculum (WAC) initiative in which the situated complexities of integrating new writing pedagogies were observed and supported. Considering this case through an agential realist lens, we introduce the concept of “discursive turbulence”: an emergent quality of situated semiotic activity produced from the continual mixing of discourses. Discursive turbulence can emerge in myriad and complex ways, including fits-and-starts of pedagogical development, mismatched discursive alignments, affective signs of struggle and intensity, and nonlinear patterns of change. Through a series of four vignettes, we illustrate discursive turbulence as it emerged while pedagogical changes around writing were being implemented by an environmental sciences professor. We suggest that discursive turbulence is to be expected in heterodisciplinary spaces, and we argue that attention to discursive turbulence will lead to more robust accounts of learning, becoming, and literate activity, as well as new ways of supporting pedagogical becoming.
{"title":"Tracing Discursive Turbulence as Intra-active Pedagogical Change and Becoming","authors":"Ryan M. Ware, J. Zilles","doi":"10.1177/07410883231207105","DOIUrl":"https://doi.org/10.1177/07410883231207105","url":null,"abstract":"This article reports on a mentoring case from a transdisciplinary, longitudinal writing-across-the-curriculum (WAC) initiative in which the situated complexities of integrating new writing pedagogies were observed and supported. Considering this case through an agential realist lens, we introduce the concept of “discursive turbulence”: an emergent quality of situated semiotic activity produced from the continual mixing of discourses. Discursive turbulence can emerge in myriad and complex ways, including fits-and-starts of pedagogical development, mismatched discursive alignments, affective signs of struggle and intensity, and nonlinear patterns of change. Through a series of four vignettes, we illustrate discursive turbulence as it emerged while pedagogical changes around writing were being implemented by an environmental sciences professor. We suggest that discursive turbulence is to be expected in heterodisciplinary spaces, and we argue that attention to discursive turbulence will lead to more robust accounts of learning, becoming, and literate activity, as well as new ways of supporting pedagogical becoming.","PeriodicalId":47351,"journal":{"name":"Written Communication","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139008730","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}
Pub Date : 2023-12-12DOI: 10.1177/07410883231207106
Heather Lindenman, Dana Lynn Driscoll, Andrea Efthymiou, Matthew Pavesich, Jennifer Reid
This essay takes as its focus the everyday writing that people compose: the self-sponsored, nonobligatory texts that people write mainly outside of work and school. Through analysis of 713 survey responses and 27 interviews with accompanying writing samples, this study provides a panoramic view of the functions of self-sponsored writing and rhetorical activity for U.S. adults, ages 18 to 65+ years, from a range of geographic, cultural, and professional backgrounds. The Taxonomy of Life Writing presented in this essay demonstrates the range of ways that writing functions in people’s daily lives. It includes 19 key functions of life writing, organized into six metafunctions: Creativity and Expression, Identity and Relationships, Organization and Coordination, Preservation and Memory, Reflection and Emotion, and Teaching and Learning. Based on our findings, we affirm the important and diverse functions that life writing serves and propose expanding the threshold concepts of writing to include greater focus on nonobligatory, self-sponsored writing activity.
{"title":"A Taxonomy of Life Writing: Exploring the Functions of Meaningful Self-Sponsored Writing in Everyday Life","authors":"Heather Lindenman, Dana Lynn Driscoll, Andrea Efthymiou, Matthew Pavesich, Jennifer Reid","doi":"10.1177/07410883231207106","DOIUrl":"https://doi.org/10.1177/07410883231207106","url":null,"abstract":"This essay takes as its focus the everyday writing that people compose: the self-sponsored, nonobligatory texts that people write mainly outside of work and school. Through analysis of 713 survey responses and 27 interviews with accompanying writing samples, this study provides a panoramic view of the functions of self-sponsored writing and rhetorical activity for U.S. adults, ages 18 to 65+ years, from a range of geographic, cultural, and professional backgrounds. The Taxonomy of Life Writing presented in this essay demonstrates the range of ways that writing functions in people’s daily lives. It includes 19 key functions of life writing, organized into six metafunctions: Creativity and Expression, Identity and Relationships, Organization and Coordination, Preservation and Memory, Reflection and Emotion, and Teaching and Learning. Based on our findings, we affirm the important and diverse functions that life writing serves and propose expanding the threshold concepts of writing to include greater focus on nonobligatory, self-sponsored writing activity.","PeriodicalId":47351,"journal":{"name":"Written Communication","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139008919","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}
Pub Date : 2023-12-12DOI: 10.1177/07410883231207103
M. Markowski, E. Kalocsányiová, Ryan Essex
The COVID-19 pandemic has prompted a renewed interest in intergenerational letter and email writing. Evidence shows that expressive writing, including letter writing, has a number of benefits including improved literacy and perceived well-being, and it can also facilitate a deep connection with another person. This scoping review provides an overview of the existing research on letter and email writing between different age cohorts. Of the 471 articles retrieved from Scopus, CINAHL, PsycINFO, MEDLINE, Academic Search Premier, and Web of Science, 17 studies met the inclusion criteria and were critically appraised and synthesized in this review. The studies were grouped into two themes according to their stated aims and outcomes: (a) studies exploring changes in perceptions, and (b) studies relating to skills development and bonds. The results showed a range of benefits for intergenerational letter writers, from more positive perceptions of the other age group, through improved writing skills and subject knowledge, to forming intergenerational memories and bonds. The review also highlights some of the limitations of the current research and formulates recommendations for future studies in the fields of writing studies, intergenerational research, and educational gerontology.
COVID-19 大流行重新激发了人们对代际书信和电子邮件写作的兴趣。有证据表明，包括写信在内的表达性写作有很多好处，包括提高识字率和幸福感，还能促进与他人的深层联系。本范围界定综述概述了关于不同年龄段人群书信和电子邮件写作的现有研究。在从 Scopus、CINAHL、PsycINFO、MEDLINE、Academic Search Premier 和 Web of Science 检索到的 471 篇文章中，有 17 项研究符合纳入标准，本综述对其进行了严格评估和综合。这些研究根据其既定目标和结果分为两个主题：(a) 探讨观念变化的研究；(b) 与技能发展和纽带有关的研究。研究结果表明，代际书信写作者可以获得一系列益处，包括对另一年龄组的人有更积极的看法、提高写作技巧和学科知识，以及形成代际记忆和纽带。综述还强调了当前研究的一些局限性，并为写作研究、代际研究和老年教育学领域的未来研究提出了建议。
{"title":"The Current Landscape of Studies Involving Intergenerational Letter and Email Writing: A Systematic Scoping Review and Textual Narrative Synthesis","authors":"M. Markowski, E. Kalocsányiová, Ryan Essex","doi":"10.1177/07410883231207103","DOIUrl":"https://doi.org/10.1177/07410883231207103","url":null,"abstract":"The COVID-19 pandemic has prompted a renewed interest in intergenerational letter and email writing. Evidence shows that expressive writing, including letter writing, has a number of benefits including improved literacy and perceived well-being, and it can also facilitate a deep connection with another person. This scoping review provides an overview of the existing research on letter and email writing between different age cohorts. Of the 471 articles retrieved from Scopus, CINAHL, PsycINFO, MEDLINE, Academic Search Premier, and Web of Science, 17 studies met the inclusion criteria and were critically appraised and synthesized in this review. The studies were grouped into two themes according to their stated aims and outcomes: (a) studies exploring changes in perceptions, and (b) studies relating to skills development and bonds. The results showed a range of benefits for intergenerational letter writers, from more positive perceptions of the other age group, through improved writing skills and subject knowledge, to forming intergenerational memories and bonds. The review also highlights some of the limitations of the current research and formulates recommendations for future studies in the fields of writing studies, intergenerational research, and educational gerontology.","PeriodicalId":47351,"journal":{"name":"Written Communication","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139007764","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}
Pub Date : 2023-12-12DOI: 10.1177/07410883231207628
M. Flores-Ferrés, D. van Weijen, Gabriela Osorio-Olave, Magdalena Palacios-Bianchi, Gert Rijlaarsdam
The Chilean curriculum for writing education includes five paradigms: cultural, macro-linguistic, micro-linguistic, procedural, and communicative. The implementation of such a poly-paradigmatic curriculum can occur in multiple ways. Therefore, we analyzed classroom practices with two aims: (a) to describe how the paradigms are evident across practices, and (b) to analyze the paradigms’ internal alignment within each practice. We conducted classroom observations with five Spanish language teachers with varied orientations toward writing instruction. A content analysis of teachers’ discourse formed the basis for a narrative case-by-case analysis and a cross-case analysis. This process was guided by data collected during a previous survey study and supported by teachers’ interviews. Findings revealed that the cultural, macro- and micro-linguistic paradigms were implemented most often, while the implementation of procedural and communicative paradigms was rare. Additionally, paradigm alignment was visible in two practices but not in other practices. Possible reasons for this lack of integration and potential solutions to resolve this issue are discussed.
{"title":"Teachers’ Implementation of the Writing Curriculum in Grades 7-8 of Chilean Public Schools: A Multiple Case Study","authors":"M. Flores-Ferrés, D. van Weijen, Gabriela Osorio-Olave, Magdalena Palacios-Bianchi, Gert Rijlaarsdam","doi":"10.1177/07410883231207628","DOIUrl":"https://doi.org/10.1177/07410883231207628","url":null,"abstract":"The Chilean curriculum for writing education includes five paradigms: cultural, macro-linguistic, micro-linguistic, procedural, and communicative. The implementation of such a poly-paradigmatic curriculum can occur in multiple ways. Therefore, we analyzed classroom practices with two aims: (a) to describe how the paradigms are evident across practices, and (b) to analyze the paradigms’ internal alignment within each practice. We conducted classroom observations with five Spanish language teachers with varied orientations toward writing instruction. A content analysis of teachers’ discourse formed the basis for a narrative case-by-case analysis and a cross-case analysis. This process was guided by data collected during a previous survey study and supported by teachers’ interviews. Findings revealed that the cultural, macro- and micro-linguistic paradigms were implemented most often, while the implementation of procedural and communicative paradigms was rare. Additionally, paradigm alignment was visible in two practices but not in other practices. Possible reasons for this lack of integration and potential solutions to resolve this issue are discussed.","PeriodicalId":47351,"journal":{"name":"Written Communication","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139008565","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}
Pub Date : 2023-12-12DOI: 10.1177/07410883231205619
Alexander J. Mahmou-Werndli
In order to contribute to a more nuanced understanding of the varied ways multiple language competencies are invoked in scientific communication and publication, this study features a content analysis of a collection of English, French, and Arabic abstracts from 14 articles of Al-Awamia, a Moroccan agronomic journal. Mapping rhetorically significant differences across abstracts in different languages suggests that EN/FR abstracts are tailored to an international specialist audience and Arabic abstracts favor a domestic policymaker audience in several key ways. The textual moves made to address these different audiences are typical of those studied by scholars of science communication, and accordingly this study indicates that plurilingual textual practices in scientific writing are associated with differences in audience and stakeholders. These findings carry implications for trans/pluri/multilingually oriented scholars of scientific communication, as well as for those who prepare future researchers for the demands of publication, suggesting that the flexible use of diverse linguistic resources is important to scientific practice in a globalized world.
{"title":"A Rhetorical Content Analysis of Moroccan Regional Agronomic Abstracts: Textual Practices of Plurilingual Science Communication","authors":"Alexander J. Mahmou-Werndli","doi":"10.1177/07410883231205619","DOIUrl":"https://doi.org/10.1177/07410883231205619","url":null,"abstract":"In order to contribute to a more nuanced understanding of the varied ways multiple language competencies are invoked in scientific communication and publication, this study features a content analysis of a collection of English, French, and Arabic abstracts from 14 articles of Al-Awamia, a Moroccan agronomic journal. Mapping rhetorically significant differences across abstracts in different languages suggests that EN/FR abstracts are tailored to an international specialist audience and Arabic abstracts favor a domestic policymaker audience in several key ways. The textual moves made to address these different audiences are typical of those studied by scholars of science communication, and accordingly this study indicates that plurilingual textual practices in scientific writing are associated with differences in audience and stakeholders. These findings carry implications for trans/pluri/multilingually oriented scholars of scientific communication, as well as for those who prepare future researchers for the demands of publication, suggesting that the flexible use of diverse linguistic resources is important to scientific practice in a globalized world.","PeriodicalId":47351,"journal":{"name":"Written Communication","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139009801","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}
Pub Date : 2023-08-18DOI: 10.1177/07410883231185875
C. Spinuzzi
Many of our ideas about workplaces have been inherited from 20th-century corporations, in which the elements of the workplace have been packaged in a highly typified configuration: work is done by people belonging to an organization, for some clear reason, at a specific place and time, using specific processes. This configuration is increasingly at odds with work practice, and thus workplace writing researchers must reconsider what is meant by the “workplace.” This article argues for treating the workplace as a conceptual decision: a bounded case that researchers construct to enable systematic comparisons. After reviewing how cases are bounded in methodology and practice, the article ends with concrete principles and guidance for bounding such case studies.
{"title":"What Is a Workplace? Principles for Bounding Case Studies of Genres, Processes, Objects, and Organizations","authors":"C. Spinuzzi","doi":"10.1177/07410883231185875","DOIUrl":"https://doi.org/10.1177/07410883231185875","url":null,"abstract":"Many of our ideas about workplaces have been inherited from 20th-century corporations, in which the elements of the workplace have been packaged in a highly typified configuration: work is done by people belonging to an organization, for some clear reason, at a specific place and time, using specific processes. This configuration is increasingly at odds with work practice, and thus workplace writing researchers must reconsider what is meant by the “workplace.” This article argues for treating the workplace as a conceptual decision: a bounded case that researchers construct to enable systematic comparisons. After reviewing how cases are bounded in methodology and practice, the article ends with concrete principles and guidance for bounding such case studies.","PeriodicalId":47351,"journal":{"name":"Written Communication","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46310978","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}
Pub Date : 2023-08-14DOI: 10.1177/07410883231186138
Aijuan Cun
This article describes a qualitative study of how two ethnic Burmese families in the United States authored storybooks that included their children’s drawings and writings representing their families’ stories. The theoretical perspectives of storytelling and the social semiotics multimodal approach were utilized in this inquiry. The data included interviews, video recordings of the storybook-writing process, artifacts, and informal conversations. The data were collected when both families participated in the study together. The findings show that the children took the lead in authoring and composing their storybooks and carefully chose the topics for their drawings and writings and that the process was mediated through their mothers’ oral storytelling and conversations with siblings and friends. The findings suggest that schools and teachers need to incorporate multimodal storytelling into class activities and use storytelling to support children’s agency.
{"title":"Writing Storybooks as Storytelling: A Case Study of Two Families with Refugee Backgrounds","authors":"Aijuan Cun","doi":"10.1177/07410883231186138","DOIUrl":"https://doi.org/10.1177/07410883231186138","url":null,"abstract":"This article describes a qualitative study of how two ethnic Burmese families in the United States authored storybooks that included their children’s drawings and writings representing their families’ stories. The theoretical perspectives of storytelling and the social semiotics multimodal approach were utilized in this inquiry. The data included interviews, video recordings of the storybook-writing process, artifacts, and informal conversations. The data were collected when both families participated in the study together. The findings show that the children took the lead in authoring and composing their storybooks and carefully chose the topics for their drawings and writings and that the process was mediated through their mothers’ oral storytelling and conversations with siblings and friends. The findings suggest that schools and teachers need to incorporate multimodal storytelling into class activities and use storytelling to support children’s agency.","PeriodicalId":47351,"journal":{"name":"Written Communication","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45427309","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}
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