Search results

This paper seeks to consider whether academic writing should be regarded as knowledge in the making and why all such writing should be continuously challenged.

The approach is that of a reflective discussion which considers academic writing in context, knowledge, reflectiveness and helping others to contest academic writing.

The paper concludes with the view that all academic writing and concept‐mongering are properly open to rigorous challenge.

The paper is limited by its presentation of one writer's stance or point of view. Some may also consider this a strength.

Academic developers and those interested in helping train academic writers especially, but not exclusively, at the postgraduate level should find the ideas presented useful sources for further conversations.

The main value of the paper is that it summarizes a view of academic writing not as objective or neutral but as personal stance and counter‐stance.

This chapter focuses on ways libraries can ensure the services and collections they provide do not exclude bisexual people and indulge in the “bi erasure” that is otherwise so prevalent in society. The authors share best practices for public, academic, and school libraries to add bisexual/pansexual titles to their collections, as well as provide programmatic tips that include the larger bisexual/pansexual community. Most importantly, the authors highlight community partners, advocacy organizations, or non-profits that can serve as potential collaborators as librarians brainstorm programming for bisexual/pansexual patrons. This chapter also contains staff training guidelines and resources for creating a more welcoming environment for bisexual/pansexual patrons. The chapter concludes with a list of resources that will help librarians make more inclusive collections’ decisions and resource guides. It’s purpose is to help libraries better serve bisexual/pansexual patrons who are undoubtedly already library users.

This chapter describes the status of past and current special education, inclusive education, and Low-Incidence Disabilities (LID) in South Korea by introducing historical background, legal development, and current trend. Four main areas related to special education in South Korea are highlighted: the historical background and legal development of special education; current laws relating to special education; inclusive education and LID; and the future of LID support in South Korea. This chapter will provide valuable information for those who want to become more knowledgeable about the current status of special education and inclusive education for learners with LID in South Korea.

English teachers who write have valuable expertise that can benefit students. Although there is a fair amount of research on teacher-writers, little is known about teachers’ writing lives outside of educational or professional contexts. This paper aims to investigate the writing lives and teaching beliefs of five writing contest winners.

This qualitative study, which was guided by sociocultural theory and concepts such as literacy sponsorship, involved individual semi-structured interviews, questionnaires and writing and teaching artifacts.

Data analysis resulted in several themes describing participants’ writing lives: Writing Experiences, Writing Practices and Writing Attitudes. In addition, several themes emerged describing their teaching beliefs: Writing Assignments/Tools, Modeling and Credibility/Empathy/Vulnerability. Overlaps exist in the descriptions of their writing and teaching lives.

Teachers’ writing lives are valuable resources for instruction. It is recommended that teachers have opportunities to reflect on who they are as writers and what has shaped them. Teachers also need new experiences to expand their writing practices and strengthen their writing identities alongside fellow writers. More must be done to understand, nurture and sustain teachers’ writing.

This research expands the conversation on teachers as writers by involving writing contest winners, focusing on their writing lives and noticing how their writing experiences, practices and attitudes inform their teaching. This study suggests several ways to move forward in supporting teachers as writers, keeping in mind the social aspects of learning.

Presents the scientific methodology from the enlarged cybernetical perspective that recognizes the anisotropy of time, the probabilistic character of natural laws, and the entry that the incomplete determinism in Nature opens to the occurrence of innovation, growth, organization, teleology communication, control, contest and freedom. The new tier to the methodological edifice that cybernetics provides stands on the earlier tiers, which go back to the Ionians (c. 500 BC). However, the new insights reveal flaws in the earlier tiers, and their removal strengthens the entire edifice. The new concepts of teleological activity and contest allow the clear demarcation of the military sciences as those whose subject matter is teleological activity involving contest. The paramount question “what ought to be done”, outside the empirical realm, is embraced by the scientific methodology. It also embraces the cognitive sciences that ask how the human mind is able to discover, and how the sequence of discoveries might converge to a true description of reality.

The purpose of this paper is to explore the impact of a year-long writing intervention located in an urban high school in partnership with a university teacher education professor and the students. The goals were as follows: to increase student self-efficacy about writing overall; to increase the number of students who successfully improve scores on writing assessments; and to increase ACT exam scores, making students more qualified candidates for college admission.

The main method used for the research is a quantitative longitudinal study method, which involves collecting from each student, at pre-intervention and post-intervention, a writing sample. There are 54 students in the study.

Findings showed an increase in student proficiency overall, with an increase of 0.53 holistically. Effective writing instruction asks students to write often to develop their writing will and skill. There are many more factors beyond the teaching of “ACT prep” writing skills that must be considered, particularly when teaching marginalized groups. This study found that the following are important: building and sustaining positive rapport; using their language as part of the learning process; creating space for students to write regularly; writing on a variety of topics; reflecting on and monitoring their writing; and receiving timely and targeted feedback.

This paper discusses the impact of the writing intervention and describes the practices that were a part of the intervention for marginalized students in an urban school to increase their writing scores.

This paper aims to argue for the curricular inclusion of youth-generated young adult literature (YAL) alongside canonical literature and adult-generated YAL. The authors support this argument with the results of a qualitative analysis of youth memoir published in The Best Teen Writing. They strive to inform the debate between educators who value memoir as part of the secondary curriculum and critics who question the ability of youth to write purposeful, meaningful narrative. Additionally, the authors also present memoir as a unique genre for youth to document and process adolescence, and for youth to speak to issues which they deem important.

Informed theoretically by the Youth Lens, which considers how texts reinforce and/or disrupt various figurations of adolescence and youth, this study uses a multistage qualitative analysis of 83 youth memoir published in nine volumes of the Best Teen Writing from 2010 to 2018. First, the authors conducted a Labovian plot analysis to consider what themes and topics were present as well as what this sample could teach us about youth. Next, they analyzed the sample for genre hallmarks specific to creative nonfiction and memoir to consider the question of quality of youth memoir.

The findings suggest that there is no typical adolescence and that youth are balancing complex, intersectional identities, which they write about skillfully through memoir. These findings directly contrast with critics of youth memoir. Rather than clichéd, the memoirs the authors analyzed show youth as intercultural, capable of thoughtful reflection, capturing the transitory state of their youth (knowing they are not children anymore and lightly speculating about their future), skillfully integrating memoir genre hallmarks, and recording important events and perspectives with appeal to a broader readership. Furthermore, these findings position youth memoir as worthy of curricular inclusion alongside adult-generated YAL.

If the critics of youth memoir are the loudest voices, youth memoir will be, at best, relegated as examples for writers rather than seen as valid additions to curricular canon. This work gives due credit to the quality of published youth memoir to showcase their potential for curricular and canonical addition. This study builds on smaller-scale case studies and personal accounts to make an argument for curricular inclusion of youth voices and youth memoir in the secondary canon.

The formality of modern law is a constitutive element in its operation, but the “revolt against formalism” and the charge of mechanical jurisprudence are also as old as the law. This chapter focuses on formalism in legal decision-making in hard cases and assumes that contemporary decision-making in law combines formalistic with nonformalistic expressions as part of its routine operation. The research develops a sensitive multidimensional measure that will be used to evaluate legal texts by examining various vectors of formalism. It begins by exploring diverse jurisprudential cultures of formalism, which have developed mainly in American legal thought. Based on the historical analysis of cultures of formalism, the chapter continues to frame eight claims of formalism that have all been contested in legal writing. It proposes to examine the following parameters, based on these claims: (1) the introduction and framing of the legal question; (2) the use of extralegal arguments; (3) reliance on policy arguments and on legal principles; (4) reference to discretion and choice; (5) the relationship between what is presented as facts and what is presented as norms; (6) preservation of traditional boundaries in law; (7) the use of professional judicial rhetoric; (8) the gap between law in the books and law in action; and (9) judicial stability and institutional deference. Each of these parameters can be used to evaluate the level of formalism in a concrete text. The interplay between diverse evaluations of the same case is a subject for inquiry and contemplation. These parameters can also be redefined as variables for a quantitative content analysis, and legal decisions can be coded accordingly. This will enable an analysis of differences between justices, legal issues, legal jurisdictions, and time frames, as well as the correlation between the various parameters of formalism. The tendency to formalism, according to the analysis here, is never pure and is part of a complex legal culture that usually combines formalistic elements with nonformalistic ones.

Urban stream ecosystems have often been seen as channels of water flow rather than as the valuable parts of an urban green space system providing ecosystem services. The study seeks to address the importance of urban stream ecosystems from the perspective of urban ecology, human health and social well‐being in the context of urban planning.

The case study area is the Rekolanoja stream ecosystem in the City of Vantaa, southern Finland. The data from the case study area were gathered from existing ecological studies and by conducting semi‐structured interviews, a resident inquiry and a writing contest.

The results from the Rekolanoja case show that intense management of the streamside vegetation and treatment of the stream channel in construction projects have decreased species richness and diminished valuable streamside biotopes. However, the stream corridor can function as an important recreational and educational element within the local green space network and thereby become a symbol of local identity.

Planners, decision‐makers and other interest groups can use the findings from this study in determining the values of small urban stream ecosystems in urban development.

The Rekolanoja case indicates that planners and residents see the value of such an aquatic element as increasingly important for urban biodiversity and ecological corridor functions, as well as for local human health and social well‐being, e.g. recreation and stress relief. Future land‐use decisions will show whether a genuine change in the values and thinking of planners and decision‐makers is taking place.

Writers, their practices, and their tools are mediated by the contexts in which they work. In online spaces and classroom environments, today’s writers have increased access to collaborators, readers, and reviewers. Drawing on our experiences as English teacher educators and as researchers of digital literacies and online affinity spaces, this chapter offers examples from three English teacher education programs in the United States and Australia to demonstrate how we link our research in out-of-school spaces to literacy practices in school contexts for our pre-service teachers. To do so, we share an illustrative example from each program and consider how in-class activities and assessment tasks can encourage pre-service teachers to learn about: the importance of clear goals and real-world audiences for writers; the value of self-sponsored, interest-driven writing in the English curriculum; and the role of authentic conversations between readers and writers as part of the writing, revising, and publishing process. The chapter concludes with recommendations for class activities and assessments that could be used within English education programs.