Sociocultural Differences in Children’s Genre Knowledge

2005 ◽  
pp. 27-48
Author(s):  
Alina G. Spinillo ◽  
Chris Pratt
Keyword(s):  
Sociocultural Differences ◽  
Genre Knowledge

scholarly journals Genre Knowledge and Writing Development: Results From the Writing Transfer Project

2019 ◽  
Vol 37 (1) ◽  
pp. 69-103 ◽  
Author(s):  
Dana Lynn Driscoll ◽  
Joseph Paszek ◽  
Gwen Gorzelsky ◽  
Carol L. Hayes ◽  
Edmund Jones
Keyword(s):  
General Education ◽  
Institutional Design ◽  
Explanatory Power ◽  
Theoretical Work ◽  
Writing Development ◽  
First Year ◽  
Writing Courses ◽  
Key Factor ◽  
Genre Knowledge ◽  
Audience Awareness

Using a mixed-methods, multi-institutional design of general education writing courses at four institutions, this study examined genre as a key factor for understanding and promoting writing development. It thus aims to provide empirical validation of decades of theoretical work on and qualitative studies of genre and the nature of genre knowledge. While showing that both simplistic and nuanced genre knowledge promote writing development, our findings suggest that nuanced genre knowledge correlates with writing development over the course of a semester. Based on these findings, we propose an expanded view of Tardy’s four genre knowledge components and argue for their explanatory power. We recognize these genre components can be cultivated by using three particular strategies: writing for nonclassroom audiences, using source texts explicitly to join existing disciplinary conversations, and cultivating two types of metacognitive awareness (awareness of the writing strategies used to complete specific tasks and awareness of one’s levels of proficiency in particular types of writing knowledge). Findings can be used to enrich first-year or upper-division writing curricula in the areas of genre knowledge, audience awareness, and source use.

Narrative skills and genre knowledge: Ways of telling in the primary school grades

1990 ◽  
Vol 11 (1) ◽  
pp. 83-104 ◽  
Author(s):  
Deborah Hicks
Keyword(s):  
Primary School ◽  
Language Use ◽  
Silent Film ◽  
Primary Grade ◽  
Primary School Children ◽  
Narrative Texts ◽  
Linguistic Markers ◽  
Narrative Skills ◽  
On Line ◽  
Genre Knowledge

ABSTRACTChildren in the preschool years develop a linguisticrepertoireof narrative skills as they adapt their ways of representing events to different occasions of language use. The present study examines the abilities of primary school children to draw upon their repertoire of narrative skills in the service of language tasks. Children in grades K-2 were shown a shortened version of the silent film,The Red Balloon, and were asked to perform three narrative tasks: (a) produce an on-line narration of a 3-minute segment from the film, (b) recount the film's events as a news report, and (c) recount the film's events as an embellished story. The narrative texts produced for each task were subjected to analyses of linguistic markers of genre differences. The findings revealed very subtle distinctions between the narrative texts produced for the three genre tasks, leading to the conclusion that primary grade children have only nascent ability to apply their genre knowledge to school language tasks.

scholarly journals Searching for the erosion of empathy in medical undergraduate students: a longitudinal study

BMJ Open ◽  
2020 ◽  
Vol 10 (12) ◽  
pp. e041810
Author(s):  
José Manuel Blanco ◽  
Fernando Caballero ◽  
Santiago Álvarez ◽  
Mercedes Plans ◽  
Diana Monge
Keyword(s):  
Medical Students ◽  
Undergraduate Students ◽  
Cognitive Empathy ◽  
Primary Outcome Measure ◽  
Undergraduate Medical Students ◽  
School Settings ◽  
School Year ◽  
School Of Medicine ◽  
Medical Undergraduate ◽  
Sociocultural Differences

ObjectiveTo analyse the trajectory of empathy throughout the degree programme of medicine in a Spanish school of medicine.DesignLongitudinal, prospective 5-year study, between October 2014 and June 2019.SettingStudents from a Spanish university of medicine.ParticipantsTwo voluntary cohorts of undergraduate medical students from two different school years were invited to participate (n=135 (cohort 1, C1) and 106 (cohort 2, C2) per school year). Finally, a total number of 174 students (102 (C1, 71.6% women) and 72 (C2, 70.8% women) students, respectively) were monitored for 5 years. Each cohort was divided in two subcohorts of paired and unpaired students that were analysed to check possible social desirability bias.Primary outcome measureThe Jefferson Scale of Empathy (JSE).ResultsThe cohort of 102 students (C1) monitored between their first and fifth years of study (71.6% women) showed an improvement among paired women of 2.15 points in total JSE score (p=0.01) and 2.39 points in cognitive empathy (p=0.01); in the unpaired female cohort the increase was of 2.32 points (cognitive empathy) (p=0.02). The cohort of 72 students (C2) monitored between their second and sixth years of study (70.8% women) displayed a cognitive empathy increase of 2.32 points (p=0.04) in the paired group of women. There were no significant differences between paired and unpaired results for either cohort. Empathy scores among men did not decrease.ConclusionsThe empathy of medical students at our school did not decline along grade years. In fact, it improved slightly, particularly cognitive empathy, among women. This paper contributes to enlarge data from Europe, where longitudinal studies are scarce. It supports the idea that there may be global geo-sociocultural differences; however, more studies comparing different school settings are needed.

Predictors of Desire to Institutionalization in Dementia Caregivers From a Developing Country

2017 ◽  
Vol 32 (5) ◽  
pp. 245-251 ◽  
Author(s):  
Preeti Sinha ◽  
Sherin Yohannan ◽  
A. Thirumoorthy ◽  
Palanimuthu Thangaraju Sivakumar
Keyword(s):  
Developing Country ◽  
Caregiver Burden ◽  
Clinical Care ◽  
Cross Sectional Study ◽  
Dementia Caregivers ◽  
Cross Sectional ◽  
Developed Country ◽  
Caregiver Education ◽  
Sociocultural Differences ◽  
Personal Strain

Older adults with dementia have higher rates of institutionalization than those without dementia. Desire to institutionalization (DTI) is an important factor influencing the actual institutionalization but is less well studied. This cross-sectional study examines the DTI with the scale of same name developed by Morycz, in 1985, in a sample of 50 caregivers of patients with dementia in a tertiary clinical care setting in a developing country. Caregiver burden associated with personal strain (by factor analyzed Zarit Burden Interview scale), and stress perceived out of caregiving (by Perceived Stress Scale) predicted higher DTI. Besides, those who were married had lower DTI scores. The factors which didn’t affect DTI were total caregiver burden, family and social support, age of patient and caregiver, education of caregiver, severity and duration of dementia, and treatment duration. These results were different from those of developed country-based DTI studies and may indicate sociocultural differences.

“Helping Me Learn New Things Every Day”: The Power of Community College Students’ Writing Across Genres

2020 ◽  
Vol 38 (1) ◽  
pp. 31-76
Author(s):  
Tanzina Ahmed
Keyword(s):  
Higher Education ◽  
College Students ◽  
Community College ◽  
Academic Success ◽  
Community College Students ◽  
Linguistically Diverse ◽  
Diverse Students ◽  
Linguistically Diverse Students ◽  
Entry Points ◽  
Genre Knowledge

Although community colleges are important entry points into higher education for many American students, few studies have investigated how community college students engage with different genres or develop genre knowledge. Even fewer have connected students’ genre knowledge to their academic performance. The present article discusses how 104 ethnically, culturally, and linguistically diverse students reported on classroom genre experiences and wrote stories about college across three narrative genres (Letter, Best Experience, Worst Experience). Findings suggest that students’ engagement with classroom genres in community college helped them develop rhetorical reading and writing skills. When students wrote about their college lives across narrative genres, they reflected on higher education in varied ways to achieve differing sociocultural goals with distinct audiences. Finally, students’ experience with classroom and narrative genres predicted their GPA, implying that students’ genre knowledge signals and influences their academic success. These findings demonstrate how diverse students attending community college can use genres as resources to further their social and academic development.

EVALUATION OF A COVID-19 PATIENT ACCORDING TO MERLEY MISHEL'S UNCERTAINTY IN DISEASE THEORY: A CASE REPORT

2021 ◽  
Vol 6 (12) ◽  
pp. 46-55
Author(s):  
Derya GERESİNLİ ◽  
Asiye AKYOL
Keyword(s):  
Case Report ◽  
World Health ◽  
Care Process ◽  
Global Epidemic ◽  
Perception Of Threat ◽  
The World ◽  
Sociocultural Differences ◽  
Health Organization ◽  
Illness Outcomes

The COVID-19 epidemic, which the World Health Organization regards as a "pandemic", continues to be perceived as a threat to survive for many people living in different parts of the world. The virus is a global epidemic; It affects everyone's lives negatively regardless of religion, language, race, gender, socioeconomic and sociocultural differences. Facing with a threat that develops suddenly, changes daily habits and can result in death is not a common situation for people, and the perception of threat and uncertainty it creates makes it difficult to cope with the situation. Uncertainty is an important part of the illness experience, and our response to uncertainty can significantly affect our illness outcomes. Mishel's Uncertainty Theory in Illness helps to find meaning in uncertainty again and to develop healthy coping mechanisms. The role of nurses in the management of uncertainty regarding illness; to facilitate the process and to adapt the patient to healthy reactions. In this case report; Within the scope of the Uncertainty in Illness Theory of Mishel, a 39-year-old nurse who was diagnosed with Covid 19 was planned to find a meaning in the disease again by planning the care process. It was stated that the theory can be applied in the acute illness as well as in the chronic illness.

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