Critical analysis versus description? Examining the relationship in successful student writing

2002 ◽  
Vol 1 (2) ◽  
pp. 121-143 ◽  
Author(s):  
R. Woodward-Kron
2019 ◽  
Vol 18 (1) ◽  
pp. 100-118
Author(s):  
Louise Ravelli

Purpose The purpose of this paper is to reflect on pedagogical strategies which support the teaching of critical analysis of visual and multimodal texts in a tertiary-level course for Arts students. Design/methodology/approach The paper describes strategies which focus on developing students’ abilities to express interpretive critique, as opposed to mere description. These strategies give students strong scaffolding towards success in their interpretive writing. The course in question is a tertiary-level Arts course which teaches Kress and van Leeuwen’s (2006) approach to “reading images” in relation to contemporary media texts. The basic structure of the course is described, along with the macro steps which underpin the pedagogy. Examples of highly successful and less successful student writing are compared to reveal the key components of effective interpretive answers. Findings In addition to the normal expectations regarding essay structure and style, and in addition to mastery of the technicality of the course, successful and less successful student writing depends on their mastery of a specific set of moves within the essay. These moves integrate textual observations with clear explanations and a strong relation to interpretation. Practical implications While the course and strategies discussed are for tertiary-level students, the strategies described are adaptable to primary and secondary levels also. Multimodal texts are an integral part of the English curriculum, and all teachers need to explore strategies for enabling their students’ critical engagement with such texts. Originality/value Visual and multimodal texts are an exciting and also challenging part of English curricula, and new analytical frameworks and pedagogical strategies are needed to tackle these texts. In particular, the gap between simply describing visual resources (applying the tools) and critical analysis (using the tools) is vast, and specific pedagogical strategies are needed to help students develop the necessary interpretive language.


2020 ◽  
Vol 68 (2) ◽  
pp. 261-274
Author(s):  
Katrin Felgenhauer

AbstractThe contemporary realist turn in philosophy can be seen as a reaction to a merely constructivist understanding of being. The formulation of a realist ontology was already the central concern of Nicolai Hartmann’s philosophy. Hartmann argues that in order to pose the ontological question critically, a realist analysis of the cognitive relation must precede posing the question of being. From the critical analysis, it follows that the cognitive relation is embedded in the relationship of being. Thus, the epistemic relation becomes understandable in the sense of beings encountering and touching one another. In this respect, some proponents of the contemporary realist turn emphasize that there is a philosophically relevant experience of being that can be understood as resistance. Beyond this statement, Hartmann’s analysis of the encounter with being is able to take into account the fact that different kinds of being touch us differently.


Author(s):  
EVA DESDENTADO DAROCA

La interdicción de la arbitrariedad y las obligaciones de motivar y justificar las decisiones se han erigido en pilares claves del control judicial de la actividad administrativa. Sin embargo, siguen subsistiendo problemas, tanto conceptuales como de aplicación, que presentan un indudable interés: se discute la naturaleza formal o sustantiva de la motivación; las relaciones entre motivación y justificación siguen siendo complejas y controvertidas; no existe acuerdo sobre la obligación o no de motivar resoluciones administrativas que aplican conceptos jurídicos indeterminados; el principio de la autorrestricción judicial en el control de la motivación cede en algunos sectores mientras se mantiene de forma más que discutible en otros; y las últimas líneas jurisprudenciales evidencian que la determinación del alcance legítimo del control judicial sigue siendo conflictiva. El presente trabajo lleva a cabo una valoración crítica de las últimas orientaciones tanto en la doctrina científica como jurisprudencial, al mismo tiempo que ofrece propuestas conceptuales e interpretativas para contribuir a una adecuada evolución de estos aspectos oscuros del control judicial de la Administración. rbitrariotasunaren debekua eta erabakiak arrazoitzeko eta justifikatzeko betebeharrak oinarrizko zutabe bihurtu dira administrazio-jardueraren kontrol judizialean. Hala ere, oraindik arazo batzuk diraute, direla kontzeptualak, direla aplikaziokoak, eta interes ukaezina dute horiek guztiek: arrazoiketaren izatasun formala edo substantiboa eztabaidatzen da; arrazoiketaren eta justifikazioaren arteko harremanak konplexuak eta eztabaidagarriak dira oraindik; ez dago adostasunik kontzeptu juridiko zehaztugabeak aplikatzen dituzten administrazio-ebazpenak arrazoitu edo ez arrazoitu beharraz; arrazoiketaren kontroleko automurrizketa judizialak atzera egin du sektore batzuetan, eta beste batzuetan, aldiz, modu aski eztabaidagarrian mantendu da, eta azkeneko lerro jurisprudentzialek erakusten dute kontrol judizialaren irismen zilegia gatazkatsua dela oraindik. Honako lan honek balioespen kritiko bat egiten du doktrina zientifikoan zein jurisdikzionalean dauden azken jarraibideetan, eta era berean proposamen kontzeptual eta interpretatibo batzuk eskaintzen ditu, Administrazioaren kontrol judizialaren alderdi ilun horien bilakaera egokiari laguntzeko. The prohibition of arbitrariness, the duty to give reasons and the duty to justify decisions have become principles of main relevance in the judicial control of administrative discretion. However, there still remain important and interesting theoretical and practical problems: the formal or substantive nature of motivation is controversial; the relationship between motivation and justification is difficult and unclear; there is no agreement over the duty to motivate decisions that apply opentexture concepts; our tribunals leave the doctrine of self-restriction in some cases at the same time that they strongly maintained it in others without a clear justification; and the last judicial resolutions that determine the scope of the duty to give reasons show that this is still a difficult issue. This article approaches a critical analysis of the recent trends in these fields with the purpose to offer theoretical and interpretative proposals that should contribute to an adequate evolution of these problematic aspects of the judicial control of the Administration.


2021 ◽  
Author(s):  
Xiao Chen ◽  
Sheena Gardner

Abstract To complement earlier studies of writing development in the BAWE corpus of successful student writing (Nesi & Gardner 2012; Staples et al. 2016), we examine the Systemic Functional Linguistics notion of Theme as used by L2 writers across first- and third-year and in two distinctive discourse types: persuasive/argumentative Discursive writing of assignments in the soft disciplines and Experimental report writing of assignments in the hard sciences. Theme analysis reveals more substantial differences across the two discourse types than between first- and third-year L2 undergraduate writing. Textual Themes are consistently more frequent than interpersonal Themes, and some variance is found within subcategories of each. Significant differences in lexical density occur across third-year discourse types and between first- and third-year Experimental writing where a predominance of N+N topical Themes is also found. These findings are important as previous research has tended to focus on L1 Discursive writing.


Author(s):  
Rukmini Becerra Lubies ◽  
Felipe Hasler ◽  
Simona Mayo

<p class="Textofarticle" style="text-align: justify;"><span style="font-size: 10px;">Este art&iacute;culo enfatiza la importancia de develar la relaci&oacute;n entre lenguaje, educaci&oacute;n y globalizaci&oacute;n. Enfoc&aacute;ndonos en el caso de la Educaci&oacute;n Intercultural Biling&uuml;e en Chile y sus esfuerzos de revitalizaci&oacute;n del mapudungun, argumentamos que es posible desafiar la influencia negativa de la globalizaci&oacute;n si se hace expl&iacute;cita la relaci&oacute;n entre lenguaje, educaci&oacute;n y globalizaci&oacute;n. Igualmente se incluye la noci&oacute;n de globalizaci&oacute;n desde abajo (Appadurai, 2000) como lente principal para dicho argumento. Junto con esta propuesta, son centrales para este estudio las contribuciones de Freire (1970) y Bourdieu (1994). A trav&eacute;s de dichas perspectivas se analizan tres problemas derivados de la ausencia de un examen cr&iacute;tico de la globalizaci&oacute;n. (Este art&iacute;culo se ofrece solamente en espa&ntilde;ol.)</span></p><p>~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~</p><p>This study emphasizes the importance of uncovering the relationship between language, education and globalization. Focusing on the case of Intercultural Bilingual Education in Chile and its efforts to revitalize Mapudungun, we argue that the negative influence of globalization could be reduced if we make explicit the relationship between language, education and globalization. In this respect we include the notion globalization from below (Appadurai, 2000) a main lens for our argument. Along with this proposal, central to this study are the contributions of Freire (1970) and Bourdieu (1994). Through these perspectives, we analyze three problems arising from the absence of a critical analysis of globalization. (This article is provided only in Spanish.)</p><div style="text-align: justify;"><br /></div><!--[endif] -->


Panoptikum ◽  
2020 ◽  
pp. 117-130
Author(s):  
Małgorzata Radkiewicz

The text addresses the issue of feminist film criticism in Poland in the 1980s, represented by the book by Maria Kornatowska Eros i  film [Eros and Film, 1986]. In her analysis Kornatowska focused mostly on Polish cinema, examined through a feminist and psychoanalytic lens. As a film critic, she followed international cinematic offerings and the latest trends in film studies, which is why she decided to fill the gap in Polish writings on gender and sexuality in cinema, and share her knowledge and ideas on the relationship between Eros and Film. The purpose of the text on Kornatowska’s book was to present her individual interpretations of the approach of Polish and foreign filmmakers to the body, sexuality, gender identity, eroticism, the question of violence and death. Secondly, it was important to emphasize her skills and creative potential as a film critic who was able to use many diverse repositories of thought (including feminist theories, philosophy and anthropology) to create a multi-faceted lens, which she then uses to perform a subjective, critical analysis of selected films.


2015 ◽  
Vol 21 (3) ◽  
pp. 727-733 ◽  
Author(s):  
Bo Chen ◽  
Kong-Wang Hu ◽  
Jia-Wei Zhang ◽  
Zhi-Jian Wei ◽  
Xiang-Ling Meng ◽  
...  

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