Poetry Machines: Eliciting Designs for Interactive Writing Tools from Poets

2021 ◽  
Author(s):  
Kyle Booten ◽  
Katy Ilonka Gero
Keyword(s):  
Interactive Writing ◽  
Writing Tools

Interactive Writing with Young Children

2000 ◽  
Vol 76 (6) ◽  
pp. 358-364 ◽  
Author(s):  
Nigel Hall
Keyword(s):  
Young Children ◽  
Interactive Writing

Learning to Write With Interactive Writing Instruction

2017 ◽  
Vol 71 (5) ◽  
pp. 523-532 ◽  
Author(s):  
Cheri Williams
Keyword(s):  
Writing Instruction ◽  
Interactive Writing

scholarly journals Review of the Interactive Writing Lesson Provided for Turkish Hearing-Impaired University Students

2018 ◽  
Vol 8 (6) ◽  
pp. 116
Author(s):  
Guzin Karasu
Keyword(s):  
Balanced Literacy ◽  
Hearing Impaired ◽  
Interactive Writing ◽  
Student Group ◽  
Skill Levels ◽  
Level Of Knowledge ◽  
Second Year ◽  
Academic Year ◽  
Instruction Approach ◽  
Hearing Impaired Students

When the literature about the writing expression of hearing-impaired students is reviewed, it is seen that there arestudies in which the effectiveness of several approaches and the writing process are analysed, assessment andevaluation aspects are considered and comparisons are made with the level of skills of non-impaired peers. On theother hand, there is a need for researches regarding the method of implementation of writing lessons. In this study, it isexplained how the pre-writing stage for the writing of a text is performed with hearing-impaired students throughInteractive Writing. The study, based on the action research method, was conducted during the Fall term of the2015-2016 academic year, at the Integrated School for the Handicapped of Anadolu University, located in Eskisehirprovince of Turkey. Participants of the study were seven hearing-impaired second-year students enrolled to theComputer Operating department. During the study, nine lessons were made based on the principles and components ofthe Balanced Literacy Instruction Approach (BLIA). Among the nine lessons, four of them were performed withinteractive writing. When the language skill levels of the hearing-impaired students group of the study was considered,Interactive Writing was determined to be the most effective writing component for the group. However, the mosteffective writing component can be different for another hearing-impaired student group. Writing levels of the students,the types and amount of support they need and their level of knowledge about the text to be written were decisive in thedetermination of writing components.

scholarly journals The Heaviness of Light

2018 ◽  
Vol 6 (2) ◽  
pp. 11-25
Author(s):  
Eugenio Tisselli
Keyword(s):  
Electronic Devices ◽  
Social Contexts ◽  
Sociotechnical Systems ◽  
Electronic Literature ◽  
Negative Effects ◽  
Digital Text ◽  
Reading And Writing ◽  
Electronic Reading ◽  
Writing Tools

This text explores the material implications of electronic reading and writing in the Anthropocene. It does so by briefly examining the consequences that the production and usage of electronic devices has on ecosystems and social contexts. Different perspectives on how a reader or writer may deal with the negative effects of sociotechnical systems are offered: restraint, pharmacological awareness and togetherness. Such perspectives can be transformed into reading and writing tools for the Anthropocene that may allow readers and writers of electronic literature to integrate the notion of an extended community, that is, an intimate and paradoxical complicity with nearby and remote humans and non-humans, and invite them into the digital text.

scholarly journals François Bon's Pseudo-Translated Writing Handbook: The Curious Case of Malt Olbren's The Creative Writing No-Guide

2018 ◽  
Vol 57 (1) ◽  
pp. 64-80
Author(s):  
Gert-Jan Meyntjens
Keyword(s):  
Creative Writing ◽  
The Internet ◽  
Digital Version ◽  
Know How ◽  
Digital Format ◽  
Set Up ◽  
Writing Tools ◽  
Richard Sennett

This article investigates the case of François Bon's pseudo-translation of Malt Olbren's The Creative Writing No-Guide (2013). If Bon believes that the making public of writing atelier practices is crucial, then why does he share his know-how by means of a pseudo-translation? Moreover, why does he limit himself to a digital version? I will first argue that Bon's choice for the digital format not only fits within his general move towards the Internet, but also has to do with the audience he targets. Then, I will show how The Creative Writing No-Guide's set-up as a pseudo-translation permits Bon not only to criticize more conventional handbooks through means of parody, but also to transmit writing tools successfully by means of what sociologist Richard Sennett calls expressive instructions.

scholarly journals Exploring Audience Engagement and Critical Narrative Intervention With the Celling Sex Film

2021 ◽  
pp. 152483992110404
Author(s):  
Caterina Kendrick ◽  
Katie MacEntee ◽  
Sarah Flicker
Keyword(s):  
Young Women ◽  
Professional Lives ◽  
Interactive Writing ◽  
Health Organizations ◽  
Audience Engagement ◽  
Team Members ◽  
Narrative Intervention ◽  
Audience Responses ◽  
Diverse Community ◽  
Participatory Analysis

Young women who trade sex experience high rates of stigma that exacerbate existing health inequities. The products of participatory visual methodologies show promising potential for challenging stigma. In total, 15 young women who trade sex created individual brief videos to share their experiences. Following a participatory analysis, the videos were edited into one composite movie to highlight key messages. Eight facilitated screenings (cohosted by participant filmmakers and research team members) were organized with diverse community and health organizations. Audiences were led through a series of interactive writing, drawing, viewing, and discussion activities. Sessions were audio recorded, transcribed verbatim, and inductively analyzed to assess the impacts of the film on audiences. Audience reactions were categorized into four overarching themes to describe main impacts: consciousness raising, commitments to practice and organizational change, effectiveness of the approach, and limitations. Audience responses demonstrated that facilitated screenings can challenge harmful stereotypes and help viewers consider pathways to enact positive change in their personal and professional lives. However, changing deep-rooted patterns of stigma takes time, dedication, and accountability.

Design and Evaluation of Accessible Collaborative Writing Techniques for People with Vision Impairments

2022 ◽  
Vol 29 (2) ◽  
pp. 1-42
Author(s):  
Maitraye Das ◽  
Anne Marie Piper ◽  
Darren Gergle
Keyword(s):  
Present Article ◽  
Collaborative Writing ◽  
Evaluation Study ◽  
Systematic Evaluation ◽  
Collaborative Systems ◽  
Text To Speech ◽  
Screen Reader ◽  
Academic Organizations ◽  
Collaboration Awareness ◽  
Writing Tools

Collaborative writing tools have been used widely in professional and academic organizations for many years. Yet, there has not been much work to improve screen reader access in mainstream collaborative writing tools. This severely affects the way people with vision impairments collaborate in ability-diverse teams. As a step toward addressing this issue, the present article aims at improving screen reader representation of collaborative features such as comments and track changes (i.e., suggested edits). Building on our formative interviews with 20 academics and professionals with vision impairments, we developed auditory representations that indicate comments and edits using non-speech audio (e.g., earcons, tone overlay), multiple text-to-speech voices, and contextual presentation techniques. We then performed a systematic evaluation study with 48 screen reader users that indicated that non-speech audio, changing voices, and contextual presentation can potentially improve writers’ collaboration awareness. We discuss implications of these results for the design of accessible collaborative systems.

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