scholarly journals Tutors’ and Multilingual Writers’ Narrative Framing of Writing Center Visits

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Salena Anderson
Keyword(s):  
Narrative Analysis ◽  
Writing Center ◽  
Classroom Community ◽  
First Year ◽  
Multilingual Writers ◽  
Sentence Level ◽  
Limited Experience ◽  
Student Journals

This study explores how first-year multilingual writers in a classroom community make sense of their first university writing center visits. Employing narrative analysis of student journals, this study illustrates differences in themes writers discuss in their narratives of first writing center visits and themes in self-reflections on their writing. Comparing narratives in student journals and tutor report forms, this study also presents the congruities and discrepancies between writer and tutor views of a session. Writer emphasis on grammar when narrating writing center visits contrasts with writer emphasis on development in self-reflections on their writing. When tutor and writer session descriptions differ, tutors emphasize discussion of development and organization while writers emphasize sentence-level accuracy. Without scaffolding of strategies for writing center use, first-year multilingual writers may privilege sentence-level feedback in their early understanding of the writing center, resulting in a more limited experience of writing center support.

scholarly journals Manual Versus Automated Narrative Analysis of Agrammatic Production Patterns: The Northwestern Narrative Language Analysis and Computerized Language Analysis

2018 ◽  
Vol 61 (2) ◽  
pp. 373-385 ◽  
Author(s):  
Chien-Ju Hsu ◽  
Cynthia K. Thompson
Keyword(s):  
Narrative Analysis ◽  
Argument Structure ◽  
Coding Systems ◽  
Language Analysis ◽  
Sentence Level ◽  
Agrammatic Aphasia ◽  
Verb Argument Structure ◽  
Assessment And Treatment ◽  
Healthy Control ◽  
Narrative Language

Purpose The purpose of this study is to compare the outcomes of the manually coded Northwestern Narrative Language Analysis (NNLA) system, which was developed for characterizing agrammatic production patterns, and the automated Computerized Language Analysis (CLAN) system, which has recently been adopted to analyze speech samples of individuals with aphasia (a) for reliability purposes to ascertain whether they yield similar results and (b) to evaluate CLAN for its ability to automatically identify language variables important for detailing agrammatic production patterns. Method The same set of Cinderella narrative samples from 8 participants with a clinical diagnosis of agrammatic aphasia and 10 cognitively healthy control participants were transcribed and coded using NNLA and CLAN. Both coding systems were utilized to quantify and characterize speech production patterns across several microsyntactic levels: utterance, sentence, lexical, morphological, and verb argument structure levels. Agreement between the 2 coding systems was computed for variables coded by both. Results Comparison of the 2 systems revealed high agreement for most, but not all, lexical-level and morphological-level variables. However, NNLA elucidated utterance-level, sentence-level, and verb argument structure–level impairments, important for assessment and treatment of agrammatism, which are not automatically coded by CLAN. Conclusions CLAN automatically and reliably codes most lexical and morphological variables but does not automatically quantify variables important for detailing production deficits in agrammatic aphasia, although conventions for manually coding some of these variables in Codes for the Human Analysis of Transcripts are possible. Suggestions for combining automated programs and manual coding to capture these variables or revising CLAN to automate coding of these variables are discussed.

Affective stances in teacher-novice student interactions: Language, embodiment, and willingness to learn in a Swedish primary classroom

2012 ◽  
Vol 41 (5) ◽  
pp. 641-670 ◽  
Author(s):  
Asta Cekaite
Keyword(s):  
Language Socialization ◽  
Classroom Community ◽  
First Grade ◽  
First Year ◽  
Cultural Patterns ◽  
Student Interactions ◽  
Moral Socialization ◽  
Teacher Student ◽  
Longitudinal Tracking ◽  
Teacher Student Interactions

AbstractThe present study explores a child, language, and cultural novice's affective and moral socialization during her first year in a Swedish first-grade classroom. Within the language socialization framework, it focuses on the lexicogrammatical and embodied organization of the novice's affectively charged noncompliant responses to (teacher) instructional directives, and the teachers' socializing responsive moves (contextualizing them within local and wider societal values and ideologies). The methods adopted combine a microanalytic approach with ethnographic analyses of socialization within a classroom community.Longitudinal tracking of the novice's stances demonstrated a trajectory across which socialization into normatively predictable cultural patterns did not occur. As shown, the student's affective stances and the teachers' socializing responses were consequential for the emergence of her “bad subject,” that is, her socioculturally problematic identity (from a “resigned” to an “oppositional” student who was “unwilling” to learn). Such deviant cases, it is argued, provide insights into the contested and dynamic aspects of second language socialization and demonstrate how affective (and moral) stances are mobilized as resources in the indexing of institutional identities. (Language socialization, language novice, affective stance, teacher-student interactions, directive sequences, embodiment, volition)*

scholarly journals Narratives of Recovery Over the First Year After Major Lower Limb Loss

2020 ◽  
Vol 30 (13) ◽  
pp. 2049-2063
Author(s):  
Phoebe Sanders ◽  
Ross Wadey ◽  
Melissa Day ◽  
Stacy Winter
Keyword(s):  
National Health Service ◽  
Narrative Analysis ◽  
Lower Limb ◽  
Well Being ◽  
Limb Amputation ◽  
First Year ◽  
Rehabilitation Center ◽  
Prosthetic Rehabilitation ◽  
Psychosocial Experiences ◽  
Opening Up

The objectives of this research were to extend previous research by exploring the psychosocial experiences of patients over the first year after major lower limb amputation (MLLA) and identify implications for rehabilitation practice. This research took place at a United Kingdom–based National Health Service–operated prosthetic rehabilitation center. Thirty patients were recruited who had experienced MLLA within the last year and were undertaking prosthetic rehabilitation. Data were collected through semi-structured narrative interviews, observation, and a reflexive journal and analyzed using dialogical narrative analysis. The concept of well-being was used to map patients’ recovery trajectories, and five narrative typologies were identified: accelerated decline, adaptation, illusory cure, muddling along, and projection. This article advances knowledge by opening up new possibilities for anticipating patients’ future needs through the stories they are telling in the present and provides the basis for additional resources supporting psychosocial recovery.

What Students Experienced: A Narrative Analysis of Essays Written by First-Year Medical Students Participating in a Geriatrics Home Visit

2013 ◽  
Vol 61 (9) ◽  
pp. 1592-1597 ◽  
Author(s):  
Linsey O'Donnell ◽  
Lesley Carson ◽  
Mary Ann Forciea ◽  
Bruce Kinosian ◽  
Judy Shea ◽  
...  
Keyword(s):  
Medical Students ◽  
Narrative Analysis ◽  
Home Visit ◽  
First Year ◽  
First Year Medical Students

scholarly journals Analysis of Errors Committed by Students in Writing English Essays

2021 ◽  
Vol 2 (4) ◽  
pp. 27-35
Author(s):  
Lok Raj Sharma
Keyword(s):  
Mother Tongue ◽  
Simple Random Sampling ◽  
Written Language ◽  
First Year ◽  
Education Students ◽  
Word Level ◽  
Sentence Level ◽  
Free Mode ◽  
The Impact ◽  
Language Sample

Error analysis in linguistics is a systematic process of collecting, identifying, describing, explaining and evaluating unaccepted linguistic forms committed by learners in their writings or speeches. This article attempts to assess the errors committed by 128 bachelor first year education students studying English as a foreign language at Makawanpur Multiple Campus, Hetauda, Nepal in the year 2021. Every student was assigned to write an essay on ‘The Impact of Corona Pandemic on Students’ in about 500 words as the written language sample in a free mode. 128 essays were selected as a sample through the simple random sampling method lottery from 190 essays. All the errors in their essays were identified, described, classified, explained and analyzed. The results revealed that most of the students committed errors in omission at the sentence level, and the causes of the errors were due to intralingual transfer, whereas the highest frequency of errors at the word level was preposition resulted due to mother tongue transfer and overgeneralization.

scholarly journals Challenges and possibilities in tutorials in a writing center in Japan

2013 ◽  
Vol 37 (6) ◽  
pp. 17
Author(s):  
Maiko Nakatake
Keyword(s):  
Foreign Language ◽  
Writing Center ◽  
English Proficiency ◽  
Writing Centers ◽  
Support Service ◽  
First Year ◽  
English Writing ◽  
Grammar Correction ◽  
Writing Course ◽  
The University

In recent years, interest in English writing centers as a support service for students’ writing beyond the regular curriculum has been growing in Japanese universities. Our writing center at the University of Tokyo was established under a first-year scientific English writing course in 2008. Our writing center offers tutorial sessions for students’ L2 (English) writing in L1 (Japanese) on a one-to-one basis. This article provides a brief introduction to our writing center and describes the challenges that tutors face, which are unique to writing centers in contexts where English is a foreign language. In this article, I would like to focus on three major points: the issue of grammar correction, tutors’ English proficiency, and tutees’ unfamiliarity with the writing center and tutoring style. This article also discusses the roles and possibilities of writing centers in Japan for both tutors and students. 近年、日本の大学において、正規課程外で学生の英語ライティングを支援する機関として、ライティング・センターへの関心が高まっている。東京大学のライティング・センターは、2008年に、理科系1年生のための英語アカデミック・ライティング・プログラムのもとに設立され、学生の科学英語論文に対するチュートリアルを１対１の形式で、日本語で提供している。本論では、本ライティング・センターの取り組みを紹介し、さらに現在直面している3つの問題点（文法の修正に関する問題、チューターの英語力に関する問題、学生のライティング・センター及びチュートリアルに対する認知度の低さの問題）に焦点をあてる。また、EFL環境下にある日本のライティング・センターが学生とチューターの両方に与える影響を明らかにし、日本の英語ライティング・センターが果たす今後の役割と可能性について検討する。

scholarly journals Principals' Perceptions about Alternate Route Programs in Rural Areas

2018 ◽  
Vol 36 (2) ◽  
Author(s):  
Devon Brenner ◽  
Anastasia Elder ◽  
Sarah Wimbish ◽  
Sara Walker
Keyword(s):  
Student Teaching ◽  
Rural Areas ◽  
First Year ◽  
Alternatively Certified ◽  
Structured Interviews ◽  
Alternate Route ◽  
School Students ◽  
Certified Teachers ◽  
Alternatively Certified Teachers ◽  
Limited Experience

Alternate route programs are increasingly serving schools in rural areas that may struggle to recruit new teachers.  In this study, ten principals of middle schools from rural areas of Mississippi were interviewed regarding their perceptions of alternate route programs’ recruitment, selection, preparation, mentorship, support, and retention practices.  Qualitative analysis of semi-structured interviews suggests that principals of rural schools had limited experience with alternatively certified teachers and, overall, their views were generally positive.  They believed that these programs would help meet the high need for teachers in the state, and alternate route candidates may provide benefits to middle school students due to their greater content knowledge, experience, and maturity. However, they also held concerns regarding the absence of student teaching, alternatively certified teachers’ readiness for the classroom, and the amount and quality of support and mentoring in the first year of teaching.  

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