Occupational narratives, community publishing and worker writing groups

Groupwork ◽  
2010 ◽  
Vol 20 (1) ◽  
pp. 9-33 ◽  
Author(s):  
Nick Pollard
Keyword(s):  
Writing Groups ◽  
Community Publishing

Working-Class Autobiography, c.1970–1985

2018 ◽  
Author(s):  
Florence Sutcliffe-Braithwaite
Keyword(s):  
Working Class ◽  
Oral History ◽  
Political Activism ◽  
Domestic Service ◽  
Political Education ◽  
Post War ◽  
Class Divisions ◽  
Community Publishing

This chapter examines working-class autobiographies and oral history testimonies created in the 1970s by the ‘history from below’, oral history, and community publishing movements. It finds that most working-class autobiographers felt that class divisions had weakened and changed radically in the post-war years: they identified improvements in housing, the NHS, education, and the power of workers as key alterations. The disappearance of live-in domestic service was a particularly powerful symbol of the changes that had taken place. Though none thought class had disappeared, many thought class divides were less powerful. While some working-class autobiographers wrote that their experiences made them instinctive socialists, in fact political activism did not flow straightforwardly from experience, but was the result of political education and context. Working-class experience was highly diverse, and as this became clear to many in the community publishing movement, it led to changes in their activist practice in the 1980s.

Salute ed elaborazione scritta di eventi emotivamente rilevanti in ambito lavorativo

2009 ◽  
pp. 113-137
Author(s):  
Luisa Pepe ◽  
Fiammetta Nicolardi ◽  
Fiorella Bucci ◽  
Luigi Solano
Keyword(s):  
Control Group ◽  
Writing Groups ◽  
Negative Experience ◽  
Task Instructions ◽  
Short Period ◽  
Dependent Variables ◽  
Physical Examinations ◽  
Group 2 ◽  
Positive Results ◽  
Writing Task

- J.W. Pennebaker's studies showed positive results on health through the use of the writing technique in different subjects. In line with these studies and Health Psychology's goals, in this research we applied Pennebaker's Writing Technique to subjects in a fire brigade sample who are often exposed to emotional experiences during their work. The sample was divided in three groups. The first group wrote about their most traumatic working experience (Negative exp. Gr.). The second group wrote about the most rewarding working experience (Positive exp. Gr.). The third group didn't receive any writing task (Control Gr.). The aims of the present study were to assess: 1) an improvement on health parameters in the two writing groups in respect to the control group; 2) an effectiveness of writing in the Positive experience gr. in the short period, in the Negative experience gr. in the long period; 3) a possible interaction between writing and alexithymia levels. Comparing the data of the three groups we found out significant differences confirming our hypothesis on our three dependent variables: sick leave days (F = 3.60; p < 0.04); SCL-90 scores (F = 5.56; p < 0.0005) and number of physical examinations reported in the Health Interview (F = 4.11; p < 0.03). Regarding our second hypothesis, results of this study suggest the need of adapting the writing task instructions to the context for a more effectiveness of the technique. Finally, interaction between writing and alexithymia was not found, possibly due to low alexithymia levels in the sample in general.

Writing Together: Gender's Effect on Collaboration

1996 ◽  
Vol 26 (2) ◽  
pp. 163-176 ◽  
Author(s):  
Louise Rehling
Keyword(s):  
Professional Writing ◽  
Writing Groups ◽  
Writing Classes ◽  
Student Groups ◽  
Collaborative Groups ◽  
Gender Balance

Recent studies identify gendered differences in communication and collaboration styles which suggest consequences for professional writing classrooms. If, indeed, men tend to stereotype women as clerks, prefer hierarchical collaboration, and value product over process, and, too, if gendered differences tend to increase counterproductive dissent, then the gender balance of writing groups might affect their dominant styles in those respects. However, when I analyzed the behaviors of over sixty student groups in my professional writing classes, I did not find gender balancing to have such effects. Instead, however, I observed other gender-related effects on collaboration: tendencies to stereotype men as technical experts and to self-segregate into gendered working teams. These findings suggest new perspectives on the role of gender for collaborative groups in professional writing classrooms.

scholarly journals Get a Room! How Writing Groups Aid the Development of Junior Academics’ Writing Practice and Writer Identity

2020 ◽  
Vol 10 (1) ◽  
pp. 59-74
Author(s):  
Jenny Mattsson ◽  
Emma-Karin Brandin ◽  
Ann-Kristin Hult
Keyword(s):  
Doctoral Students ◽  
Academic Writing ◽  
Structured Interview ◽  
Writing Groups ◽  
Writer Identity ◽  
Main Research ◽  
Writing Group ◽  
Key Characteristics ◽  
The University ◽  
Writing Practice

The present study revisits writing retreat participants who have spontaneously formed writing groups before or after attending a retreat hosted by the Unit for Academic Language at the University of Gothenburg, Sweden. All in all, 11 doctoral students and 1 post doc were interviewed using a semi-structured interview model. The answers were thematically analysed based on Murray’s (2014) concept of coherence in writing groups as well as parts of Aitchison and Lee’s (2006) key characteristics of writing groups. The two main research questions posed concern (i) whether the informants have changed their writing practice and/or the way they think and feel about writing since joining a writing group, and (ii) whether possible changes have aided the development of their identity as academic writers. Results show that the informants have indeed changed central aspects of their writing practice and that this in turn has positively influenced how they now think and feel about writing. This has to some extent contributed to the informants’ development of their writer identity; however, the present study also sheds light on the fact that more needs to be done at departmental levels across the university to make academic writing visible.

scholarly journals Academic Writing Groups in Higher Education: History and State of Play

2021 ◽  
Vol 11 (1) ◽  
pp. 85
Author(s):  
Catherine E. Déri ◽  
Émilie Tremblay-Wragg ◽  
Sara Mathieu-C.
Keyword(s):  
Higher Education ◽  
Academic Writing ◽  
Education History ◽  
Writing Groups ◽  
Graduate Studies ◽  
Master's Programs ◽  
Documentary Sources ◽  
Scholarly Publications ◽  
Study Programs ◽  
And Gender

Over the past twenty years, graduate studies have seen significant growth, with student numbers more than doubling worldwide. Unfortunately, the Organization for Economic Co-operation and Development continues to report dropout rates averaging 50% for PhD and 40% for master’s programs, in all disciplines combined. Among the reasons quoted for abandoning study programs are deficient academic writing competencies that could not only hinder how graduate students progress through their academic journey, but also how they integrate with the scientific community as novice scholars. Accordingly, this article will present an overview of studies related to academic writing groups, which have been identified as one of the strategies to benefit graduate studies. Based on a systematic literature review, we present a chronological account of key issues and concepts that have influenced the phenomenon throughout history. Thereafter, we explain the various characteristics of academic writing groups in order to delineate this phenomenon through the description of its inherent elements and propose an all-encompassing definition. The analysis of 72 documentary sources also allows the observation of trends through the examination of geographical, disciplinary, and methodological factors drawn from scholarly publications. Finally, we highlight considerations for future exploration of academic writing groups used as a pedagogical strategy in the context of higher education, from disciplinary, sociocultural, and gender perspectives.

scholarly journals Improving together: better science writing through peer learning

2016 ◽  
Author(s):  
M. A. Stiller-Reeve ◽  
C. Heuzé ◽  
W. T. Ball ◽  
R. H. White ◽  
G. Messori ◽  
...  
Keyword(s):  
Communication Skills ◽  
Time Management ◽  
Peer Learning ◽  
Scientific Writing ◽  
Early Career ◽  
Science Writing ◽  
Writing Groups ◽  
Disciplinary Boundaries ◽  
Writing Group ◽  
Group Members

Abstract. Science, in our case climate- and geo-science, is increasingly interdisciplinary. Scientists must therefore communicate across disciplinary boundaries. For this communication to be successful, scientists must write clearly and concisely, yet, the historically poor standard of scientific writing does not seem to be improving. Scientific writing must improve and the key to long-term improvement of scientific writing lies with the Early Career Scientist (ECS). Many interventions exist for an ECS to improve their writing, like style guides and courses. However, momentum is often difficult to maintain after these interventions are completed. Continuity is key to improving writing. This paper introduces the ClimateSnack project, which aims to motivate ECS's to develop and continue to improve their writing and communication skills. The project adopts a peer-learning framework where ECS's voluntarily form writing groups at different institute s around the world. The group members learn, discuss and improve their writing skills together. Several ClimateSnack writing groups have been formed. This paper examines why some of the groups have flourished and others have dissolved. We identify the challenges involved in making a writing group successful and effective, notably the leadership of self organized groups, and both individual and institutional time management. Within some of the groups, peer learning clearly offered a powerful tool to improve writing as well as bringing other benefits, including improved general communication skills and increased confidence.

scholarly journals Faculty member writing groups support productivity

2018 ◽  
Vol 16 (6) ◽  
pp. 565-569 ◽  
Author(s):  
Peter R Chai ◽  
Stephanie Carreiro ◽  
Jennifer L Carey ◽  
Katherine L Boyle ◽  
Brittany P Chapman ◽  
...  
Keyword(s):  
Faculty Member ◽  
Writing Groups
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