scholarly journals Introduction: Play, Visual strategies and Innovative Approaches to Graduate Student Writing Development

2018 ◽  
Vol 28 ◽  
pp. 26-32
Author(s):  
Brittany Amell ◽  
Cecile Badenhorst
Keyword(s):  
Graduate Student ◽  
Canadian Journal ◽  
Special Section ◽  
Writing Development ◽  
Student Writing ◽  
Creative Methods ◽  
Visual Strategies ◽  
Innovative Approaches

We begin by introducing the special section of the Canadian Journal for Studies in Discourse and Writing/Rédactologie on play, visual strategies and innovative approaches to graduate student writing development. Most exciting for us to see as editors of this special section is how many authors from various locales are drawing on creative methods, signalling to us that in some ways this is a burgeoning area. We have papers from Germany, the U.K., Thailand, and at least three provinces in Canada. We have some poetry, examples of collages, photos of cats, shapes, and Lego™. We include the abstracts for each of the papers.

scholarly journals Introduction: Play, Visual strategies and Innovative Approaches to Graduate Student Writing Development

2018 ◽  
Vol 28 ◽  
pp. 26
Author(s):  
Brittany Amell ◽  
Cecile Badenhorst
Keyword(s):  
Graduate Student ◽  
Canadian Journal ◽  
Special Section ◽  
Writing Development ◽  
Student Writing ◽  
Creative Methods ◽  
Visual Strategies ◽  
Innovative Approaches

We begin by introducing the special section of the Canadian Journal for Studies in Discourse and Writing/Rédactologie on play, visual strategies and innovative approaches to graduate student writing development. Most exciting for us to see as editors of this special section is how many authors from various locales are drawing on creative methods, signalling to us that in some ways this is a burgeoning area. We have papers from Germany, the U.K., Thailand, and at least three provinces in Canada. We have some poetry, examples of collages, photos of cats, shapes, and Lego™. We include the abstracts for each of the papers.

L2 Theme development in Discursive and Experimental undergraduate student writing

2021 ◽  
Author(s):  
Xiao Chen ◽  
Sheena Gardner
Keyword(s):  
Undergraduate Student ◽  
Systemic Functional Linguistics ◽  
Writing Development ◽  
Experimental Writing ◽  
Student Writing ◽  
Report Writing ◽  
Functional Linguistics ◽  
Successful Student ◽  
Lexical Density

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.

scholarly journals Emotions, Play and Graduate Student Writing

2018 ◽  
Vol 28 ◽  
pp. 103-126 ◽  
Author(s):  
Cecile Badenhorst
Keyword(s):  
Graduate Student ◽  
Emotional Reactions ◽  
Student Experiences ◽  
Student Writing ◽  
Research Writing ◽  
Pedagogical Strategies ◽  
Writing Anxiety ◽  
Graduate Research ◽  
Scholarly Identity ◽  
Critical Feedback

While playfulness is important to graduate writing to shift students into new ways of thinking about their research, a key obstacle to having fun is writing anxiety. Writing is emotional, and despite a growing field of research that attests to this, emotions are often not explicitly recognized as part of the graduate student writing journey. Many students experience writing anxiety, particularly when receiving feedback on dissertations or papers for publication. Feedback on writing-in-progress is crucial to meeting disciplinary expectations and developing a scholarly identity for the writer. Yet many students are unable to cope with the emotions generated by criticism of their writing. This paper presents pedagogical strategies—free-writing, negotiating negative internal dialogue, and using objects to externalize feelings—to help students navigate their emotions, while recognizing the broader discursive context within which graduate writing takes place. Reflections on the pedagogical strategies from nineteen Masters and PhD students attending a course, Graduate Research Writing, were used to illustrate student experiences over the semester. The pedagogical strategies helped students to recognize their emotions, to make decisions about their emotional reactions and to develop agency in the way they responded to critical feedback. By acknowledging the emotional nature of writing, students are more open to creativity, originality, and imagination.

Linguistic Markers of Stance and Genre in Upper-Level Student Writing

2019 ◽  
Vol 36 (2) ◽  
pp. 267-295 ◽  
Author(s):  
Laura Aull
Keyword(s):  
Higher Education ◽  
Academic Writing ◽  
Writing Development ◽  
Future Research ◽  
Student Writing ◽  
Linguistic Markers ◽  
Writing Research ◽  
Upper Level ◽  
Different Levels ◽  
Level Student

Stance is a growing focus of academic writing research and an important aspect of writing development in higher education. Research on student writing to date has explored stance across different levels, language backgrounds, and disciplines, but has rarely focused on stance features across genres. This article explores stance marker use between two important genre families in higher education—persuasive argumentative writing and analytic explanatory writing—based on corpus linguistic analysis of late undergraduate and early graduate-level writing in the Michigan Corpus of Upper-Level Student Papers (MICUSP). The specific stance markers in the study, both epistemic and textual cues, have been shown to distinguish student writing across levels; this study, then, extends the analysis to consider the comparative use of these markers across genres. The findings show two stance expectations persistent across genres as well as significant distinctions between argumentative and explanatory writing vis-à-vis stance markers that intensify and contrast. The findings thus point to important considerations for instruction, assignment design, and future research.

Reconsidering the Work of Claire Johnston

2018 ◽  
Vol 4 (3) ◽  
pp. 244-273
Author(s):  
Rachel Fabian
Keyword(s):  
Media Studies ◽  
Graduate Student ◽  
Media Production ◽  
Student Writing ◽  
Theoretical Inquiry ◽  
Group A ◽  
Feminist Film ◽  
Production Practices ◽  
Women's Film ◽  
Film Group

This essay examines the work of British “cinefeminist” Claire Johnston, whose activism, writings, and filmmaking during the 1970s and 1980s merged innovative feminist media production practices with new modes of theoretical inquiry. Johnston's 1973 essay “Women's Cinema as Counter-Cinema” was crucial to feminist film theory's development, yet the essay's canonization has reduced her thinking to a handful of theoretical concerns. To grasp the full political promise of Johnston's work, this article reconsiders the essay in three related contexts, examining: the historical circumstances in which it was published and the feminist debates it participated in; its ties to Johnston's less noted writings; and its relation to Johnston's filmmaking while she was a member of the London Women's Film Group, a feminist filmmaking collective committed to building coalitions among women media workers. This article won the Society for Cinema and Media Studies Graduate Student Writing Prize in 2016.

Echange/Exchange

1975 ◽  
Vol 8 (1) ◽  
pp. 146-147 ◽  
Author(s):  
Irving Abella ◽  
Terence Morley
Keyword(s):  
Political Science ◽  
Communist Party ◽  
Graduate Student ◽  
Canadian Journal ◽  
Democratic Party ◽  
The Past ◽  
International Unions ◽  
Queen's University ◽  
New Democratic Party

I was disturbed, and I understand my distress was shared by many others, to see the pages of such a respected scholarly periodical as the Canadian Journal of Political Science being so badly misused by a political bureaucrat for partisan purposes. I refer to the review of my book Nationalism, Communism, and Canadian Labour by Terence Morley, a longtime functionary of the New Democratic party, and now a graduate student at Queen's University.Because I was critical of some of the activities of the CCF in the 1940s, made some kind remarks about the Communist party, and questioned some of the policies of international unions, Morley labels my book a “Waffle-inspired tract.” What utter nonsense! I am not a member nor even a supporter of the Waffle, as should be readily apparent to any intelligent reader of the book. Indeed, if Morley had done any reading over the past year since the book appeared he would have noted that in their reviews and speeches, Waffle leaders were critical of the book's implications – and rightly so given their ideology. But, quite clearly, to the Terence Morleys of Canada, to be even mildly critical of the ccf, immediately marks one as an enemy – as a member of the “Waffle” – just as critics in past years were denounced as “Communists.”Although he is clearly unaware of the fact, I am, and have been for as long as I remember, a supporter of Mr Morley's own party.

Sign in / Sign up

Export Citation Format

Share Document