Textual Perspectives on Collaborative Learning: Dialogic Literacy and Written Texts in Composition Classrooms

2020 ◽  
pp. 149-157
Author(s):  
Joseph J. Comprone
2008 ◽  
Vol 11 (1) ◽  
pp. 9-11 ◽  
Author(s):  
Carolyn S. Potts ◽  
Sarah M. Ginsberg

Abstract In recent years, colleges and universities across the country have been called upon to increase the quality of education provided and to improve student retention rates. In response to this challenge, many faculty are exploring alternatives to the traditional “lecture-centered” approach of higher education in an attempt to increase student learning and satisfaction. Collaborative learning is one method of teaching, which has been demonstrated to improve student learning outcomes.


2005 ◽  
Author(s):  
Vanessa Kowollik ◽  
Eric A. Day ◽  
Jazmine Espejo ◽  
Lauren E. McEntire ◽  
Paul R. Boatman

2015 ◽  
Vol 5 (1) ◽  
pp. 31-54
Author(s):  
Khaled Barkaoui ◽  
Margaret So ◽  
Wataru Suzuki

2017 ◽  
Vol 8 (1-2) ◽  
pp. 115-136 ◽  
Author(s):  
Katharina Wilkens

Written texts, especially sacred texts, can be handled in different ways. They can be read for semantic content; or they can be materially experienced, touched, or even be inhaled or drunk. I argue that literacy ideologies regulate social acceptability of specific semantic and somatic text practices. Drinking or fumigating the Qurʾan as a medical procedure is a highly contested literacy event in which two different ideologies are drawn upon simultaneously. I employ the linguistic model of codeswitching to highlight central aspects of this event: a more somatic ideology of literacy enables the link to medicine, while a more semantic ideology connects the practice to theological discourses on the sacredness of the Qurʾan as well as to the tradition of Prophetic medicine. Opposition to and ridicule of the practice, however, comes from representatives of an ideology of semantic purity, including some Islamic theologians and most Western scholars of Islam. Qurʾanic potions thus constitute an ideal point of entry for analyzing different types of literacy ideologies being followed in religious traditions.


2008 ◽  
Vol 2 (2-3) ◽  
pp. 190-208
Author(s):  
Cordell M. Waldron

Does the central role of the Iliad and the Odyssey in ancient Greek culture indicate that they functioned as scripture? Taking the role of the Tanakh in Jewish culture as the standard of comparison, this essay argues that, while the Tanakh and the epics functioned similarly as foundational texts in their respective cultures, the ways in which Homer was used in Hellenic culture differ markedly from the ways in which the Tanakh was used in ancient Jewish culture. The Homeric epics were primarily thought of as orally delivered or performed events throughout most of their history, only coming to be thought of as primarily written texts in the Hellenistic era and later, whereas almost from its origins the Tanakh commands and exemplifies a textcentered community in which that which is written is most important.


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