scholarly journals In a Foot of COVID-19 Clay Are the Feats of Library Writing Communities

2021 ◽  
Vol 5 (2) ◽  
pp. 251
Author(s):  
Samry
Keyword(s):  
Writing Communities

scholarly journals Literary Evaluation in Online Communities of Writers and Readers

2012 ◽  
Vol 3 (2) ◽  
Author(s):  
Peter Boot
Keyword(s):  
Online Communities ◽  
Online Writing ◽  
Writing Communities

To date, there has been very little research into online writing communities, largely as a result of the perceived low quality of writing produced in these communities. This article examines literary evaluation within online writing communities. Specifically, the Dutch site Verhalensite, which publishes both poems and stories, is analyzed in an attempt to determine why one work may be rated more highly than another, and whether a work’s ratings create an enduring reputation for its author.

Becoming Responsive Teachers during a Practicum-Based Study Abroad Experience

2017 ◽  
pp. 206-220
Author(s):  
Cheryl L. Dozier ◽  
S. Joy Stephens
Keyword(s):  
Study Abroad ◽  
Central America ◽  
Travel Narratives ◽  
Design And Implementation ◽  
Winter Semester ◽  
School Based ◽  
Practicum Experiences ◽  
Study Abroad Program ◽  
Writing Communities ◽  
Instructional Language

This chapter shares the planning, design, and implementation of a unique, intensive practicum based faculty-led study abroad program for preservice candidates in village and town schools in Belize, Central America. This study abroad experience included cultural explorations, school-based writing practicum experiences, and daily seminar sessions. In communities of writers, preservice candidates focused on learning from and with Belize learners and families as they developed as responsive teachers. The authors designed engagements to mentor preservice candidates in strengths based teaching, creating side-by-side writing communities, developing purposeful and intentional instructional language, and learning from students' families. Reflecting on two consecutive trips during the university's winter semester, the authors share insights on re-imagining educational and travel narratives. They also discuss ways they continue to learn from participants as they design future trips.

Using Online Writing Communities to Teach Writing MOOCs

2017 ◽  
pp. 317-330
Author(s):  
Rebekah Shultz Colby
Keyword(s):  
Online Courses ◽  
Technical Writing ◽  
Writing Classroom ◽  
Rhetorical Situation ◽  
Online Writing ◽  
Teacher Authority ◽  
Writing Genres ◽  
Style Guides ◽  
Writing Communities ◽  
Pedagogical Approaches

The immense enrollment capacity of massive open online courses (MOOCs) radically decenters student and teacher authority in the writing classroom. However, online writing communities teach each other how to write effectively within that community, a type of writing instruction which could be leveraged in a MOOC. The author qualitatively coded the types of writing questions and feedback posted on a technical writing forum, Technical Writing World and discovered that writing questions focused on technical writing genres, style guides, documentation practices, lower order concerns, and revision or outsourcing of work. Responses often directed the original poster to research the rhetorical situation within a specific company. The author then outlined three pedagogical approaches for writing MOOCs: students could ask writing questions from professionals on similar writing websites, conduct qualitative studies of similar online writing communities to learn their underlying writing values, and participate in MOOCs that were organized to be communities of practice.

scholarly journals The concepts «modern», «new» and «timely» in the literary consciousness of the 1920s

2021 ◽  
Vol 1 (1) ◽  
pp. 42-48
Author(s):  
Sergei A. Golubkov
Keyword(s):  
Social Order ◽  
Literary Work ◽  
The Novel ◽  
Aesthetic Quality ◽  
Literary Process ◽  
Gradual Introduction ◽  
Strict Regulation ◽  
The Aesthetic ◽  
Different Content ◽  
Writing Communities

In this article, we are talking about how the time of radical changes transforms the literary situation, changes the very content of modernity. This content includes a change in the types of artistic thinking, the interaction of style trends, the emergence of relevant topics, the change in the very forms of existence of a literary work, the change in the writer's status in society, the birth of new reader requests. Literary modernity is considered as a polyvector process, which includes various creative groups and writing communities. They offer their own innovations. The essence of the novelty of the next epoch can be expressed in an active dispute with the previous literary models. Contemporaries can put different content into the concept of a new one. So, in a highly political 1920-ies features of the new could suddenly acquire focus not on the ideological dominance of creativity and talent on the aesthetic quality of its products, to update the art forms (Serapion's brothers, Pass). Under the new one, we understood the variants of a fruitful synthesis of fiction and everyday life, realism and symbolism, realism and expressionism, point specifics and broad abstraction. The fate of individual genres (for example, the novel) was considered. The new could manifest itself in the very understanding of the timeliness (relevance) of a literary work. With the gradual introduction of strict regulation in the literary process, the understanding of such relevance changed (the theory of social order). The non-obviousness of the new (hidden timeliness) allows us to reevaluate the literature of the 1920s, to look at it from a century-old distance. The true innovations of this time are revealed.

Gendered Migrations and Literary Narratives: Writing Communities in South Asian Diaspora

2018 ◽  
Vol 9 (1) ◽  
pp. 93-108 ◽  
Author(s):  
Suman
Keyword(s):  
South Asian ◽  
Social Activity ◽  
South Asian Diaspora ◽  
Asian Origin ◽  
Asian Diaspora ◽  
Job Opportunities ◽  
The Social ◽  
Publishing Houses ◽  
Material Conditions ◽  
Writing Communities

Migrations are gendered journeys. During contemporary times when migrations happen due to personal reasons like pursuit of better job opportunities, the spouses, mostly women, face several challenges in finding jobs and sustaining a career. Many of these qualified women often turn to alternate means of finding identity and fulfilment. Writing is one activity that provides them with this sense of purpose and achievement. The personal act of writing a literary text becomes as much a social activity when few of them form writing communities. This socio-literary study begins with an analysis of the social and material conditions that foster gendered migrations, and goes on to analyse writing as an alternate career, the role these gendered writing communities play in the process of writing, publishing and marketing as well as the choice of certain topics, like romance, thus functioning as mini-publishing houses. Through detailed interviews of five women writers of South Asian origin, this paper posits that these popular narratives, the products of these writing communities, are very temporal in nature and a product of interesting intersections between migrations as a condition and the gendered communities.

Strategies for developing a writing community for doctoral students

2016 ◽  
Vol 7 (2) ◽  
pp. 198-210 ◽  
Author(s):  
Kathryn Roulston ◽  
Deborah Teitelbaum ◽  
Bo Chang ◽  
Ronald Butchart
Keyword(s):  
Doctoral Students ◽  
Discussion Board ◽  
Teaching Writing ◽  
Content Type ◽  
Online Discussion Board ◽  
Self Study ◽  
Writing Community ◽  
Writing Instructors ◽  
Doctoral Writing ◽  
Writing Communities

Purpose The purpose of this paper is to present considerations for developing a writing community for doctoral students. Design/methodology/approach The paper reflects on data from a self-study of a writing seminar in which the authors were involved. The authors examined students’ writing samples and peer-review comments, email correspondence, online discussion board postings, meeting minutes and participants’ reflections on their participation in the seminar. Findings While doctoral students described benefits from their participation in the writing seminar, the paper provides a cautionary tale concerning the challenges that can arise in the development and delivery of interventions that focus on developing writing communities involving doctoral students. Research limitations/implications This article draws on findings from an examination of a writing intervention to consider potential challenges that faculty and students face in developing writing communities. Findings may not apply to other kinds of settings, and they are limited by the small number of participants involved. Practical implications The paper discusses strategies that might be used to inform faculty in the development of writing communities for doctoral students. Social implications The authors’ experiences in developing and delivering a writing seminar highlight the importance of the process of trust-building for students to perceive the value of feedback from others so that they can respond to the technical demands of doctoral writing. Originality/value There is a growing body of work on the value of writing interventions for doctoral students such as retreats and writing groups. These are frequently facilitated by faculty whose area of expertise is in teaching writing. This paper contributes understanding to what is needed for faculty who are not writing instructors to facilitate groups of this sort. Participants must demonstrate a sufficient level of competence as writers to review others’ work; develop trusting, collegial relationships with one another; and be willing to contribute to others’ development and make a commitment to accomplishing the required tasks.

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