Students’ Beliefs and Attitudes in Exploring Critical Literacy Comprehension towards Online Media Information into their Writing Practices

Addressing critical literacy exploration into students’ language learning is perpetuated in this digital media- dependent environment. Reading and writing competencies have also pertained the critical enactment in order to present the beyond textual values. Through class discussions and class observations among 12 tertiary English major students in a private university in Indonesia, this study explores students’ beliefs and attitudes towards their critical literacy comprehension on online media information through writing practices. This exploratory case study collect the data covering the recordings of class discussions and class observations from student lesson implementation during their writing course. The results of this study reveal that most of the students are aware of the critical understanding of particular information conveyed from certain messages in their written works. Their beliefs on critical literacy agency has raised several attitudes of how they construct the social perspectives based on selections of what to include and exclude in their written texts. The article is also present recommendation to enlighten the learning in a critical stance.

TEACHING ACADEMIC WRITING IN ENGLISH TO STUDENTS OF ECONOMICS THROUGH CONCEPTUAL METAPHORS

The article addresses EFL students’ academic writing competence by fostering and evaluating their writing practices through conceptual metaphors. The research dataset comprised 102 Russian students majoring in economics. The students received the instruction based on the framework of the Conceptual Metaphor Theory during their EAP, ESP and EMI courses in economics. Metaphor Identification Procedure VU University Amsterdam (MIPVU) and the method of metaphoric modeling were used to assess EFL writing competence in economic knowledge domains – knowledge of terms and specific concepts, represented as conceptual metaphors. The statistical analysis did not show significant changes in the writing competence level of students when their EAP and ESP writing was compared. However, statistical differences were revealed in the use of metaphors when the students progressed from their EAP to EMI course and from their ESP to EMI course. The qualitative analysis demonstrated main differences within the conceptual metaphor domains in ESP and EMI writing. On the whole, the results reported here suggest the dynamics of FL writing competence of the Russian students specializing in economics when attending an EAP course, an ESP course and an EMI course in economics at the university.

Harnessing the Power of Reflective Journal Writing in Global Contexts: A Systematic Literature Review

writing that has significant impacts on student writers worldwide and identify the qualities of reflective journal writing that foster transformative practices involving personal, relational, and intellectual activities. This systematic literature review incorporated important theoretical frameworks into acceptable convictions. A thorough analysis of 20 recently published research articles (out of 450) from 2016 to 2021 aimed to present written arguments that support thesis positions and credible evidence, as well as determine the global contexts of writing practices. The findings showed that reflective journal writing reinforced a profound transformation to further explore self-discovery, self-inquiry, and critical ideas. It is also concerned with writing performance, as well as the advancement of cognitive and metacognitive writing skills. Reflective journal writers' voices empowered significant changes in a variety of writing aspects, including personal idea exploration, creativity, self-organization, and professional practice development. These findings have implications for encouraging critical reflection, self-expression, and critical thinking among students. They should write reflective journals that can have an impact on a global community and allow them to bring about transformations.

Pelatihan Penyusunan Best Practice dalam Penelitian Tindakan Kelas pada Guru SMP-SMA

Purpose: The objectives of implementing community service include providing insight to teachers about best practice writing and providing best practice writing training. Method: The method used is field observation. The target in community service is junior-high school educators in Waru Sidoarjo district. These activities are carried out in the form of training activities, teaching, discussions, and research writing practices. Results: The training that has been carried out on middle-high school educators, namely (a) educators respond well to training in the PPM program, (b) educators have the motivation to improve in making scientific papers, (c) variety of scientific language is a common material in Indonesian language lessons so that educators are active in participating in training, (d) the teachers have a fairly good understanding in writing scientific papers, and (e) the educators respond well to aspects of the implementation of activities, aspects of the presenters, and aspects as a whole. Then, the final results show that from 44 participants, quantitatively that 30 participants have finished writing a best practice writing report, and only 14 participants still needed improvement. Conclusions: Through community service, teachers are able to make research through best practice. Although, there are some teachers who need revision related to the research content.

Approaches to Writing Instruction in Aotearoa: The Influences of Teachers' Beliefs and Practices on Progress

<p>In the educational context, social constructivists are those who view knowledge as constructed through social experiences. In the class-room, these theorists favour student-led and cooperative group work over teacher-directed and individual work and de-emphasize the explicit teaching of technical skills. Literacy teaching in New Zealand has been influenced by constructivism since the 1980s. Whether this influence has been positive is, however, open to doubt. According to current achievement data many students are under-achieving. A very different perspective is offered by social cognitivism, according to which experimental and quantitative methodologies are used to assess the effectiveness of various teaching approaches. While more widespread use of these methods could bring about much-needed change, advocates of constructivism have discouraged their uptake by (i) associating their own approaches with social values and (ii) representing scientific methods as unsuited to the contexts at stake. International research has shown that teachers take a more pragmatic view: Studies have demonstrated that the majority of teachers are comfortable with a range of approaches, and thus that seemingly disparate approaches may co-exist. There has been very little research on the beliefs of New Zealand teachers, although Ministry of Education publications for teachers are essentially constructivist. Study One investigated the ideological context of the New Zealand primary school. A total of 626 teachers completed a survey on their beliefs and practices for teaching writing. Principal components analysis of beliefs isolated three dimensions, which appear to reflect valuation of (i) explicit, (ii) socio-cultural and (iii) process-writing approaches respectively. Principal components analysis of practices isolated six dimensions: (i) explicit and structured approaches; (ii) socio-cultural and process writing approaches; (iii) attention to surface features; (iv) advanced writing practices; (v) basic writing practices, and (vi) teacher goal selection. In the second phase of this study, a sub-sample of 19 survey respondents supplied writing samples from the students in their classes, at two time points, allowing for the measurement of progress over time. Teachers’ scale locations for reported beliefs and practices were compared with their students’ rates of progress. Explicit teaching beliefs and practices emerged as being strongly – although only marginally significantly – correlated with progress and socio-cultural practices were negatively – and significantly – correlated with achievement. In addition, a number of individual survey items were positively, and significantly, correlated with achievement, all belonging to the explicit teaching dimensions. Two items were negatively and significantly correlated with achievement, and these belonged to the process-writing and socio-cultural practices dimension. A sub-sample of eight teachers were interviewed in order to gain a deeper understanding of their beliefs and practices. In general, teachers’ comments reflected their scale locations in the survey data. While those who focused on the explicit teaching of technical skills achieved the greatest gains for student achievement, others used socio-cultural and process approaches thoughtfully to address students’ social and emotional needs. The pedagogical method that is the subject of Study Two, “Fast Feedback”, was developed in line with social cognitivist findings and is thus at odds with the quasi-official view. Fast Feedback centres on individualized goals and regular, focused assessment in order to accelerate student progress. In 2015 nine teachers were engaged to trial this method – in seven classrooms, across three Wellington schools. Achievement data were collected for 136 student participants, and were compared with the equivalent data from students at a control school. Data analysis revealed that the treatment group made significantly more progress than the control group (ES 0.5). It also revealed variability across classrooms. Interestingly, the highest rates of progress were achieved (in all classrooms) during the first half of the intervention. Clearly worded, process-oriented goals were the most effective. The addressing of technical skills – sentence writing, spelling and handwriting – proved to be essential. In interviews, teachers observed that the predictable structure of Fast Feedback lessons was motivating for students, and led to a greater sense of self-responsibility on their (the students’) part. In conclusion, these two empirical studies together indicate that explicit approaches – informed by scientific research – are most likely to raise student achievement. The Ministry should therefore work with urgency to ensure teachers have information about these methods, so that more New Zealand students will experience success in learning to write.</p>

Approaches to Writing Instruction in Aotearoa: The Influences of Teachers' Beliefs and Practices on Progress

<p>In the educational context, social constructivists are those who view knowledge as constructed through social experiences. In the class-room, these theorists favour student-led and cooperative group work over teacher-directed and individual work and de-emphasize the explicit teaching of technical skills. Literacy teaching in New Zealand has been influenced by constructivism since the 1980s. Whether this influence has been positive is, however, open to doubt. According to current achievement data many students are under-achieving. A very different perspective is offered by social cognitivism, according to which experimental and quantitative methodologies are used to assess the effectiveness of various teaching approaches. While more widespread use of these methods could bring about much-needed change, advocates of constructivism have discouraged their uptake by (i) associating their own approaches with social values and (ii) representing scientific methods as unsuited to the contexts at stake. International research has shown that teachers take a more pragmatic view: Studies have demonstrated that the majority of teachers are comfortable with a range of approaches, and thus that seemingly disparate approaches may co-exist. There has been very little research on the beliefs of New Zealand teachers, although Ministry of Education publications for teachers are essentially constructivist. Study One investigated the ideological context of the New Zealand primary school. A total of 626 teachers completed a survey on their beliefs and practices for teaching writing. Principal components analysis of beliefs isolated three dimensions, which appear to reflect valuation of (i) explicit, (ii) socio-cultural and (iii) process-writing approaches respectively. Principal components analysis of practices isolated six dimensions: (i) explicit and structured approaches; (ii) socio-cultural and process writing approaches; (iii) attention to surface features; (iv) advanced writing practices; (v) basic writing practices, and (vi) teacher goal selection. In the second phase of this study, a sub-sample of 19 survey respondents supplied writing samples from the students in their classes, at two time points, allowing for the measurement of progress over time. Teachers’ scale locations for reported beliefs and practices were compared with their students’ rates of progress. Explicit teaching beliefs and practices emerged as being strongly – although only marginally significantly – correlated with progress and socio-cultural practices were negatively – and significantly – correlated with achievement. In addition, a number of individual survey items were positively, and significantly, correlated with achievement, all belonging to the explicit teaching dimensions. Two items were negatively and significantly correlated with achievement, and these belonged to the process-writing and socio-cultural practices dimension. A sub-sample of eight teachers were interviewed in order to gain a deeper understanding of their beliefs and practices. In general, teachers’ comments reflected their scale locations in the survey data. While those who focused on the explicit teaching of technical skills achieved the greatest gains for student achievement, others used socio-cultural and process approaches thoughtfully to address students’ social and emotional needs. The pedagogical method that is the subject of Study Two, “Fast Feedback”, was developed in line with social cognitivist findings and is thus at odds with the quasi-official view. Fast Feedback centres on individualized goals and regular, focused assessment in order to accelerate student progress. In 2015 nine teachers were engaged to trial this method – in seven classrooms, across three Wellington schools. Achievement data were collected for 136 student participants, and were compared with the equivalent data from students at a control school. Data analysis revealed that the treatment group made significantly more progress than the control group (ES 0.5). It also revealed variability across classrooms. Interestingly, the highest rates of progress were achieved (in all classrooms) during the first half of the intervention. Clearly worded, process-oriented goals were the most effective. The addressing of technical skills – sentence writing, spelling and handwriting – proved to be essential. In interviews, teachers observed that the predictable structure of Fast Feedback lessons was motivating for students, and led to a greater sense of self-responsibility on their (the students’) part. In conclusion, these two empirical studies together indicate that explicit approaches – informed by scientific research – are most likely to raise student achievement. The Ministry should therefore work with urgency to ensure teachers have information about these methods, so that more New Zealand students will experience success in learning to write.</p>

A palavra muda de Rancière através de um diálogo entre Flaubert e Ibsen | Rancière's mute speech through a dialogue between Flaubert and Ibsen

A palavra muda é um conceito importante na compreensão da literatura estética por propor modos específicos de trato com a letra e com as contradições decorrentes da quebra com os pressupostos representativos. Por isso, este trabalho tem como objetivo investigar a reflexão que Rancière propõe sobrea obra de Gustave Flaubert em diálogo com o teatro. Visto que a palavra muda enlaça formas de expressão que encontram, na arte, um lugar (mesmo que impermanente), esta abordagempode ajudar a vislumbrar caminhos para o pensamento de outros modos do fazer artístico e o trânsito entre eles. Por fim, buscou-seconectar o teatro de Henrik Ibsene o gesto estético de Flaubert mediante a relação entre Bouvard e Pécuchet e O pato selvagem.Palavras-chave: Palavra muda. Rancière. Flaubert. Ibsen. AbstractMute speech is a key-concept on the reflection about the aesthetic literature by proposing specific ways of writing practices andtheir consequent contradictions, resulting from the rupture with the representative presuppositions.Therefore, this work aims to investigate Rancière's reflection on Gustave Flaubert's work in dialogue with theatre. Since the mute speechentwines forms of expression that find, in the art of writing, an important place (albeit an impermanent one), this approach can help to find out paths for thinking about other ways of artistic making, as well as moving between them. Finally, an attempt was made to connect Henrik Ibsen's theater and Flaubert's aesthetic gesture through the relationship between Bouvard and Pécuchet and The Wild Duck.Keywords: Mute speech. Rancière. Flaubert. Ibsen. ORCIDhttp://orcid.org/0000-0002-1149-3707

“A Lot of Students Are Already There”: Repositioning Language-Minoritized Students as “Writers in Residence” in English Classrooms

This article centers on Faith, a Latinx bilingual student who, because of her failure to pass a standardized exam in English language arts, had to repeat 11th-grade English. Despite this stigma of being a “repeater,” during the year-long ethnographic study I conducted in her classroom, Faith proved to be an insightful and critical reader and self-described poet who shared her writing with her peers as well as with other poets in online forums. Drawing from that more expansive classroom study, this article features Faith’s metacommentary on language and her own writing process and explores how her insights (1) disrupt monoglossic, raciolinguistic ideologies by highlighting the disconnect between her sophisticated understandings of language and the writing process and her status as a “struggling” student; (2) draw attention her wayfinding, which chronicles her navigation of those ideologies that complicate her search for a writerly identity and obscure the translingual nature of all texts and all writers; and (3) can move teachers and researchers of writing to reimagine the writing classroom so that it (re)positions students like Faith as “writers in residence,” whose existing translingual writing practices and wayfinding can serve as mentors and guides for others.

Assessing learning transfer and constraining issues in EAP writing practices

The aim of this study was to investigate what learners carry over from a general academic writing course to disciplinary writing settings and the variables constraining the quality of the outcome. Seven EFL university writing teachers and 58 students were selected using purposive and stratified sampling techniques. Data were generated using in-depth interview and document analysis. Thematic analysis and non-parametric statistical tools were employed to analyze the data. The findings showed that the students made limited learning transfer from the writing course to their writing settings across academic discourses. While surface level knowledge of grammatical features show better transfer, skills of discourse level writing processes, thinking strategies and vocabulary showed very poor transfer. A number of reasons are identified for the failure of learning transfer in the study setting. Among others, EAP teachers’ failure to bridge the EFL writing and content area writing practice contributed to this problem. The other variable causing this problem is students’ failure to make significant moves to adapt skills of writing processes and thinking strategies to new situations. Based on these evidences, alternative ways of improving the carryover impact of such courses have been put forward.

‘All sorts of wonderful impossibilities’: Tracing the Genesis of John McGahern’s ‘Doorways’

It is well known by now that John McGahern was a scrupulous reviser of his own work, even if this insight into his compositional methods has not been accompanied by a substantial body of research on the archive and the revisions themselves. This essay aims to address this anomaly by focusing on the genetic evolution of McGahern's short story ‘Doorways’. Specifically, it will concentrate on the earliest handwritten drafts when the work is at its most provisional. The consensus view of McGahern's writing practices is of an artist committed to ideals of Flaubertian perfectionism, but implicit in this view is a bias towards the more granular work of late-stage refinement. The approach this essay takes shows McGahern at his most distant from the Flaubertian perfectionist that he is best known as, thus opening up new ways to reconsider how those works achieve their distinctive appearance of refined delicacy and simplicity.