Empowerment through rejection: challenging divisions between traditional, authentic and critical writing pedagogy

Purpose The purpose of this study is to inquire into the effectiveness of authentic writing instruction embedded in a critical service-learning project in a middle school English Language Arts curriculum. Design/methodology/approach This paper analyzes middle school students’ survey responses before and after their participation in a critical service-learning project designed to engage students in authentic writing. Specifically, the paper considers students’ perspectives of community and writing as a result of their participation in the project. Findings Participants’ perspectives fell into three categories: audience influence, empowerment or personal knowledge to act and confidence in ideas. Originality/value These perspectives suggest a deviation from common findings regarding the benefits of authentic writing instruction, as the presence of an audience in this study often hindered student confidence in their abilities as writers and community change agents. Authors draw from the findings to offer recommendations to support teachers in effectively incorporating authentic writing practices and audiences into their instruction.

Sobre interferência sintática em tradução e em escrita autêntica

In translation contexts, translators must activate two distinct grammars, as well as pragmatic conditions that may also be distinct. This particular case of languages in contact may give rise to inadequacies or errors, sometimes explained as the result of transferring properties of the source language to the target language. Focussing on the results presented in Gonçalves & Colaço (2019), who analysed some issues concerning reference chains in the context of translation, this paper discusses the data under a new perspective. In line with Sorace & Filiaci’s (2006) Interface Hypothesis, we show that in translation, as well as in other situations of languages in contact, linguistic phenomena involving the interface between syntax and other cognitive domains (in particular, semantics and pragmatics) are more affected than phenomena that exempt this interface, which explains why syntactic interference does not operate randomly; we show that this hypothesis is empirically motivated by data involving reference chains in the context of English to Portuguese translation. Plus, we present and discuss data from L1 authentic writing, showing that Portuguese students at the University present similar problems in establishing the adequate reference chains both when they are writing texts in their L1 (Portuguese) and when they are translating from English to their L1 (Portuguese), which leads us to conclude that reference chains are a particular relevant area to confirm the Interface Hypothesis also in L1 contexts.

АВТОНОМНЕ ФОРМУВАННЯ ПРОФЕСІЙНО ОРІЄНТОВАНОЇ АНГЛОМОВНОЇ КОМПЕТЕНТНОСТІ В ПИСЬМІ В МАЙБУТНІХ УЧИТЕЛІВ МАТЕМАТИКИ

The aim of the article is to determine the features of learning to write in the conditions of autonomous learning of professionally oriented English communication and to create a system of exercises and tasks for autonomous formation of professionally oriented English competence in writing for future teachers of Mathematics. The study results showed that autonomous formation of professionally oriented English competence in writing is a type of autonomous learning activity, in the process of which future teachers of Mathematics develop a willingness to take responsibility for effective tasks and form the ability to apply knowledge, skills and abilities. The components of professionally oriented English competence are knowledge; skills and abilities; communication; autonomy and responsibility. The main aspects of the content of learning to write are substantive and procedural aspects. The formation of professionally oriented English competence in writing in the process of autonomous learning of future teachers of Mathematics is organized on the interrelated fundamentals: learning to write as a type of professionally oriented English communication based on modelling authentic writing situations; use of students’ experience in communicative activities in their native language; managing the writing process through the content of the activity; a systematic approach of learning to write, including mastering the means, methods, and strategies. Autonomous formation of professionally oriented English competence in writing of future teachers of Mathematics provides: purposeful and conscious planning of activity in writing; ability to establish independently the relationship between previously studied and new educational material; ability to monitor students’ writing and control the correspondence of the writing task to the obtained result; ability to structure and restructure the accumulated knowledge; flexibility and variability in the application of accumulated life experience, experience in learning foreign languages, as well as experience in English writing. The author of the article developed a system of exercises and tasks for autonomous formation of professionally oriented English competence in writing, which consists of three subsystems: a subsystem of exercises for the development of skills of mastering the strategies of professionally oriented writing; a subsystem of exercises for the formation of communicative writing skills; a subsystem of exercises for the development of writing abilities of future teachers of Mathematics.

E-PORTFOLIO AS AN AUTHENTIC LEARNING ASSESSMENT IN A RESPONSE TO COVID-19 OUTBREAK IN INDONESIAN HIGHER EDUCATION: TOWARD CRITICAL STUDENT-WRITERS

This report, a part of a larger study, describes a case study investigating university educators who struggled in empowering student-teachers that aimed to promote critical writing awareness. This study aimed at revealing phenomenon of edmodo-based e-portfolio as an alternative authentic assessment for empowering student teachers in the covid-19 outbreak in Indonesia. Twenty-five out of seventy-eight student teachers in teacher college in Indonesia voluntarily participated in the study. For the data, the student teachers were observed during their writing completion to assess their writing as well as their critical arguments. At the end of the first writing project, they were interviewed to reveal their attitudes towards the projects. Three main findings were reported, i.e. their writing skill improvement, attitudes, and critical writing. Overall, the findings show that edmodo-based portfolio provides graphic of students’ writing performance as authentic writing assessment and perceives positive attitudes from the student teachers. In addition, students’ critical writing awareness is also developed

PEMANFAATAN KEGIATAN MENULIS JURNAL SEBAGAI BAHAN PENILAIAN AUTENTIK DALAM MENINGKATKAN HASIL BELAJAR SISWA PADA MATA PELAJARAN BAHASA INDONESIA KELAS XII TAHUN PELAJARAN 2017-2018

Based on observations and experiences in class, it was found that writing is often a matter of less interest and there is less good response from students. Writing skills in the classroom are generally taught only when learning to write, writing skills should be integrated in learning or inserted in every learning in class. Problems that also arise related to learning writing skills in schools are the way to assess and target curriculum achievement which is only measured based on the results of written tests. Because of this, it is necessary to apply an authentic writing skills assessment model that is in accordance with various techniques and procedures. The subjects in this research were the process of teaching and learning activities between students and teachers / researchers of Class XII MIPA 1 of SMAN 3 Kotabumi, North Lampung Regency in the Academic Year of 2017 - 2018, amounting to 34 students. After conducting research and analyzing research data, the researchers concluded that the use of journal writing skills as an authentic assessment material in Indonesian Language Subjects Class XII MIPA 1 SMA Negeri 3 Kotabumi can improve student learning outcomes. This is evidenced by the increase in the percentage of Minimum Completeness Criteria that have been determined from the first cycle to the second cycle of 23.69%.

Written Language Outcomes of Deaf Elementary Students Engaged in Authentic Writing

This study explores the impact of Strategic and Interactive Writing Instruction (SIWI) on six students’ written language skills through the application of a multiple-baseline probe single case design with embedded condition. This was part of a larger Institute of Education Sciences (IES)-funded project focused on the development and feasibility of implementation of SIWI. For the majority of skills analyzed, there were improvements in the mean level of performance with the implementation of SIWI, as well as more consistent responding and positive trends in the data. The study also revealed that teachers are in need of additional tools to aid the systematic identification and tracking of syntax skills in children’s written language development, and to distinguish these from other writing skills such as conventions or handwriting.

Legal Satisfaction of Electronic Authentic Diction Made Notary in Facing Industrial Revolution 4.0

Notary has the authority to make an Authentic Deed based on article 1867 of the Civil Code. Proof of evidence in writing is done by authentic writing or writing under the hand. Along with advances in technology, each transaction using electronic information technology makes it easy for parties to make agreements through online. However in reality the Authentic Deed made by a Notary Public must be adjusted to Law Number 30 of 2004 amending the Law Number 2 of 2014 about the position of Notary Public. The formulation of the problem in this research is How Positive Law about the Certainty of Authentic Deed Law conducted by a Notary by using Electronics and how the obstacles to the agreement by using the Electronic Deed conducted by a Notary. The writing method in this paper uses notative juridical and the nature of the research is perspective. Research results in writing are the legal certainty of an authentic deed made by a notary that there is no positive law relating to an authentic deed done online and authentic deeds made online are that the parties must face directly, good faith and the validity of electronic signatures whose authenticity is uncertain. Recomendation that policies on authentic deeds need to be made electronically.