Critical review of literature: The case of the news and views genre

© 2021 Elsevier Ltd Review genres (e.g., literature review, critical review) are useful for developing students’ abilities to evaluate literature critically; they have been widely used in university contexts as assessment tasks. The ‘news and views’ article is one such review genre which is often included in science journals and which is increasingly used as an assessment task in graduate science courses. Published ‘News and views’ articles provide a synopsis and critique of a research article. Usually written by a senior researcher, they provide a good exemplar of critique. To investigate how ‘news and views’ articles persuade readers of their assessment of published studies, this article analyses the rhetorical moves and stance and engagement markers of published news and views articles. Findings were that moves in news and views articles had similarities with those in both research articles and review genres such as book reviews. Similar stance and engagement resources were used in news and views articles and research articles, but they were more frequent in news and views articles than in research articles. Based on this analysis, pedagogical applications for teaching critical evaluation of literature are discussed.

Critical review of literature: The case of the news and views genre

© 2021 Elsevier Ltd Review genres (e.g., literature review, critical review) are useful for developing students’ abilities to evaluate literature critically; they have been widely used in university contexts as assessment tasks. The ‘news and views’ article is one such review genre which is often included in science journals and which is increasingly used as an assessment task in graduate science courses. Published ‘News and views’ articles provide a synopsis and critique of a research article. Usually written by a senior researcher, they provide a good exemplar of critique. To investigate how ‘news and views’ articles persuade readers of their assessment of published studies, this article analyses the rhetorical moves and stance and engagement markers of published news and views articles. Findings were that moves in news and views articles had similarities with those in both research articles and review genres such as book reviews. Similar stance and engagement resources were used in news and views articles and research articles, but they were more frequent in news and views articles than in research articles. Based on this analysis, pedagogical applications for teaching critical evaluation of literature are discussed.

An Analysis of Industry 4.0

Chapter 1 sets the scene by providing an overview of the Industry 4.0 concept that is conjoining a number of different technologies, with various levels of maturity, in order to provide an end-to-end capability. This case study is a good exemplar to tease out many pertinent socio-technical topics where the main contexts will be elaborated on throughout the remainder of the book. In short, a case is made that cyber security is first and foremost a human problem, but also highlights the importance of regulation, standards, and bodies to underpin cyber security. Examples of the opposing forces are covered here that together if unmitigated will contrive to undermine the cyber resilience of the 21st century.

Japanese Lesson Study for Introduction of Multiplication

In Chap. 10.1007/978-3-030-28561-6_2, we posed questions about the differences in several national curricula, and some of them were related to the definition of multiplication. In Chap. 10.1007/978-3-030-28561-6_3, several problematics for defining multiplication were discussed, particularly the unique Japanese definition of multiplication, which is called definition of multiplication by measurement. It can be seen as a kind of definition by a group of groups, if we limit it to whole numbers. In Chap. 10.1007/978-3-030-28561-6_4, introduction of multiplication and its extensions in the Japanese curriculum terminology were illustrated to explain how this unique definition is related to further learning. Multiplicand and multiplier are necessary not only for understanding the meaning of multiplication but also for making sense the future learning. The curriculum sequence is established through the extension and integration process in relation to multiplication. In this chapter, two examples of lesson study illustrate how to introduce the definition of multiplication by measurement in a Japanese class. Additionally, how students develop and change their idea of units—that any number can be a unit in multiplication beyond just counting by one—is illustrated by a survey before and after the introduction of multiplication. After the illustration of the Japanese approach, its significance is discussed in comparison with the Chilean curriculum guidebook. Then, the conclusion illustrates the feature of the Japanese approach as being relatively sense making for students who learn mathematics by and for themselves by setting the unit for measurement (McCallum, W. (2018). Making sense of mathematics and making mathematics make sense. Proceedings of ICMI Study 24 School Mathematics Curriculum Reforms: challenges, changes and Opportunities (pp. 1–8). Tsukuba, Japan: University of Tsukuba.). A comparison with Chile is given in order to demonstrate the sense of it from the teacher’s side. In relation to lesson study, this is a good exemplar of how Japanese teachers develop mathematical thinking. It also illustrates the case for being able to see the situation based on the idea of multiplication (Isoda, M. and Katagiri, S. (2012). Mathematical thinking: How to develop it in the classroom. Singapore: World Scientific; Rasmussen and Isoda Research in Mathematics Education 21:43–59, 2019), as seen in Figs. 10.1007/978-3-030-28561-6_4#Fig2 and 10.1007/978-3-030-28561-6_4#Fig3 in Chap. 10.1007/978-3-030-28561-6_4 of this book.

Gendered Corporality and Place in Lynn Nottage's Ruined: A Postcolonial Approach

This paper is an attempt to examine how Lynn Nottage deals with the female body and it is affected by the place in her play Ruined. It adopts a postcolonial approach to the play which represents a good exemplar to explore how corporality and the place are of great relevance to delineate the sense of identity. The paper comprises three sections. The first section offers an account of how the body and place are related. The second section tackles Nottage’s views of the black women’s status, and how she figures out the connection between the female corporality and the place in her chosen play. Finally, the paper concludes that Nottage tries to raise in women a spirit of change though showing the strong link of the female corporality and the place.

New and Strange Sorts of Texts

Dennis Baron (1999) writes about the impact of digital technology on literacy practices and thus is a good exemplar for considering how communication technologies are changing the ways in which stories are told. In this chapter, we argue that young adult literature authors and readers are currently in what Baron terms an inventive stage as they devise new ways of producing storied texts. Young adult authors, aware of their readers as avid, exploring, and savvy tech users, experiment with text formats to appeal to readers growing up in a digital “participatory culture” (Jenkins, Purushotma, Weigel, Clinton & Robins, 2009). In a cultural climate where the very notion of what constitutes a book is changing, our chapter responds to Baron's (2009) claim that readers and writers are in the process of “[learning] to trust a new technology and the new and strange sorts of texts that it produces” (p. x).

Translation and contact languages

In this study we use a translation corpus of English novels translated into two closely related Celtic languages, Welsh and Breton, as one way of shedding light on the extent to which languages can influence each other over time: Welsh has a long history of contact with English, and Breton with French. Ever since the work of Leonard Talmy (1991, 2000 etc.), linguists have recognized that languages fall into a small number of types with respect to how they prefer to talk about motion events. English is a good exemplar of the satellite-framed type, whereas French exemplifies the verb-framed type. Translation scholars have observed that translating between languages of two different types raises interesting questions (Slobin 2005; Cappelle 2012), and the topic is also of interest from the perspective of language contact: is it possible for a language of one type, in a situation of prolonged and intense bilingualism with a language of another type, to be influenced or perhaps even to change its own rhetorical preferences? The translation corpus provides a body of data which holds constant the starting point – the cue in each case was an English motion event in the source text. We do indeed find that Welsh and Breton have diverged in important ways in terms of their preferences for encoding motion events: Breton is revealed to have moved significantly in the direction of French with respect to these preferences.

New and Strange Sorts of Texts

Dennis Baron (1999) writes about the impact of digital technology on literacy practices and thus is a good exemplar for considering how communication technologies are changing the ways in which stories are told. In this chapter, we argue that young adult literature authors and readers are currently in what Baron terms an inventive stage as they devise new ways of producing storied texts. Young adult authors, aware of their readers as avid, exploring, and savvy tech users, experiment with text formats to appeal to readers growing up in a digital “participatory culture” (Jenkins, Purushotma, Weigel, Clinton & Robins, 2009). In a cultural climate where the very notion of what constitutes a book is changing, our chapter responds to Baron's (2009) claim that readers and writers are in the process of “[learning] to trust a new technology and the new and strange sorts of texts that it produces” (p. x).

New and Strange Sorts of Texts

Dennis Baron (1999) writes about the impact of digital technology on literacy practices and thus is a good exemplar for considering how communication technologies are changing the ways in which stories are told. In this chapter, we argue that young adult literature authors and readers are currently in what Baron terms an inventive stage as they devise new ways of producing storied texts. Young adult authors, aware of their readers as avid, exploring, and savvy tech users, experiment with text formats to appeal to readers growing up in a digital “participatory culture” (Jenkins, Purushotma, Weigel, Clinton & Robins, 2009). In a cultural climate where the very notion of what constitutes a book is changing, our chapter responds to Baron's (2009) claim that readers and writers are in the process of “[learning] to trust a new technology and the new and strange sorts of texts that it produces” (p. x).