| 1. |
- af Geijerstam, Åsa, docent, 1972-, et al.
(författare)
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Linguistically based scales for assessment of young students’ writing
- 2022
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Ingår i: Writing & Pedagogy. - : Equinox Publishing. - 1756-5839 .- 1756-5847. ; 13:1-3, s. 227-265
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Tidskriftsartikel (refereegranskat)abstract
- This study addresses the question of how different aspects of students’ writing achievement can be recognised and evaluated. We developed a linguistically based framework for criteria-based assessment, anchored in a functional view of language and language learning. The framework was used to determine what traits characterise texts at different Proficiency Groups based on comparative judgement and what traits characterise texts assessed differently. Altogether, 100 texts (written by students ages 6–9) representing four text genres were assessed and ranked using both comparative judgement (holistic assessment) and criteria-based analysis. The results indicate that texts generally are assessed as stronger (i.e., placed in a higher Proficiency Group) when comparative judgement is used than what the assessment of a specific language resource indicates. The results also indicate that assessment differences might be a result of different quality expectations for different genres. This points towards the need for genre- and subject-specific assessment criteria to scaffold students in their emergent disciplinary writing development.
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| 2. |
- Apelgren, Britt Marie, 1956, et al.
(författare)
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Upper secondary students’ discursive writing in two languages
- 2020
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Ingår i: Writing & Pedagogy. - : Equinox Publishing. - 1756-5839 .- 1756-5847. ; 12:1, s. 47-71
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Tidskriftsartikel (refereegranskat)abstract
- This longitudinal study examines one central dimension of discursive essay writing, viz. text structure. It presents results from 40 upper secondary school students’ argumentative and expository texts, four essays in Swedish and four in English (N=320) written during the students’ three years upper-secondary schooling. In addition, three students’ writing progression in eight tasks is presented as cases. The study contributes to the knowledge about upper-secondary school students’ written discursive development in two languages, Swedish (L1) and English (L2). The research is informed by Systemic Functional Linguistics (SFL) and the texts were analyzed for logical structure, defined as the cultural norms for clear organization of texts in more academic or formal contexts. The analysis comprised three levels: (1) the global level (text structure in steps and general organization), (2) the paragraph level (paragraphing supporting the global structure), and (3) the linguistic level (language related discursive markers). Based on the analyses of different levels, an overall assessment of logical structure was made. The results show that the progression in terms of text structure largely failed to occur and neither the choice of language or different text types (argumentative and expository texts) shaped students’ ability to structure their text.
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| 3. |
- Bagga-Gupta, Sangeeta, 1962-
(författare)
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Going beyond oral-written-signed-virtual divides : theorizing languaging from mind-as-action practice perspectives
- 2017
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Ingår i: Writing & Pedagogy. - : Equinox Publishing. - 1756-5839 .- 1756-5847. ; 9:1, s. 49-75
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Tidskriftsartikel (refereegranskat)abstract
- The emergence of the knowledge society, increased global-local migration flows, the explosion of social media and disparate regional power and resource shifts, including conflicts in the new millennium have shaped not only the sociocultural fabric of human existence on our planet, but also the parameters of the research enterprise itself. Broadly taking sociocultural and neo-(post)colonial points of departure, the work presented in this article addresses gaps in the research where a screwed monolingual, monomodality bias continues to dominate much of the thinking in the Language and Educational sciences, particularly in the Global North. This thinking is clearly at odds given the dimensions of human existence in the new millennium.The empirically driven multidisciplinary study reported in this article takes a socially oriented perspective on human activity. It is broadly framed in the intersections of (new) Literacy Studies, Communication Studies, Deaf Studies and Critical Cultural Studies traditions. Regardless of the concepts that are used to describe and discuss different dimensions of human communication and identity that are evoked by or conferred upon language varieties and/or modalities used by individuals or groups, the analytical perspectives deployed here recognize the need to (re)conceptualise human linguistic-cultural behaviour, identity and space beyond divisions and boundaries. Taking neo-(post)colonial and sociocultural perspectives as points of departure, intersections and transitions are here recognized as spaces in their own right – as knowledge systems – that constitute rich sites for understanding how dimensions of communication or positions related to human identity are privileged and/or made redundant in everyday mundane interactions.Meaning-making processes in everyday life are here accorded primacy when compared to formal structural properties of linguistic variation, modalities and identity positions. The point of departure here is that human beings communicate with one another and they create meaning together, irrespective of whether this communication occurs in one, two or more linguistic varieties, dialects, registers or written-, pictorial-, oral-, signing- modality based systems.Ideas and themes that emerge from micro-empirical analysis of (i) hearing mono- and bi-variety communication, (ii) bi/multimodal communication in “visually oriented” environments, and (iii) oral-written, multimodal face-to-face and virtual communication are highlighted. “Thick accounts” and “transcripts” of mundane communication from different ethnographically pushed projects based at the CCD (Communication, Culture and Diversity – Deaf Studies) research group at Örebro University in Sweden are presented and discussed. The multi-fronted analysis of data from different language sets (in different projects) from traditionally segregated academic fields (for instance research results in fields such as Swedish/mother tongue, bilingualism, reading and writing, multimodality, deaf communication, online communication and education, etc) allows for juxtaposing the explorations against one another. Analyses are concerned with the ways and techniques that children and adults employ in order to accomplish “the social” inside and outside different institutional settings. What are the distributed and situated ways-with-words of human beings who routinely use more than one language variety and/or different modalities in different settings? The role of the written word as a technology in relationship to languaging broadly and how written, oral, signed communication are handled in daily life inside and outside learning institutional settings is explored. Furthermore, this article explores how these framings allow for understanding newer and older concepts such as superdiversity, code-switching, pluri/multilingualism, deaf bilingualism in Scandinavian and Swedish geopolitical spaces.The findings presented highlight the fluidity displayed in naturally occurring languaging, including its multimodality (in both face-to-face and virtual settings). Furthermore I raise didactic implications from the analysis that takes a social practice perspective and goes beyond structurally framed concepts such as codes, switching, oral language, written language, signed language, bilingualism, etc. This attention to human activity and ways-with-words makes visible the chained and linked fluidity of languaging. Focusing social practices – what gets communicated and the ways in which the same occurs – allows for problematizing the dominating monolingual-monomodality position in addition to the “monological” essentialistic perspectives that currently dominate the fields of bilingualism and literacy in educational settings in the Global North.
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| 4. |
- Bremholm, Jesper, et al.
(författare)
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A review of Scandinavian writing research between 2010 and 2020
- 2021
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Ingår i: Writing & Pedagogy. - : Equinox Publishing. - 1756-5839 .- 1756-5847. ; 13:1-3, s. 7-49
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Forskningsöversikt (refereegranskat)abstract
- Scandinavian writing research forms a relatively new field, with an increased num-ber of studies conducted in the last two decades. In this qualitative synthesis review of 87 peer reviewed journal articles from Denmark, Norway, and Sweden published between 2010 and 2020, the aim was to outline the landscape of current educational writing research from the region. The sample included research articles published in both Scandinavian and international journals. Our analysis focused on the articles' research approaches and main themes regarding the object of investigation. The main themes identified were Writing Instruction, Writing Assessment, and Students' Text. We found a predominance of studies conducted in the context of language arts/first language (L1) education, concerning either disciplinary or general aspects of writing. We also found a predominance of approaches based on either sociocul-tural or social semiotic theory. Furthermore, a majority of the reviewed studies were explorative and small-scale, and, for the Writing Assessment studies in particular, directed at the secondary stages of school. The results suggest a call for future studies focusing on writing interventions and studies deploying a wide range of method-ological approaches, as well as studies based on inter-Scandinavian collaborations across Denmark, Norway, and Sweden.
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| 5. |
- Kaufhold, Kathrin
(författare)
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Interdisciplinary postgraduate writing : Developing genre knowledge
- 2017
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Ingår i: Writing & Pedagogy. - : Equinox Publishing. - 1756-5839 .- 1756-5847. ; 9:2, s. 251-274
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Tidskriftsartikel (refereegranskat)abstract
- Humanities departments across European universities have established an increasing number of interdisciplinary, international master's programmes that culminate in thesis projects. Yet, the challenges of such interdisciplinary research-based writing have been largely neglected in EAP research. This article investigates how postgraduate students in interdisciplinary fields express and develop genre knowledge during an EAP course for Humanities students preparing for their thesis writing. In two case studies, the article qualitatively explores students' perspectives on their writing along the related dimensions of disciplinary positioning and genre knowledge. Students' explicit expressions of such knowledge in course tasks and interviews are analysed. In addition, students' research-based writing is compared to trace manifestations of this knowledge. The results highlight the students' use of individual reference points to evaluate writing within their heterogeneous research fields. In terms of their research-based writing, the cases illustrate two related trajectories, namely, the development from writer to topic focus and the combination of themes into a coherent argument. Tracing the textual developments reveals the significance of mapping interdisciplinary studies on the interrelated epistemological, thematic and discoursal levels in postgraduate writing. Developing an awareness of these levels requires an understanding of the situatedness of postgraduates' writing in interdisciplinary, departmental and biographical contexts.
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| 6. |
- Khuder, Baraa, 1987, et al.
(författare)
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Helping EAL academics navigate asymmetrical power relations in co-authorship: Research-based materials for ERPP workshops
- 2022
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Ingår i: Writing and Pedagogy. - : Equinox Publishing. - 1756-5847 .- 1756-5839. ; 14:1, s. 1-21
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Tidskriftsartikel (refereegranskat)abstract
- This paper presents, discusses, and evaluates research-based materials for English for Research Publication Purposes (ERPP) teaching, based on a study conducted with exiled academics supported by CARA (Council for At-Risk Academics) and their UK-based co-authors who provided textual interventions on their texts. Using data from interviews with exiled academics and their UK-based co-authors/ mentors as well as their article drafts and textual interventions, we present teaching materials for ERPP workshops aimed at raising the participants’ awareness of issues that may arise in co-authorship involving asymmetrical power relations, such as those between exiled academics and their UK-based co-authors/mentors. The materials take the shape of data-based scenarios which ask workshop attendees to consider experiential co-authorship narratives involving (i) the issue of ‘parochi-alism’, i.e., failure to indicate the relevance of one’s research to a larger audience, (ii) issues with the type and amount of feedback regarding writer development and text production, (iii) blurred lines of co-authorship roles, and (iv) authority issues in interdisciplinary collaborative writing. Each scenario is followed by a research-informed discussion. We argue that scenario-based awareness-raising activities can sensitize all parties in asymmetrical co-authorship pairs/groups to common chal-lenges that arise in such collaborations, help them navigate collaborative writing successfully, and encourage them to reflect on their own co-authorship practices. We conclude by discussing the merits of the scenario-based approach to developing materials for ERPP teaching.
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| 7. |
- Liberg, Caroline, 1951-, et al.
(författare)
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Teachers’ talk about young students’ writing of narrative and informational texts
- 2022
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Ingår i: Writing & Pedagogy. - : Equinox Publishing. - 1756-5839 .- 1756-5847. ; 13:1-3, s. 181-206
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Tidskriftsartikel (refereegranskat)abstract
- Previous research has shown that teachers’ knowledge of a functional metalanguage plays a central role in supporting students’ writing development. However, only a few of these studies have focused on primary school teachers and their use of metalanguage in various text types. The aim of this study was to investigate how primary school teachers talk about young students’ (ages 7–9) narrative and informational texts before and after taking part in professional development workshops presenting different language resources and accompanying metalanguage. These resources represent a broader view of language than the more formal tradition offered to primary school teachers in Sweden. The results showed that after participating in the workshops, the teachers had broadened their repertoires concerning what aspects they talk about and how they talk about them; that is, their talks became more text-specific and extensive, and they used a formal metalanguage to a greater extent. These results are discussed in relation to the tradition of writing instruction used in primary grades in Sweden and the teachers’ pathways to broadening their repertoire of metalanguage. Also discussed is the potential a broader language view in early grades may have in supporting students’ writing development throughout their school years.
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| 8. |
- Magnusson, Ulrika, et al.
(författare)
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Teacher perspectives on writing instruction in the Language Introduction Program in Sweden
- 2023
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Ingår i: Writing and Pedagogy. - 1756-5839 .- 1756-5847. ; 14:3, s. 297-322
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Tidskriftsartikel (refereegranskat)abstract
- This study explores teacher perspectives and beliefs on writing instruction in the Swedish Language Introduction Program (LI) through interviews with six teachers in Swedish as a second language. The study was guided by the following research questions: How do the teachers construct the students discursively, including the students’ educational background and prior knowledge? How do the teachers frame writing instruction, as evident by their discourses? LI is an upper secondary school program framed for newly arrived students, 15 to 18 years old, who need to qualify for mainstream programs by attaining the goals of compulsory school year 9. The study is framed within theory on second language writing instruction and teachers’ beliefs. The teachers’ discourses of writing instruction were analyzed against theory on second language writing instruction, genre pedagogy, and practices of care, and related to the teachers’ discursive constructions of the group of students as vulnerable and heterogeneous. All teachers exploited genre pedagogy, with its emancipatory aims, to enable access to the genres of schooling. The teachers’ expressed aims were directed toward long-term goals, such as employability and democratic participation. The teachers were firmly based in both theory and experience, which the demanding context seemed to require. In spite of indisputable challenges, the teachers conveyed a sense of belief in the possibilities of teaching.
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| 9. |
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| 10. |
- Thorsten, Anja
(författare)
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How to compose a narrative: Students approaches and pedagogical implications
- 2019
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Ingår i: Writing & Pedagogy. - : EQUINOX PUBLISHING LTD. - 1756-5839 .- 1756-5847. ; 11:1, s. 23-47
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this paper is to contribute knowledge on childrens narrative writing from a pedagogical perspective. Through analyses of nine-to ten-year-old students narrative writing, aspects that are critical to discern in order to write narratives with a well-developed plot are formulated. The theoretical framework is narratology theories and Variation Theory. Narratology provides a conceptual framework for describing narrative writing, while Variation Theory offers a pedagogical perspective. A total of 80 narratives written by students have been analyzed, and five qualitatively different approaches to writing were seen. Narrative writing can be approached as describing events, solving a problem, creating action, making jokes and composing a narrative. A comparison between these approaches revealed five aspects that are critical for children to discern in order to develop the ability to write narratives: the discernment of a reader, the function of a narrative, the narrative structure, coherence, and duration. These aspects can be discerned in a more or less powerful way. The study contributes to the field by offering teachers guidance in what aspects are critical to address when teaching narrative writing in school.
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