Date: Fri Sep 26 2008 - 03:31:09 PDT
= = = New Issue Alert – Volume 8, Issues 2 and 3 now on-line = = =
With abstracts in Dutch, French, Italian, Polish, Portuguese, Spanish;
issue 3 also in Greek & Chinese
Dear L1 reader,
We are happy to announce that just before the holidays, two new issues of
the L1 digital journal have been published and put on-line.
Below you will find the abstracts of each article, and a full bibliographic
reference that serves as a hyperlink. By clicking on the reference your
browser will be forwarded to the L1 on-line repository, where the articles
reside and are ready for downloading or on-line viewing (PDF-format).
For an overview of the full contents of issues 2 and 3 of Vol. 8, click
<http://l1.publication-archive.com/public?fn=enter%26repository=1> here.
We thank the authors for their contributions and the reviewers and
translators for their assistance.
The editors,
Gert Rijlaarsdam & Mary Kooy
Author: John C. Brereton, The Boston Athenaeum
Title: Brereton, J.C. (2007). Trends in American research on college
composition,
Abstract: Any overview of the topic of American Research on College
Composition1 for the forty-five year period 1960-2005 is bound to be at a
high level of generality and not comprehensive. What follows is a quick
guide to some of the main themes that animated this era of composition
research, with particular emphasis on the gap between college professors in
newly-formed and rapidly growing composition programs who focused upon
college-level writers, and more traditional researchers based in colleges of
education who focused upon primary and secondary school students. As my
survey will show, these two groups of researchers once talked to each other,
but over forty-five years gradually drew apart, much to their mutual loss.
The college professors of composition studies have tended to conduct
qualitative research, while scholars in colleges of education have tended to
conduct quantitative research. In one sense, then, my survey is of a loss of
coherence, a parting of the ways in which two rich traditions of research
flourished but inevitably grew apart.
Keywords: history of writing research, writing process, assessment,
first-year writing, writing in the disciplines
Reference: Brereton,
<http://l1.publication-archive.com/public?fn=enter&repository=1&article=204>
J.C. (2007). Trends in American research on college composition, 1960-2005.
L1 – Educational Studies in Language and Literature, 8 (2), p. 35-45
Authors: Yves Reuter & Dominique Lahanier-Reuter, Université
Charles-de-Gaulle Lille III, France
Title: Analyzing Writing in Academic Disciplines: A few concepts.
Abstract: The analytic frame presented in this contribution seeks to enable
careful, systematic and complex consideration of the various factors that
contribute to language use in disciplinary settings across all grade levels.
Three key concepts are presented: disciplinary awareness, disciplinary
configurations, and writing universes, in which genres and practices
interact. Describing the elements of these three concepts leads to a
foregrounding of the tensions that student writers must negotiate as they
produce language acts in different disciplinary contexts. The contribution
bases its exploration of an analytic frame for language activity in the
disciplines on insights developed through extended study of the work of
apprentice writers and speakers in various settings, studying their
interactions with scholastic and disciplinary life through their interaction
with and representations of the objects and modes associated with different
school subjects.
Keywords: disciplinary awareness, disciplinary configuration, writing
universe, subject position, school subject
Reference:
<http://l1.publication-archive.com/public?fn=enter&repository=1&article=205>
Reuter, Y., & Lahanier-Reuter, D. (2007). Analyzing Writing in Academic
Disciplines: A few concepts. L1 – Educational Studies in Language and
Literature, 8 (2), p. 47-57.
Author: Jonathan Monroe, Cornell University, USA
Title: Writing, assessment, and the authority of the disciplines
Abstract: The writing program at Cornell University involves professors from
across the disciplines teaching writing courses at each level of students’
undergraduate careers. This program undertook an assessment of its
effectiveness in the years 2002-2004. The process of creating and carrying
out an assessment developed by professors involved in the program is
reported, and the assessment results are presented. These results lead the
writer to argue for the assessment process itself as a key experience in
developing the disciplinary awareness of participating professors, who
became involved in deep questioning of what ‘good’ student writing might be
in higher education, and in what relationship to the language practices of
each discipline. The assessment project’s challenges and benefits support
the value of assessment of students’ work across disciplines as
fundamentally owned by each discipline.
Keywords: assessment, undergraduate writing, writing in the disciplines,
writing quality, disciplinary awareness
Reference: Monroe,
<http://l1.publication-archive.com/public?fn=enter&repository=1&article=206>
J. (2007). Writing, Assessment, and the Authority of the Disciplines. L1 –
Educational Studies in Language and Literature, 8 (2), p. 59-88.
Author: Donahue, Christiane, University of Maine-Farmington, USA
Title: False friends and true: An annotated cross-cultural glossary of
terms.
Abstract. The currency of writing research includes terms with which we
believe we are all familiar. But frustration can quickly dominate
cross-cultural exchange when the meanings of these apparently obvious terms
seem to be just beyond our collective reach. The contribution uses
translation theory, linguistic analysis, and educational theory to present
key terms apparently shared by academic writing researchers and teachers in
France and the United States, but in fact serving as obstacles to
understanding because of their culture-specific, discipline-specific or
institution-specific uses.
Keywords: discourse community, argument, literacy, genre, social
construction, (student) writer.
Reference: Donahue, C. (2007). False friends and true: An annotated
<http://l1.publication-archive.com/public?fn=enter%26repository=1%26article=
207> cross-cultural glossary of terms. L1 – Educational Studies in Language
and Literature, 8 (2), p. 89-119.
Authors: Len Unsworth & Isabel Ortigas, University of New England, Australia
Title: Exploring the narrative art of David Wiesner: using a grammar of
visual design and learning experiences on the world wide web
Abstract: This paper discusses the use of ‘a grammar of visual design’ with
children’s literature. This ‘visual grammar’ is an account of the
meaning-making resources of images that has been developed by Gunther Kress
and Theo van Leeuwen. The basic ideas of the visual grammar are firstly
illustrated with a description of images mainly selected from the picture
book, Zoo by the British author, Anthony Browne. The focus is then on the
picture books of David Wiesner and the ways in which the grammar of visual
design can be used to enhance discussions of the author’s visual narrative
techniques. What is proposed here is that developing students’ understanding
of the Kress and van Leeuwen concepts of visual design will allow them to
engage in more productive analysis of the pictorial aspects of Wiesner’s and
other artists’ picture books, both in book format and in the readily
available websites with activities using Wiesner’s and others’ picture book
art.
Keywords: Visual literacy; visual grammar; world wide web; literacy
pedagogy; children’s literature
Reference: Unsworth,
<http://l1.publication-archive.com/public?fn=enter&repository=1&article=243>
L. & Ortigas, I. (2008). Exploring the narrative art of David Wiesner: using
a grammar of visual design and learning experiences on the world wide web.
L1 – Educational Studies in Language and Literature, 8 (3), p. 1-21.
Author: Manon Hébert, Université de Montreal, Canada
Title: Co-elaboration of meaning in peer-led literature circles in secondary
school.The interplay between reading modes, quality of talk, and
collaboration modes
Abstract: This study investigated the interplay between reading and social
variables in peer-led literature circles at seventh grade school level,
wherein students read a novel by themselves and discuss it without any
teacher assistance. Specifically, this in-depth study of one classroom
activity sought to answer the five following questions: 1) In what
proportions do students use and vary the different reading modes in this
type of peer-led literature circle? 2) To what extent do they elaborate
their talk? 3) To what relative degree do they use different modes of
collaboration and types of interaction? 4) Are there any linkages among
these several variables? 5) Are there differences between the two regular
and two “fast track” groups? The 20 participants (4 peer-led groups)
belonged to a multiethnic school in a middle-class, urban environment in
Canada. Quantitative and qualitative content analysis methods have been used
to analyze transcripts of the discussions. Results show that in this type of
peer-led group: 1) The literal reading mode is dominant; 2) by contrast,
when students adopt an aesthetic or a textual mode of reading, the quality
of their talk tends to be superior; 3) modes of collaboration centred on
feedback and management greatly support this type of shared interpretation;
4) a microanalysis of excellent episodes would seem to demonstrate that
fast-track groups adopt a more divergent means of co-elaborating meaning.
Future research should better examine the many intellectual tools that are
required to support peer scaffolding in this specific mode of peer-led
discussion.
Keywords: peer-led literature circles, transactional strategy instruction
model, reading modes, collaboration modes, quality of talk
Reference: Hébert,
<http://l1.publication-archive.com/public?fn=enter&repository=1&article=245>
M. (2008).Co-elaboration of meaning in peer-led literature circles in
secondary school.The interplay between reading modes, quality of talk, and
collaboration modes. L1 – Educational Studies in Language and Literature, 8
(3), p. 23-55.
Authors: Talita Groenendijk, Tanja Janssen, Gert Rijlaarsdam & Huub van den
Bergh, University of Amsterdam & University of Utrecht
Title: How do secondary school students write poetry? How creative writing
processes relate to final products.
Abstract: Do different creative writing processes lead to qualitatively
different writing products? In this study we examined how Dutch speaking
secondary school students (16-years old, 11th grade) wrote two poems.
Students’ on line writing processes were recorded by a keystroke logging
program: Inputlog. Text production, pausing, and several types of revision
activities were coded. Each poem was holistically rated for quality by seven
judges. Next, we examined the relationship between students’ writing
processes and the quality of their final text. We found that relatively much
text production in the beginning of the writing process and relatively many
high level revisions towards the end of the writing process, influenced the
final text positively. Pausing and other types of revision were negatively
related to the text quality, at least in some of the phases of the writing
process.
Keywords: writing process, creative writing, creativity, secondary education
Reference: Groenendijk,
<http://l1.publication-archive.com/public?fn=enter&repository=1&article=260>
T,. Janssen, T., Rijlaarsdam, G., & Van den Bergh, H. (2008). How do
secondary school students write poetry? How creative writing processes
relate to final products. L1 – Educational Studies in Language and
Literature, 8 (3), p. 57-80.
Authors: Michel Favriaud, Claire Escuillie, Nathalie Panissal, Université de
Toulouse Le Mirail
Title: Poetry reading and writing: Enhancing literacy in less proficient
readers of five to eight years
Abstract: This article sets out to demonstrate the possible links between
poetry and the acquisition of literacy skills, especially in less proficient
learners. First we examine poetic and psychological theory to show how
poetry responds to both requirements of learning to read: becoming other and
connecting with the function of language by adopting a semi-objective
position. Lacking somewhat in support from the official programmes in
France, we have tried to collect data from expert and less-expert teachers
as well as from children in difficulty, and to relate this to the reality of
students’ oral or written poetic compositions, which are far richer than
they might appear. The first comparisons are encouraging, despite the fact
that poetic didactics is, to a large extent, neglected in this country.
Keywords: reading, poetry, awareness, self image, linguistic abilities, less
proficient students
Reference: Favriaud,
<http://l1.publication-archive.com/public?fn=enter&repository=1&article=211>
M., Escuillié, C., & Panissa, N. (2008). Poetry reading and writing:
Enhancing literacy in less proficient readers of five to eight years (2008).
L1 – Educational Studies in Language and Literature, 8 (3), p. 81-101.
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