Search results for " Writing"

Deconstruction and Re-writing of Englishness and the European Cultural Identity in Bernardine Evaristo's Narrative

2011

If analysed through a theoretical grid whose critical paradigms originate within an analytical area where British cultural studies, gender and postcolonial studies interweave Bernardine Evaristo's fictions shows peculiar narrative strategies – in terms of genre, stylistic experimentation (novels-inverse and a novel-with-verse) and inspiring motifs – which allow her (from the specific perspective of an ANglo-Nigerian London-born wiman writer of mixed origins) to intervene within traditionally hegemonic representational circuits – be they British or European – so contributing to re-write/re-right the notion of English national identity and to re-examine European history from new nonexclusiona…

Kult św. Barbary na Górnym Śląsku na tle europejskim

2019

Baltic Journal of English Language, Literature a Culture, Volume 7

2017

Iconicity and semantics in sinographic typology

2022

From the 1980s, the notion of iconicity is frequently used in linguistics to describe the motivated relationship between the forms of the object and their meanings. Over the past hundred years, researchers from various countries have successively discovered iconic relationships between specific linguistic structures and structures of human experience, observable phenomena in various languages. As an ideographic script, linguistic studies always consider Chinese script as a special case compared to other scripts in linguistic study. Therefore, the problems of iconicity are mentioned much less regarding Chinese writing. In fact, by discovering the origin of the characters of this writing, we …

Wiki-mediated Collaborative Writing in Teacher Education - Assessing Three Years of Experiences and Influencing Factors

2014

Wikis have been reported as tools that promote collaborative writing in educational settings. Examples of wikis in teacher education are group projects, glossary creation, teacher evaluation, and document review. However, in spite of studies that report on successful stories, the claim that wikis support collaborative writing has not yet been firmly confirmed. Most studies are limited to participants’ subjective perceptions, and do not take into account influencing factors, or the relationships between wikis and the learning environment. In this paper, students’ collaborative writing activities over a period of three years are investigated using a taxonomy of action categories and the w…

Wiki as a collaborative writing tool in teacher education: Evaluation and suggestions for effective use

2014

The students did not collaborate much by revising each other's contributions to the wikis.The students did not use the discussion page to address critical reflections on collaboration.Factors influencing wiki-based collaborative writing in teacher education are discussed.Suggestions for effective use of wikis as collaborative writing tools are presented. Wiki technology provides new opportunities to foster collaborative writing in teacher education. To empirically evaluate the level of collaborative writing in a wiki-based environment, this article used three methods and their combination. The first method was the history function that records all students' actions, enabling to trace all ch…

New Technology, Writing And Learning

2001

The participants involved in most previous studies on writing have written their texts by hand but writing with the aid of a computer is much more prevalent today. This chapter specifically examines the effects of new technology on writing and, by implication, on writing to learn, and presents examples how technology has created new possibilities for using writing for purposes of learning. The chapter is divided into four main parts. Part one briefly introduces the chapter. Part two considers the nature of writing in terms of interactions between planning, writing and editing. Part three examines how computer aided writing changes these processes. Here individual and collaborative writing a…

Education Students’ Use of Collaborative Writing Tools in Collectively Reflective Essay Papers

2014

Published version of an article in the journal: Journal of Information Technology Education: Research. Also available from the publisher at: http://www.jite.org/documents/Vol13/JITEv13ResearchP091-120Brodahl0463.pdf Open Access Google Docs and EtherPad are Web 2.0 tools providing opportunity for multiple users to work online on the same document consecutively or simultaneously. Over the last few years a number of research papers on the use of these collaborative tools in a teaching and learning environment have been published. This work builds on that of Brodahl, Hadjerrouit, and Hansen (2011) expanding its case study. The theoretical framework is the same as the one underlying Brodahl et a…

Using Wikis to Evaluate Students’ Contributions to Collaborative Writing in Teacher Education

2015

Wikis as collaboration tools may serve various purposes in teacher education such as group project, glossary creation, teacher evaluation, and document review. However, despite their potentialities for collaboration, it is still difficult to determine the extent to which students contribute to collaborative writing. Research studies are mostly perception-based and limited to participants’ subjective views. Recently, a growing number of research studies have used the data log of the wiki that enables the retrieval of students’ contributions to collaborative writing. The data log is inherently more reliable than participants’ subjective perceptions to explore collaborative writing activities …

Coordinating collaborative writing in an online environment

2018

This study investigated how university students (n = 28) coordinated their collaborative online writing and what kinds of coordination profiles were found among the students. Further, the study examined the quality of the essays produced by groups of students varying in their combinations of coordination profiles. Students’ written comments on their writing processes (n = 583) were divided into episodes focusing on coordination. Eight different categories of collaborative activities during online collaboration were found. The students’ joint essays (n = 9) were evaluated as high, moderate and low according to the number of topics, key concepts, and integration of Internet sources in the ess…