Canadian Journal for Studies in Discourse and Writing/Rédactologie, 2002
This article reports on a study of the evolution of an education joumal over a 43-year period. Th... more This article reports on a study of the evolution of an education joumal over a 43-year period. The journal began life in 1954 as The Slow Learning Child, became The Exceptional Child in 1976, and continues today as The International Journal of Disability, Development, and Education. The changing title itself suggests an evolution in consciousness and constituency that provides the background for the study. Despite an initial determination to serve both university-and school-based educators, a rhetorical analysis of the joumal's changing discourse demonstrates a gradual shift away from the classroom and the concerns of practitioners and toward the discourse of experimental research and the knowledge it produces. Cet article rend compte d'une etude portant sur l' evolution d'une revue consacree a l' education pendant 43 ans. Pa rue en 1954, sous le titre The Slow Learning Child [L'apprenant lent], la revue s'est appelee ensuite, a partir de 1976, The Exceptional Child [L'enfant exceptionnel} et elle continue a paraitre aujourd'hui, sous le nom de The International Journal of Disability, Development, and Education [Journal international des deficiences, du developpement et de I' education}. Ce changement de titre lui-meme revele ime evolution des idees et de la clienti:le, laquelle sert de toile de fond a l'etude presentee. Malgre /'intention initiale de la revue d'etre au service des fonnateurs des ecoles et des universites, /'analyse des changements au niveau du discours montre un eloignement progressif par rapport a la salle de classe et aux preoccupations des praticiens et w1 rapprochement vers la recherche experimentale et le genre de connaissance qui en decoule.
Doctoral Education: Research-Based Strategies for Doctoral Students, Supervisors and Administrators, 2011
This chapter draws on writing theory and research to consider the challenging task of supervising... more This chapter draws on writing theory and research to consider the challenging task of supervising doctoral student writing. First, the dissertation is presented as a complex rhetorical act that makes great demands on students and their tutors. Next, data from supervisory sessions are analyzed to identify the patterns of concern in supervisors’ comments. Chief among those concerns are organization and audience: supervisors strive to offer students advice on textual structure and tips about their disciplinary community. Finally, the chapter concludes with a description of practices that supervisors and institutions might adopt to create an environment for writing.
I'd like to start by thanking the conference organizers for asking me to speak here today. As I w... more I'd like to start by thanking the conference organizers for asking me to speak here today. As I will argue in what follows, every invitation to write is-or can bean invitation to think, to reflect, and to learn. The elements of any writing task-the topic, the audience, the occasion, the purpose-interact to construct a unique intellectual and social opportunity. As I was writing this paper, with this moment and this audience in mind, I thought in particular ways about my 30 years in the field of Writing Studies and about what we know about writing and why that knowledge matters. In the past three decades, there have been dramatic developments in the study and teaching of writing. Theorists, researchers, and teachers have created a complex and detailed account of writing by drawing on a rich variety of sources, including the classical rhetorical traditions of Greece and Rome, contemporary studies of cognition, the sociology of knowledge, research into academic and workplace writing, new literacy theories, the digital revolution, and the current cross-disciplinary fascination with discourse. The result is a body of knowledge about writing that has profound practical and pedagogical implications for teaching, thinking, and learning across the curriculum. My intention today is to draw some key principles from that body of knowledge, and to propose ways in which they might help us to promote more complex, critical thinking in our students. My emphasis will be on using writing as a means of making and sharing knowledge, rather than on teaching writing. I will argue that teachers across the curriculum, without reducing the attention paid to their own subject area, and without creating stacks of written texts to correct, can help students improve their writing, their critical thinking, and their learning. Writing and/as language I'd like first, though, to step back from writing in order to take a broader look at language itself, that remarkable and uniquely human activity. Much of what I have to say about writing applies to language more generally, so it might help to start with the big picture. I propose that we think of language as a human invention, a technology, a designed and deliberate way of acting in and on the world. According to Michael Cole (1991), language is the "master tool." We might be, as Chomsky (e.g., 1965), Pinker (1994), and others have suggested, genetically programmed for language-"hard-wired," as they say-and we are certainly well suited for language physiologically: the human tongue and mouth are capable of shaping the noise produced by our vocal chords into an infinite
Beginning with the question of blind peer review in the shifting landscape of multimedia publishi... more Beginning with the question of blind peer review in the shifting landscape of multimedia publishing, and concluding with reflections on knowledge-creation in today’s academic culture, Riecken, Leggo, and Paré respond to Riecken’s podcast-article and reflect on the challenges of multimedia and other non-traditional forms of scholarship for the academy and for scholarly communication. Leggo and Paré were the peer reviewers for Riecken’s article, which is part of this same issue and can be listened to here: http://mje.mcgill.ca/article/view/9061. Since they hail from the same vicinity, they convened an author-peer reviewer round-table discussion on the issues raised in writing and reviewing a multimedia article. We are pleased to share their conversation.
The National Commission on Writing's (2003) recommendations for a “writing revolution”(p. 3)... more The National Commission on Writing's (2003) recommendations for a “writing revolution”(p. 3) include devoting more time to writing, measuring results, increasing the use of new technologies and promoting professional development for teachers. The panel of four authors will present papers related to two of these aspects: professional development and teachers' use of technology in K-12 settings. Their research focused on teachers' perceptions of professional development, and situated experiences with literacy coaches ( ...
A hen writing researchers first ven-tured forth from the shores of aca-deme to investigate the ev... more A hen writing researchers first ven-tured forth from the shores of aca-deme to investigate the everyday writing practices of nonacademic life, they found a writing world vastly different from the one they had left behind, and they opened up a new disciplinary frontier. Now, less ...
Purpose: The study reported herein sought to better understand how patients with multimorbid, chr... more Purpose: The study reported herein sought to better understand how patients with multimorbid, chronic illness-who receive care in institutions designed for treatment of acute illness-experience and engage in health-related decisions. Methods: In an urban Canadian teaching hospital, we studied the interactions of six hemodialysis patients and 11 of the health professionals involved in their care. For 1 year (September 2009 to September 2010), we conducted ethnographic observation and interviews of six cases each comprising one hemodialysis patient and various health professionals including medical specialists, nurses, a social worker, and a dietician. Results: We found that the ubiquity and complexity of health-related decision-making in the lives of these patients suggests the need for a more holistic interpretation of health-related decision-making. Discussion: We propose an interpretation of decision-making as an ongoing process of integrating illness and life; as frequently open-ended, cumulative, and relational; and as fundamentally shaped by the fragmented delivery of care for patients with multiple morbidities.
Canadian Journal for Studies in Discourse and Writing/Rédactologie, 2002
This article reports on a study of the evolution of an education joumal over a 43-year period. Th... more This article reports on a study of the evolution of an education joumal over a 43-year period. The journal began life in 1954 as The Slow Learning Child, became The Exceptional Child in 1976, and continues today as The International Journal of Disability, Development, and Education. The changing title itself suggests an evolution in consciousness and constituency that provides the background for the study. Despite an initial determination to serve both university-and school-based educators, a rhetorical analysis of the joumal's changing discourse demonstrates a gradual shift away from the classroom and the concerns of practitioners and toward the discourse of experimental research and the knowledge it produces. Cet article rend compte d'une etude portant sur l' evolution d'une revue consacree a l' education pendant 43 ans. Pa rue en 1954, sous le titre The Slow Learning Child [L'apprenant lent], la revue s'est appelee ensuite, a partir de 1976, The Exceptional Child [L'enfant exceptionnel} et elle continue a paraitre aujourd'hui, sous le nom de The International Journal of Disability, Development, and Education [Journal international des deficiences, du developpement et de I' education}. Ce changement de titre lui-meme revele ime evolution des idees et de la clienti:le, laquelle sert de toile de fond a l'etude presentee. Malgre /'intention initiale de la revue d'etre au service des fonnateurs des ecoles et des universites, /'analyse des changements au niveau du discours montre un eloignement progressif par rapport a la salle de classe et aux preoccupations des praticiens et w1 rapprochement vers la recherche experimentale et le genre de connaissance qui en decoule.
Doctoral Education: Research-Based Strategies for Doctoral Students, Supervisors and Administrators, 2011
This chapter draws on writing theory and research to consider the challenging task of supervising... more This chapter draws on writing theory and research to consider the challenging task of supervising doctoral student writing. First, the dissertation is presented as a complex rhetorical act that makes great demands on students and their tutors. Next, data from supervisory sessions are analyzed to identify the patterns of concern in supervisors’ comments. Chief among those concerns are organization and audience: supervisors strive to offer students advice on textual structure and tips about their disciplinary community. Finally, the chapter concludes with a description of practices that supervisors and institutions might adopt to create an environment for writing.
I'd like to start by thanking the conference organizers for asking me to speak here today. As I w... more I'd like to start by thanking the conference organizers for asking me to speak here today. As I will argue in what follows, every invitation to write is-or can bean invitation to think, to reflect, and to learn. The elements of any writing task-the topic, the audience, the occasion, the purpose-interact to construct a unique intellectual and social opportunity. As I was writing this paper, with this moment and this audience in mind, I thought in particular ways about my 30 years in the field of Writing Studies and about what we know about writing and why that knowledge matters. In the past three decades, there have been dramatic developments in the study and teaching of writing. Theorists, researchers, and teachers have created a complex and detailed account of writing by drawing on a rich variety of sources, including the classical rhetorical traditions of Greece and Rome, contemporary studies of cognition, the sociology of knowledge, research into academic and workplace writing, new literacy theories, the digital revolution, and the current cross-disciplinary fascination with discourse. The result is a body of knowledge about writing that has profound practical and pedagogical implications for teaching, thinking, and learning across the curriculum. My intention today is to draw some key principles from that body of knowledge, and to propose ways in which they might help us to promote more complex, critical thinking in our students. My emphasis will be on using writing as a means of making and sharing knowledge, rather than on teaching writing. I will argue that teachers across the curriculum, without reducing the attention paid to their own subject area, and without creating stacks of written texts to correct, can help students improve their writing, their critical thinking, and their learning. Writing and/as language I'd like first, though, to step back from writing in order to take a broader look at language itself, that remarkable and uniquely human activity. Much of what I have to say about writing applies to language more generally, so it might help to start with the big picture. I propose that we think of language as a human invention, a technology, a designed and deliberate way of acting in and on the world. According to Michael Cole (1991), language is the "master tool." We might be, as Chomsky (e.g., 1965), Pinker (1994), and others have suggested, genetically programmed for language-"hard-wired," as they say-and we are certainly well suited for language physiologically: the human tongue and mouth are capable of shaping the noise produced by our vocal chords into an infinite
Beginning with the question of blind peer review in the shifting landscape of multimedia publishi... more Beginning with the question of blind peer review in the shifting landscape of multimedia publishing, and concluding with reflections on knowledge-creation in today’s academic culture, Riecken, Leggo, and Paré respond to Riecken’s podcast-article and reflect on the challenges of multimedia and other non-traditional forms of scholarship for the academy and for scholarly communication. Leggo and Paré were the peer reviewers for Riecken’s article, which is part of this same issue and can be listened to here: http://mje.mcgill.ca/article/view/9061. Since they hail from the same vicinity, they convened an author-peer reviewer round-table discussion on the issues raised in writing and reviewing a multimedia article. We are pleased to share their conversation.
The National Commission on Writing's (2003) recommendations for a “writing revolution”(p. 3)... more The National Commission on Writing's (2003) recommendations for a “writing revolution”(p. 3) include devoting more time to writing, measuring results, increasing the use of new technologies and promoting professional development for teachers. The panel of four authors will present papers related to two of these aspects: professional development and teachers' use of technology in K-12 settings. Their research focused on teachers' perceptions of professional development, and situated experiences with literacy coaches ( ...
A hen writing researchers first ven-tured forth from the shores of aca-deme to investigate the ev... more A hen writing researchers first ven-tured forth from the shores of aca-deme to investigate the everyday writing practices of nonacademic life, they found a writing world vastly different from the one they had left behind, and they opened up a new disciplinary frontier. Now, less ...
Purpose: The study reported herein sought to better understand how patients with multimorbid, chr... more Purpose: The study reported herein sought to better understand how patients with multimorbid, chronic illness-who receive care in institutions designed for treatment of acute illness-experience and engage in health-related decisions. Methods: In an urban Canadian teaching hospital, we studied the interactions of six hemodialysis patients and 11 of the health professionals involved in their care. For 1 year (September 2009 to September 2010), we conducted ethnographic observation and interviews of six cases each comprising one hemodialysis patient and various health professionals including medical specialists, nurses, a social worker, and a dietician. Results: We found that the ubiquity and complexity of health-related decision-making in the lives of these patients suggests the need for a more holistic interpretation of health-related decision-making. Discussion: We propose an interpretation of decision-making as an ongoing process of integrating illness and life; as frequently open-ended, cumulative, and relational; and as fundamentally shaped by the fragmented delivery of care for patients with multiple morbidities.
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