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Journal articles on the topic 'Shared writing'

Author: Grafiati

Published: 7 June 2025

Last updated: 16 July 2025

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1

Mather, Nancy, and Betsy L. Lachowicz. "Shared Writing." TEACHING Exceptional Children 25, no. 1 (1992): 26–30. http://dx.doi.org/10.1177/004005999202500107.

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Xerri, Daniel. "Shared writing via contemporary poetry." English in Education 45, no. 2 (2011): 176–89. http://dx.doi.org/10.1111/j.1754-8845.2011.01097.x.

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Nicholson, Deborah. "The value of shared writing." 5 to 7 Educator 2009, no. 58 (2009): 24–28. http://dx.doi.org/10.12968/ftse.2009.8.10.44278.

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Blyler, Nancy Roundy. "Shared Meaning and Public Relations Writing." Journal of Technical Writing and Communication 22, no. 3 (1992): 301–18. http://dx.doi.org/10.2190/xt47-79ub-uk8a-02kj.

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Public relations writing has been neglected as a research topic in professional communication. This article uses rhetorical theory from a number of fields to examine a topic of recent concern—shared, or negotiated, meaning—in relation to two very different samples of public relations writing: the public relations texts produced by political-advocacy organizations involved in the midwestern farm crisis of the 1980s and an entry from an organizational newsletter. More specifically, the article studies the role of four rhetorical elements—exophoric and intertextual references, metaphors, and narr

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Lapadat, Judith C. "Writing Our Way Into Shared Understanding." Qualitative Inquiry 15, no. 6 (2009): 955–79. http://dx.doi.org/10.1177/1077800409334185.

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Dean, Deborah, and Adrienne Warren. "Informal and Shared: Writing to Create Community." English Journal 101, no. 4 (2012): 50–54. http://dx.doi.org/10.58680/ej201218748.

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Yeh, Chun-Chun. "Shared time, shared problems? Exploring the dynamics of paired writing conferences." Pedagogies: An International Journal 12, no. 3 (2017): 256–74. http://dx.doi.org/10.1080/1554480x.2017.1356232.

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Hafiz Nasr ul Haq, Dr. Shabnum Sayyed Hussain, and Chaudhry Aamer Rashid Wahla. "Unveiling the Mind of a Writer: A Think-Aloud Study of Creative Writing Processes." Journal of Arts and Linguistics Studies 3, no. 2 (2025): 2403–18. https://doi.org/10.71281/jals.v3i2.334.

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This study explores the cognitive processes of creative writers through the "Think Aloud" research technique. The primary aim was to understand how writers generate and organize their thoughts during the act of writing. Four creative writers were selected randomly and asked to verbalize their thoughts in real-time while composing their texts. These verbal reports were recorded and analyzed to identify recurring patterns and shared strategies. The findings revealed that, despite individual differences, all participants shared a common influence: their social background significantly shaped thei

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Afridi, Mehnaz M. "Shared Stories, Rival Tellings." American Journal of Islam and Society 33, no. 2 (2016): 121–24. http://dx.doi.org/10.35632/ajis.v33i2.911.

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“What are the differences and similarities between the early encounter andpivotal stories of the Abrahamic faiths?” is the main question underlying thisengaging academic book. Recently, there has been a revitalization of discussionsabout Jewish-Christian-Muslim relations in academia and in interfaithwork around the United States. This book comes at a timely and crucial time,one in which where there is so much misunderstanding and misinformationabout these particular faiths, especially about the questions of origins and absolutetruths. Gregg’s methodology and choice of texts, illustrations and

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Shafiq, Maj Gen Hamid. "Plagiarism- an understanding." HITEC Medical and Dental Journal 4, no. 1 (2024): 1–3. http://dx.doi.org/10.69884/hmdj.4.1.1547.

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Plagiarism is the most common type of misconduct in scientific writing and is defined as taking someone else’s work or ideas and passing them as their own thus retarding progress. It carries serious penalties if proved. Plagiarism-free scientific writing is a shared responsibility of medical institutes initiating the scientific writings and the Journal editors who publish it.

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Espinosa Hernández, Patricia. "¿Tiene género la escritura?" Catedral Tomada. Revista de crítica literaria latinoamericana 9, no. 16 (2021): 8–29. http://dx.doi.org/10.5195/ct/2021.512.

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In 1993, cultural critic Nelly Richards published a polemic article called “Does Writing Have a Sex?”. From this text I aim, on the one hand, to discuss the question that gives her article a name by stating that no, writing does not have a sex; it has a gender. On the other hand, I am interested in addressing Richards’ non-separatist perspective, which refers to the consideration of female writing as counter-hegemonic, a fact shared with male writings. For Richards, being male is not decisive in the appraisal of writing. Moreover, she points out that feminism is at risk of becoming a ghetto if

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Shanahan, Timothy. "THE SHARED KNOWLEDGE OF READING AND WRITING." Reading Psychology 8, no. 2 (1987): 93–102. http://dx.doi.org/10.1080/0270271870080205.

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Nicholson, Deborah. "The importance and benefits of shared writing." Five to Seven 1, no. 2 (2001): 27–34. http://dx.doi.org/10.12968/ftse.2001.1.2.16964.

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McCann, Thomas, Rebecca D’Angelo, Mary Greska, and Nancy Galas. "Fostering Authentic Science Writing through Shared Inquiry." Voices from the Middle 24, no. 2 (2016): 35–38. http://dx.doi.org/10.58680/vm201628864.

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Two fifth-grade teachers, a school librarian, and a university professor report about the surprising emotional, social, and intellectual maturity that middle level learners displayed when they joined together in grappling with difficult science-related topics. Through a shared inquiry and dialogic process, the collaborating teachers tapped into the students' desire to interact with peers while focusing on a task they deemed important. In following learners through a shared inquiry process, the collaborators learned much about how students can write meaningfully about a complex science problem,

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Hamidah, Nur. "Optimizing Students’ Ability in Writing Recount Text Through Shared Writing Strategy using Social Media “Facebook” in The Eleventh Grade." Journal of English Language and Literature 9, no. 1 (2018): 743–46. http://dx.doi.org/10.17722/jell.v9i1.348.

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In the Era of technology, social media is the most popular one. There are a lot of social media but Facebook has more users than others. Almost all students have Facebook and interested in learning using technology in the class, especially writing recount text. So that, the teacher chose a strategy was combined with the use of technology in teaching and learning process. Shared writing strategy was chosen as the strategy which can combine with social media “Facebook”. Therefore, this strategy is aimed at describing the implementation of shared writing strategy using social media “Facebook”, th

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Crespo, Sandra, José Manuel Martínez, Christopher Dubbs, and Kristen Bieda. "Editorial: Too Little, Too Much, Just Right! Articulating Shared Problems in the Practice of Mathematics Teacher Educators." Mathematics Teacher Educator 6, no. 1 (2017): 3–8. http://dx.doi.org/10.5951/mathteaceduc.6.1.0003.

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In this editorial, we focus on the unsuspecting challenge that many prospective authors encounter when writing manuscripts for this journal–that of clearly situating their manuscript as relevant and connected to a significant and compelling shared problem of the practice of mathematics teacher educators. In our previous editorial (Crespo & Bieda, 2017), we introduced a writing tool that organizes and makes visible all five review criteria for this journal into a writing template (reproduced here in Figure 1). This tool is meant to help prospective authors foreground the criteria as they co

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MacGillivray, Laurie. "Tacit Shared Understandings of a First-Grade Writing Community." Journal of Reading Behavior 26, no. 3 (1994): 245–66. http://dx.doi.org/10.1080/10862969409547850.

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This study examined first graders' tacit shared understandings about composing as related to expectations about the processes and meaning of writing. Data were gathered in one first-grade classroom during the 2 1/2-hour reading/writing block over a 20-week period. The 19 students were ethnically diverse and ranged in SES from low to middle income. Domain, typological, theme, and reconstructive intersubjective analysis were all used in analyzing the following sources of data: field observations gathered by a participant observer; informal talk with students and the teacher; formal interviews wi

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Tunks, Karyn W. "“I Have a Story to Share!” Building a Writing Community Through Shared Journal." Childhood Education 88, no. 6 (2012): 374–81. http://dx.doi.org/10.1080/00094056.2012.741483.

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Heinrich, Kathleen T. "Toward a Shared Definition of Scholarly Writing Styles." Nurse Educator 40, no. 5 (2015): 220–23. http://dx.doi.org/10.1097/nne.0000000000000190.

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Shellenbarger, Teresa, and Meigan Robb. "Collaborative Writing: Strategies To Promote Successful Shared Authorship." Nurse Author & Editor 25, no. 2 (2015): 1–8. http://dx.doi.org/10.1111/j.1750-4910.2015.tb00202.x.

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Tonfoni, Virginia. "Shared Coordinates: Writing Herstory in Ibero American Comics." Revista Lusófona de Estudos Culturais 10, no. 2 (2023): 205–14. http://dx.doi.org/10.21814/rlec.4681.

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This study focuses on the emergence of a transnational sisterhood under three projects originating from the cooperation between groups of female comic book writers in Spain and Latin America. After the 2016 exhibition “Presentes: Autoras de Tebeo de Ayer y de Hoy” and the publication of its catalogue by Autoras de Cómic, there was a shared need to claim back the role of female or non-male authorship, and its involvement in comic book production and business. The Argentinian group Feminismo Gráfico tapped into such endeavors, and in 2019 produced “Nosotras Contamos”, a travelling exhibition and

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Roberts, Michael Symmons. "Writing Faith into Poetry." Modern Believing 65, no. 2 (2024): 163–70. http://dx.doi.org/10.3828/mb.2024.13.

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A poet’s essay, reflecting on the opportunities and challenges of writing poetry in metaphysical territory (and the difficulty of finding terms to define this territory) at a time when much traditional religious language is no longer widely used or shared.

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Rivas, Virgilio. "Barthes on Writing and Authorship: A Polemical Précis." Mabini Review 4, no. 1 (2015): 61–79. https://doi.org/10.70922/29h5xm25.

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In this paper we will try to revisit Barthes’ brief essay ‘Authors and Writers’ by way of reopening the essay’s proximity to some of the most important theorists of our time, such as Walter Benjamin, Michel Foucault and Jacques Derrida, and most especially, Mikhail Bakhtin whose individual writings on issues of language, translation, etc., to cite a few, mesh without conceptual and analytical difficulty. Their insightful provocations are known for their shared intuitive trajectories which altogether radicalize the concept of the writing craft and its complicated relation to the traditional con

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Kuhlman, Wilma D., and Linda Bradley. "Influences of Shared Poetry Texts: The Chorus in Voices." Language Arts 76, no. 4 (1999): 307–13. http://dx.doi.org/10.58680/la199935.

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Discusses the development of voice through a specific free-form poetry-writing experience. Suggests a method for teaching poetry that draws heavily on poets from diverse ethnic and cultural backgrounds. Shares evidence that this approach to teaching poetry can be the starting point for students developing writers’ voice, and suggests ways to move from poetry to other writing genres.

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Knight, Simon, Sophie Abel, Antonette Shibani, et al. "Are You Being Rhetorical? A Description of Rhetorical Move Annotation Tools and Open Corpus of Sample Machine-Annotated Rhetorical Moves." Journal of Learning Analytics 7, no. 3 (2020): 138–54. http://dx.doi.org/10.18608/jla.2020.73.10.

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Writing analytics has emerged as a sub-field of learning analytics, with applications including the provision of formative feedback to students in developing their writing capacities. Rhetorical markers in writing have become a key feature in this feedback, with a number of tools being developed across research and teaching contexts. However, there is no shared corpus of texts annotated by these tools, nor is it clear how the tool annotations compare. Thus, resources are scarce for comparing tools for both tool development and pedagogic purposes. In this paper, we conduct such a comparison and

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Worm Danbo, Rosa-Maria. "AN INVESTIGATION OF SHARED SIGNS AND XENOGRAPHS IN MAYA WRITING." Contributions in New World Archaeology 13 (December 31, 2019): 137–69. http://dx.doi.org/10.33547/cnwa.13.06.

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Mesoamerican writing systems exhibit a great many salient differences and yet a closer scrutiny equally reveals a number of structural continuities between essential deep-seeded features. Several signs in the various signatories exhibit formal graphic similarities and show great continuity in use and function, which attests to extensive and prolonged contact between the users of the distinct writing systems of Mesoamerica. With this paper, I aim to contribute to our understanding of the presence of xenographs in Maya writing by exploring key examples of shared signs for their typographic, typo

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Mann, Jonathan. "Becoming Unstuck." Writers: Craft & Context 5, no. 1 (2025): 39–43. https://doi.org/10.15763/issn.2688-9595.2025.5.1.39-43.

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In this essay, I reflect on my reading experience with Kurt Vonnegut’s Slaughterhouse-Five and examine how the novel could serve as a mentor text for therapeutic writing, specifically when it comes to mental health writing. I place Vonnegut’s writing in the context of the current mental health crisis and examine his use of time, tone, and the speculative in order to express the protagonist’s experiences with mental health and trauma. Others who wish to use writing as a therapeutic tool and as a mode to share their experiences may use Slaughterhouse-Five to amplify their own work. Finally, I ad

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Operiano, Angelica, Vivian Buhain, Rosario Ligaya Del, Castro Luningning De, Luzale Henson, and Marissa Operario. "Campus Writers' Shared Experiences in Using AI-Powered English Writing Tool: A Hermeneutic Phenomenological Approach." Psychology and Education: A Multidisciplinary Journal 23, no. 7 (2024): 956–67. https://doi.org/10.5281/zenodo.13315633.

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This study aimed to describe and interpret campus writers' experiences in using Grammarly as an AI-powered English writing tool. Campus writers used Grammarly to improve their writing performance, which included their grammatical accuracy and proper use of mechanics. The researcher used a phenomenological qualitative method by Moustakas (1994) to explore the phenomenon of the use of Grammarly as an AI-powered English writing tool by campus writers. The student participants of the study were five (5) SHS campus English writers. Purposive sampling was applied since the needed participants were s

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Lewis, Janice. "Support for Reading and Writing as Shared Developmental Processes." Journal of College Reading and Learning 18, no. 1 (1985): 75–81. http://dx.doi.org/10.1080/10790195.1985.10850263.

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Milian, Marta. "Reformulation: A Means of Constructing Knowledge in Shared Writing." L1-Educational Studies in Language and Literature 5, no. 3 (2005): 335–51. http://dx.doi.org/10.1007/s10674-005-8560-9.

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Buseyne, Siem, Annelies Raes, Berten Hurkmans, et al. "Scripting synchronous collaborative writing in second language education within a multi-shared visual workspace: a quasi-experimental study." Pedagogische Studiën 102, no. 1 (2025): 27–58. https://doi.org/10.59302/6ncdjf17.

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This study explores collaborative writing in a multi-shared visual workspace, involving 76 students in higher education. We adopted the Activity-Centred Analysis and Design framework to describe our quasi-experimental design and the influencing context variables. First, we studied the impact of a collaboration script on students' perceived quality of the group processes and the evaluated quality of their writing products. Findings revealed no significant differences in the overall quality of the group process and the overall writing product quality. However, when looking at the individual dime

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Shayakhmetova, Leysan, Liliya Mukharlyamova, Roza Zhussupova, and Zhanargul Beisembayeva. "Developing Collaborative Academic Writing Skills in English in Call Classroom." International Journal of Higher Education 9, no. 8 (2020): 13. http://dx.doi.org/10.5430/ijhe.v9n8p13.

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The modern system of foreign language teaching impacts a qualitative change in the new methodological approaches with using innovative technologies in the educational process. Spencer Kagan created Cooperative learning structures that make collaborative learning easy to use. It provides students with valuable and ample opportunities to combine language resources and collaboratively build knowledge and writing through interaction. Cooperative learning methods do not require a detailed study of plans, educational materials, and special training. Hence the article depicts University students' imp

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Souryasack, Rassamichanh, and Jin Sook Lee. "Drawing on Students’ Experiences, Cultures and Languages to Develop English Language Writing: Perspectives from Three Lao Heritage Middle School Students." Heritage Language Journal 5, no. 1 (2007): 79–97. http://dx.doi.org/10.46538/hlj.5.1.4.

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Lao students have not fared well in the American educational system. Raised in a home culture that emphasizes and values the oral tradition, the acquisition of academic writing skills has been especially problematic even for U.S.-born students of Lao heritage. Recognizing that writing is a critical component for academic success, this study examines the second language writing experiences of three long-term ESL learners of Lao heritage who took part in a nine-week writing workshop. Analysis of their writings, pre and post interviews, and observational notes from the writing workshops revealed

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Sumpter, Matt. "Emerging Voices: Shared Frequency: Expressivism, Social Constructionism, and the Linked Creative Writing-Composition Class." College English 78, no. 4 (2016): 340–61. http://dx.doi.org/10.58680/ce201628216.

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This article examines how creative writing pedagogy and composition pedagogy can be put into productive conversation by using expressivism and social constructionism as a shared frequency, allowing for a deepening of the pedagogical options available to teachers. The end result of this analysis is a proposal for a dual course pairing of composition and creative writing. Within this proposed arrangement, creative writing, on the one hand, would emphasize expressivist pedagogies that grant students centrality in the classroom while still exploring the ideological implications of the writing act.

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Deng, Yang, Gregory J. Kelly, and Lishi Xiao. "The development of Chinese undergraduate students’ competence of scientific writing in the context of an advanced organic chemistry experiment course." Chemistry Education Research and Practice 20, no. 1 (2019): 270–87. http://dx.doi.org/10.1039/c8rp00171e.

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This study examines scientific practices associated with scientific writing in organic chemistry in China. Although there is rapidly growing literature on the features and strategies of scientific writing, further research in this area is needed to recognize and treat scientific writing as a social endeavor to evaluate it in a more comprehensive and detailed way in order to effectively convey scientific information to readers. This study shared these important premises and attempted to investigate the development of Chinese undergraduate students’ competence of scientific writing. Twenty-two u

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Italia, Mariagiovanna, Mauro Maugeri, and Tiziana Tarsia. ""Prove tecniche" di scrittura tra sociologia, teatro sociale e cinema documentario." Educazione Aperta, no. 17 / 2024 (December 22, 2024): 48–65. https://doi.org/10.5281/zenodo.14603035.

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The contribution presents a shared writing process created starting from an interview which was also video-recorded with the idea of associating a podcast with this article. The perspectives analyzed are: an epistemological one, linked to the clarification of knowledge and a methodological one, connected with the way in which this text was drafted.

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Kwon, Yang-hyeon. "Research on College Writing Feedback Method Based on Metacognition." Korean Association for Literacy 15, no. 5 (2024): 277–308. http://dx.doi.org/10.37736/kjlr.2024.10.15.5.09.

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This study focused on a writing environment in which it is difficult to establish oneself in the infinite information generated by machines, and people are fascinated by writing that produces results relying on the convenience of artificial intelligence. As a result of operating feedback based on “metacognition” as an educational response plan, the following educational meaning was derived: Self-feedback via self-evaluation activates metacognitive strategies for monitoring and self-regulation. Peer feedback reinforces self-objectification in the process of reviewing others’ writings. Instructo

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Southern, Alex, Jenny Elliott, and Colin Morley. "Third Space Creative Pedagogies: Developing a Model of Shared CPDL for Teachers and Artists to Support Reading and Writing in the Primary Curricula of England and Wales." International Journal of Education and Literacy Studies 8, no. 1 (2020): 24. http://dx.doi.org/10.7575/aiac.ijels.v.8n.1p.24.

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Zip Zap is a Creative Social Enterprise, which offers an author/illustrator- led Continuing Professional Development and Learning (CPDL) programme to develop teacher knowledge, confidence and skills in delivering creative writing and illustration activities, and a Festival of artist-led activities for school pupils. It is one of a number of initiatives that UK schools can buy into. This paper draws on an evaluation of Zip Zap’s CPDL programme and Festival across two UK sites, with two quite different creative learning contexts – Wales and England, to explore issues affecting the pedagogies at

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Iwai, Yuko, Leslie Rogers, Debra McKeown, and Mary Brindle. "Understanding Teachers' Knowledge and Perceptions on Writing Through a Self-Regulated Strategy Development (SRSD) Professional Development Opportunity." International Journal of Teacher Education and Professional Development 2, no. 2 (2019): 102–21. http://dx.doi.org/10.4018/ijtepd.2019070107.

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Teachers must be equipped with the skills necessary to effectively deliver quality instruction, especially when implementing an evidence-based practice. Delivering these practices with high levels of fidelity requires knowledge that goes beyond what is learned in initial teacher preparation programs, often requiring ongoing and targeted professional development. In the current study, 19 teachers and instructional personnel attended and completed a professional development opportunity to learn how to use the Self-Regulated Strategy Development (SRSD) model, an evidence-based practice, when teac

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Nakata, Shunji. "Adiabatic quasi 6T-SRAM with shared writing and reading ports." IEICE Electronics Express 5, no. 5 (2008): 163–69. http://dx.doi.org/10.1587/elex.5.163.

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Crossley, Scott A., and Danielle S. McNamara. "Shared features of L2 writing: Intergroup homogeneity and text classification." Journal of Second Language Writing 20, no. 4 (2011): 271–85. http://dx.doi.org/10.1016/j.jslw.2011.05.007.

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Simard, Anne, Sharon A. Bray, Heather Ross, and Samantha Engbers. "Writing Workshops For Heart Patients - The Beauty Of Shared Stories." Journal of Cardiac Failure 29, no. 4 (2023): 567. http://dx.doi.org/10.1016/j.cardfail.2022.10.054.

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Pagano, Neil, Stephen A. Bernhardt, Dudley Reynolds, Mark T. Williams, and Kilian McCurrie. "An Inter-Institutional Model for College Writing Assessment." College Composition & Communication 60, no. 2 (2008): 285–320. http://dx.doi.org/10.58680/ccc20086868.

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In a FIPSE-funded assessment project, a group of diverse institutions collaborated on developing a common, course-embedded approach to assessing student writing in our first-year writing programs. The results of this assessment project, the processes we developed to assess authentic student writing, and individual institutional perspectives are shared in this article.

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DeLuca, Katherine. "Shared Passions, Shared Compositions: Online Fandom Communities and Affinity Groups as Sites for Public Writing Pedagogy." Computers and Composition 47 (March 2018): 75–92. http://dx.doi.org/10.1016/j.compcom.2017.12.003.

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Lamb, Sharon, and Susan Keon. "Blaming The Perpetrator: Language that Distorts Reality in Newspaper Articles on Men Battering Women." Psychology of Women Quarterly 19, no. 2 (1995): 209–20. http://dx.doi.org/10.1111/j.1471-6402.1995.tb00288.x.

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In an earlier article, Lamb (1991) showed that journal authors, when writing about men battering women, wrote in a way that avoided assigning responsibility to men as perpetrators, and that this kind of writing was more common among male authors as well as female authors who wrote with men. This study examines first whether this kind of writing occurs in newspaper articles on men battering women, and whether two problematic styles of writing have an effect on the reader. Three versions of a newspaper article were developed to differentiate active voice, passive voice, and writing that implies

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Irvin, L. Lennie. "The Shared Discourse of the Networked Computer Classroom." Teaching English in the Two-Year College 26, no. 4 (1999): 372–79. http://dx.doi.org/10.58680/tetyc19991840.

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Argues that networked classrooms offer a number of opportunities for effective writing instruction. Argues that shared discourse in the networked-computer classroom has three levels forming a continuum of interactivity: students sending messages “at,” “to,” and “between” each other. Offers classroom examples of each level of discourse.

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Choi, Yong-Seok, Yo-Han Park, Seung Yun, Sang-Hun Kim, and Kong-Joo Lee. "Factors Behind the Effectiveness of an Unsupervised Neural Machine Translation System between Korean and Japanese." Applied Sciences 11, no. 16 (2021): 7662. http://dx.doi.org/10.3390/app11167662.

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Korean and Japanese have different writing scripts but share the same Subject-Object-Verb (SOV) word order. In this study, we pre-train a language-generation model using a Masked Sequence-to-Sequence pre-training (MASS) method on Korean and Japanese monolingual corpora. When building the pre-trained generation model, we allow the smallest number of shared vocabularies between the two languages. Then, we build an unsupervised Neural Machine Translation (NMT) system between Korean and Japanese based on the pre-trained generation model. Despite the different writing scripts and few shared vocabul

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Yancey, Nan Russell. "Writing From the Edge." Nursing Science Quarterly 30, no. 1 (2016): 24–31. http://dx.doi.org/10.1177/0894318416680527.

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On the 30th Anniversary of Nursing Science Quarterly, the 17-year journey of conceiving, launching, and guiding the “Teaching-Learning Column” was explored in this dialogue with Dr. Sandra Schmidt Bunkers, adjunct professor of nursing, South Dakota State University Brookings, South Dakota, founding contributing editor of the column, and Dr. Barbara Backer Condon, Professor of Nursing, Briar Cliff University, Sioux City, Iowa, contributing editor, 2012-2016. Reflecting on the shared stories, the challenge is offered to continue the tradition of the column in reading, writing, and thinking from

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Richardson, Brittany. "Collaborations between Libraries and Writing/Tutoring Services are Diverse and Provide Opportunities to Support Student Success and Information Literacy Outcomes." Evidence Based Library and Information Practice 13, no. 3 (2018): 91–93. http://dx.doi.org/10.18438/eblip29452.

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A Review of: Jackson, H. A. (2017). Collaborating for student success: An e-mail survey of U.S. libraries and writing centers. The Journal of Academic Librarianship, 43(4), 281-296. https://doi.org/10.1016/j.acalib.2017.04.005 Abstract Objective – To collect information on the existence and characteristics of collaborative partnerships between libraries and writing centers/writing tutoring services. Design – Email survey questionnaire. Setting – Academic libraries, writing centers, and writing tutoring services at two-year, four-year, and graduate/professional ins

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Bang, Louise Rosendal. "Det’ lig’som teksten sådan bølger." Passage - Tidsskrift for litteratur og kritik 35, no. 3 (2020): 15–33. http://dx.doi.org/10.7146/pas.v35i3.123627.

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This article addresses the practice of shared readings at The Danish Academy of Creative Writing. It argues that these readings represent exploratory talk as a method of reading the aesthetic dimensions of literary texts. Moreover, it points out that both exploratory approaches and aesthetic readings are of increasing interest within the field of didactical research. The article aims to investigate the shared readings at the Danish Academy of Creative Writing as a supplement to the highly analytical classroom conversations about literature in Danish high schools.

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