bluuebunny/crossref_metadata_2025 huggingface dataset:
Language teaching and family linguistic transmission: two correlative factors in the Valencian Region (Catalan vs. Spanish)?
Authors: Abat Brauli Montoya , Mas i Miralles Antoni
Published: August 2013

One of the last phases of the processes of language shift is the interruption of intergenerational linguistic transmission, to a large extent caused by the educational programme of linguistic submersion, which pursues the elimination of a recessive language. The inverse phenomenon to language shift, that of revernacularization (or revitalization), is also related to another educational programme, that of linguistic immersion, aimed at the recovery of the minority language. Our research work inquires into the correlation between these educational programmes and the phenomena of language loss and retrieval as manifested in the Valencian Region through a recessive language, Catalan, and a dominant one, Spanish. We can observe that education in one or another language is decisive because many parents transmit to their children the same language of schooling. Revernacularization, however, is difficult because the previous process of language shift is older (since the nineteenth century) and the immersion programme (since the 1990s) has only managed to stop the historical loss of Catalan speakers, but not to regain new ones.
Variation of subject pronominal expression in Mandarin Chinese
Authors: Li Xiaoshi , Chen Xiaoqing , Chen Wen-Hsin
Published: August 2013

This study investigated the variation of subject pronominal expression in Mandarin Chinese. The data were collected from 20 speakers in three discourse contexts including informal conversations, elicited narratives, and teacher classroom speech. A multivariate analysis of 8,507 tokens revealed that the linguistic constraints that affect Chinese subject pronoun use include switch in subject referents, person/number/animacy of the subject, specificity of subject referents, and sentence type. In regards to social factors, age, gender and occupation were significant. Older speakers/teachers/females are more likely to realize subject pronouns than younger speakers/students/males.
English ‘on top’: discourse functions of English resources in the German mediascape
Authors: Androutsopoulos Jannis
Published: August 2013

This paper responds to what I perceive as a lack of a meso level framework in the study of English in the mediascapes of the ‘expanding circle’. I shall make my case on the example of German. Traditionally, most research on German/English language contact is on Anglicisms, that is, lexical borrowings from English. Other approaches do exist, but Anglicisms research, which originated in the 1960s, still seems the dominant framework and, as most of this work is carried out on mass (mostly printed) media data, it has also become the dominant way of looking at English in the media. I argue in this paper that the Anglicisms paradigm does not account for a range of patterns of national language/English contact. As an alternative, I propose an approach labeled ‘English on top’, which focuses on the textual positions and discourse functions of English rather than its lexical structure. In a preliminary working definition, ‘English on top’ is a pattern of bilingual discourse in which English is a complementary code used in addition to (‘on top’ of) the predominant national language for specific discourse functions. As the discussion shall make clear, it is not the case that the usage patterns this metaphor aims at capturing have never been noticed before, but it does seem they haven’t been systematically considered so far.
Multimodality and audiences: local languaging in the Gambian linguistic landscape
Authors: Juffermans Kasper
Published: August 2013

This paper is concerned with the linguistic landscape in urban Gambia. It reviews recent work done on linguistic landscapes and explores the relation between The Gambia’s social and ethnolinguistic diversity and visible linguistic phenomena in the public space from an ethnographic and social semiotic perspective. It is argued that the occasional use of local languages in an otherwise English only environment (as e.g., in the publicity campaigns of the mobile phone operators Gamcel, Africell and Comium) serves a symbolic rather than communicative function and has more to do with corporate creativity than it reflects ethnolinguistic relations. The overall absence of local languages and the salience of images in the Gambian linguistic landscape should be understood in the context of an informal English-only policy for visual communication and the relatively high rate of illiteracy that is typical for a postcolonial Third World country. Drawing on the theoretical notions of audience design and multimodality, it is shown how retailers in a major shopping street Serrekunda (the country’s largest conurbation) use images more than multilingualism as a vernacular strategy to accommodate illiterates in their audiences. The paper concludes with an argument that ‘language’ may not be the most crucial analytic category in a descriptive linguistics of the linguistic landscape, and that ‘local languaging’ may be a more suitable term to capture what is going on linguistically in public spaces.
“I am not a qualified dialect rapper”: constructing hip-hop authenticity in China
Authors: Wang Xuan
Published: August 2013

The starting point of this paper is the question of how to describe and explain what may look like a messy patchwork of ‘inappropriate’ use of language in a case of fangyan/dialect hip-hop from rural China that emerged on the Internet. Its dense and intricate mixing and blending, of the stigmatized fangyan/dialect, standard Putonghua Chinese, and bits of ‘broken’ English, only becomes detectable and accountable when its ideology of authenticity, i.e. cultural meaningfulness and social validity, is brought into question. It then becomes clear that the question how and why the lyrics are in the particular shape they assume can only be answered through contextualization, that is, an ethnographic investigation of the authenticity of its component resources. It seems that in order to re-enact and localize the global genre of hip-hop, the rapper has to engage with negotiation and appropriation of multiple norms and rules from centres at different scales, what can be called ‘orders of authenticity’, with those at the nation-state level being particularly relevant. The outcome of these processes is, rather than inauthenticity, a display of painstaking genre innovations, in terms of both hip-hop and of the local fangyan/dialect, which is otherwise under the pressure of shrinking. This raises questions about our understanding of issues of authenticity and identity and notions of language and culture in the context of globalization.
Youth language in Nigeria: A case study of the Ágábá Boys
Authors: Mensah Eyo Offiong
Published: August 2013

This paper examines the sociolinguistic import of an emerging hybrid street language by a group known as the Ágábá Boys in Calabar South, Cross River State, South-eastern Nigeria. The paper explores the lexically and contextually driven ingroup code of the Ágábá Boys which is manifested in slang, metaphors and a variety of taboo expressions embodied in expletives, profanities, insults, curses and swear words. The group uses its peculiar language in addition to other socially constructed dialects to reinforce anti-establishment behaviour, conceptualize identity, enhance solidarity and foster group integration. Youth language in Calabar South is full of improvization and allows enormous creative possibilities. It is adjudged to be generally deviant and exotic and mainly perceived as a mark of poor parentage, unemployment, limited education and low social orientation. It enables youth (Ágábá Boys) to identify their individuality and express their deviant tendencies against established norms and conventions. The paper highlights how youth in Calabar South produce and reinforce their marginal/deviant status through iterative and creative language use which is essential for the creation of urban subculture and their group dynamics.
Who’s the expert here? Shifts in the powerful identity in a sewing cooperative community of practice
Authors: Vickers Caroline H. , Deckert Sharon K. , Smith Wendy B. , Morones José R.
Published: August 2013

This paper examines the co-influential nature of macro-level power structures and microinteractionally constructed relationships in the construction, co-construction and reconstruction of the powerful identity. Using a community of practice framework, which allows for an intricate look at hierarchy and power within groups, we will demonstrate that within the context of our data, a multilingual sewing cooperative, the powerful identity is not static. Rather, the powerful identity is co-constructed and reconstructed by participants depending on the participation framework and the topic of interaction. As interactants engage with one another, the powerful identity is contingent upon the construction of an expert identity within the local micro-interactional context and how that identity is indexed within the various participation frameworks that emerge in the ongoing interactional life of the sewing cooperative community of practice.
Peruvian Amazonian Spanish: linguistic variation, social meaning and identities
Authors: Jara Yupanqui Ileana Margarita
Published: August 2013

Metalinguistic and metapragmatic comments are resources used to understand linguistic ideologies that underlie, shape and are shaped by language use and other social practices. These linguistic ideologies are crucial to understanding linguistic change and how identities are performed. This work is an exploration of the process of enregisterment and the way in which this process is perceived by educated participants from Iquitos (Peru). In the present study, I examine the sociolinguistic history of this region, adopting Silverstein’s notion of orders of indexicalities. First, I offer a brief historical background about the region and a review of the linguistic features that characterize the Spanish of Loreto. Then, I discuss the theoretical framework that guides the present study, and I provide a description of the data, the instruments of data collection and the data-collection process. Afterwards, I discuss respectively the reported role of others in the formation of present attitudes and the participants’ own attitudes towards their own variety. In the final section, I contextualize the findings in terms of Siverstein’s order of indexicalities and discuss the limitations of the study.
When 'Sir' and 'Madam are not: Address terms and reference terms students use for faculty in a Ghanaian university
Authors: Afful Joseph Benjamin Archibald , Mwinlaaru Isaac N
Published: August 2013

Address terms and reference terms are common but key naming behaviours that are enacted in various social interactions. Thus, unsurprisingly, they have received much attention in sociolinguistic research since the 1960s. The use of these two communicative acts in the academic setting, however, seems under-researched. This study, therefore, investigated address terms and reference terms students used for faculty in a public university in Ghana, utilizing Scott’s (1990) sociological theory on resistance to domination. An ethnographic as well as a triangulated approach, comprising participant and non-participant observations, semi-structured interview, and introspection, was used in the study. Analysis of the data revealed three major findings. First, students used three principal forms of address, namely titles, kinship terms, and nicknames for faculty. Second, students used titles, personal names, and nicknames as the major reference terms for faculty. Finally, address terms and reference terms functioned as symbols of domination and resistance to domination as well as markers of identities which were co-constructed by students. The study has implications for theory, intercultural communication, and further research.
Examining mitigation in refusals: A cross-cultural study of Iranian and American speech communities
Authors: Abdolrezapour Parisa , Vahid Dastjerdi Hossein
Published: August 2013

This study investigates the type of mitigation devices employed by Persian and American native speakers in refusal interactions in a number of formal/informal situations. Twenty two American and thirty Iranian university students participated in four role-play interactions. The production data were supplemented by verbal reports and questionnaires completed by 45 Americans and 50 Iranians to examine speakers’ perceptions of mitigation devices. The results obtained from the analysis of data revealed that, in identical situations, Iranians use more mitigation devices and more specifically make more use of external mitigation devices in comparison to Americans. Moreover, social variables such as social power and social distance made a difference in the way Iranians refused while Americans’ refusals did not change considerably with regard to social variables. It is suggested that foreign language teachers help learners enhance their communicative competence to avoid communication breakdowns which might occur due to inappropriate use of speech acts.
Language selection by Hispanics in a small upstate New York community
Authors: Thomas Juan A
Published: August 2013

Fifty-four Hispanics from Utica, NY completed questionnaires about the languages that they spoke in three domains (family, friends, and formal) during their childhood and adulthood. The social variables considered were age, level of education, time in the USA and Utica, gender and generation. The latter two most influenced reported language selection. The participants overwhelmingly answered that they used Spanish during their childhood with parents and grandparents. However, comparing the participants' reported language use between childhood and adulthood, the parent-child and grandparent-grandchild relationships showed the largest decreases in reported use of Spanish among all the family relationships. This result is consistent with language shift to English in the family. The informants also report less exclusive use of Spanish with friends in adulthood than in childhood. However, 78 % of them said that they use both English and Spanish with friends in adulthood. In the formal domains of religion, stores, workplace, and restaurant, more responses of only English are registered in adulthood than in childhood. Nevertheless, adults report using Spanish or both English and Spanish in Utica in all the formal domains. The reported use of Spanish is especially high in the religious domain.
Writing from Sources, Writing from Sentences
Authors: Howard Rebecca Moore , Serviss Tricia , Rodrigue Tanya K
Published: August 2013

Instead of focusing on students’ citation of sources, educators should attend to the more fundamental question of how well students understand their sources and whether they are able to write about them without appropriating language from the source. Of the 18 student research texts we studied, none included summary of a source, raising questions about the students’ critical reading practices. Instead of summary, which is highly valued in academic writing and is promoted in composition textbooks, the students paraphrased, copied from, or patchwrote from individual sentences in their sources. Writing from individual sentences places writers in constant jeopardy of working too closely with the language of the source and thus inadvertently plagiarizing; and it also does not compel the writer to understand the source.
How Do University Students Attempt to Avoid Plagiarism?
Authors: Keck Casey
Published: August 2013

Over the past decade, university student plagiarism has received considerable attention, and a number of text-based studies have investigated the extent to which student writers copy source text language into their own written work. Much less is known, however, about student paraphrasing. To address this gap, the present study analyzed a corpus of summaries written by a group of native English speakers (n=124) writing in their first language (L1) and by a group of students from other language backgrounds (n=103) writing in their second language (L2), and aimed to identify the major grammatical strategies that students employed when paraphrasing source text language. While many of the paraphrases analyzed contained copied strings of 5 or more words, most did not. And while the strategies of deletion and synonym substitution were frequently used, many students, both L1 and L2 writers, made a number of grammatical changes to the original. Students who avoided copied language used a common paraphrasing strategy: Rather than simply select individual words to replace with synonyms, they divided the original excerpt into its major components (e.g. subject, main verb, direct object) and transformed those components into new units typically of a different grammatical form) that expressed the same idea. These findings suggest that continued investigation of student paraphrasing may help to refine our understanding of the linguistic strategies associated with effective textual borrowing.
Student and Teacher Perceptions of Plagiarism in Academic Writing
Authors: Bacha Nahla Nola , Bahous Rima
Published: August 2013

Writing is no easy task in any discipline and at any stage in a student’s course of university study. In addition, it brings with it the important concern of plagiarism. Obtaining student and teacher perceptions of the strategies students use to produce their assignments has been valuable in identifying and dealing with plagiarism. This article reports on a survey carried out at one English-medium university in Lebanon of 358 Arabic student views by discipline and year and 31 teacher views on the strategies students use to “improve” their written assignments. Results show that although students are aware of the prevalence of plagiarism in all disciplines and in all years of study, they perceive more incidences in the professional disciplines, at advanced levels, and in student use of strategies that give help to and gain help from their peers. Teachers indicated higher student use of all strategies and a greater extent of plagiarism than did the students. Recommendations in line with recent research emphasizing more positive methods are made for raising student awareness of ethical writing strategies, establishing common ground on what constitutes plagiarism, and implementing pedagogical practices and institutional policies that educate rather than penalize.
Preventing Plagiarism
Authors: Richardson Mark , Overstreet Tammy
Published: August 2013

In the academy, approaches to handling plagiarism vary widely. Some – for example, the approaches of programs that use turnitin.com or similar software – favor detection and punishment. Others view instances of plagiarism as teaching moments, while still others argue that a culture-wide change in values is required for plagiarism to diminish. Our discussion examines these different perspectives, tracing them to their disciplinary or structural homes, before suggesting a practical pedagogy of plagiarism instruction that reconciles the differing approaches.
Proactively Addressing Plagiarism and Other Academic Honesty Issues with Second-Language Writers
Authors: Conzett Jane , Martin Margaret , Mitchell Madeleine
Published: August 2013

In response to difficulties in dealing with plagiarism and academic honesty, faculty and staff in a university-based American intensive English program (IEP) took specific measures to help international students understand these issues. The host institution’s policy on academic honesty, which was too difficult and nuanced for second language writers to understand, was replaced with a new policy written in simple language, making concepts and penalties easier to understand. Program-wide measures were implemented in stages to build summarizing and paraphrasing skills for students at all proficiency levels and to support their development as academic writers, and changes were made to the curriculum, incorporating writing from sources at an earlier stage, in scaffolded assignments. Teaching emphasis was shifted from after-the-fact punishment of plagiarism to proactively teaching about concepts of academic honesty and writing from sources. To assist with this, plagiarism detection services were repurposed and used as teaching tools for students instead of policing tools for instructors.
Detection Systems for Text-Based Plagiarism
Authors: Decoo Wilfried , Colpaert Jozef
Published: August 2013

The growing attention given to plagiarism in the Internet Age has triggered the development and marketing of scores of antiplagiarism services and devices. This article deals only with text-based plagiarism. We first mention some of the current developments in plagiarism detection systems. Next we briefly describe principles and challenges of such systems. Finally, we outline what can happen after a system reports possible plagiarism.
Plagiarism, the Internet and Student Learning. Wendy Sutherland-Smith (2008)
Authors: Ebsworth Miriam Eisenstein
Published: August 2013

Plagiarism, the Internet and Student Learning. Wendy Sutherland-Smith (2008) New York: Routledge, 2008. pp. 224 ISBN: 978–0-415–43293–1
Academic Writing and Plagiarism: A Linguistic Analysis. Diane Pecorari (2008)
Authors: Lo Castro Virginia
Published: August 2013

Academic Writing and Plagiarism: A Linguistic Analysis. Diane Pecorari (2008) London: Continuum. pp. 213 ISBN: 978–08264–9166–4
Resistance is Not Futile
Authors: McClure Randall
Published: August 2013

In this essay, I suggest ways in which postsecondary writing programs may respond to the effects of the current economic recession. Relying on shape as a metaphor, I offer strategies for writing programs to survive the recession and to be better insulated from future economic downturns.
TV Writing and the Creative Writing Workshop
Authors: Heil Douglas
Published: August 2013

This essay argues that creative writing and mass media programs have much to learn from each other. In its use of roundtable writing and serialized storylines that parallel 19th century literature, prime-time television writing is a natural fit for programs that intertwine creative writing workshops with the study of literature; institution within the curriculum is urged. Mass media programs – while perhaps already offering TV writing – can bolster this subject through the incorporation of creative writing workshop traditions.
Writing in the Devil’s Tongue A History of English Composition in China Xiaoye You (2010)
Authors: Burton Pauline
Published: August 2013

Writing in the Devil’s Tongue A History of English Composition in China Xiaoye You (2010) Carbondale, Illinois: Southern Illinois University Press. pp. 237 ISBN-13: 978-0-8093-2930-4. ISBN-10: 0-8093-2930-1
Originality of Expression and Formal Citation Practices
Authors: Shi Ling
Published: August 2013

Based on the theory of dialogism (Bakhtin, 1981) and intertextuality (Kristeva, 1986), this study explores students’ and professors’ thoughts about formal citation practices based on their comments on whether certain words from source materials need to be acknowledged as others’ words in student writing. A total of 75 students and faculty members at a North American university were interviewed to comment on five examples of language re-use in some undergraduate writing. Participants’ comments focused on how they valued and distinguished (a) between words and ideas, (b) between words representing specialized concepts and words forming a grammatical structure, and (c) between specialized or newly coined words and words that have become widespread since their creation in a specific subject area. The study suggests the complexity of original expression and makes visible what individual students and professors are considering in their citation practices. The study further suggests that writing pedagogy needs to move from rule following to judgment and defense of judgment.
Delving into Third Space
Authors: Zisselsberger Margarita , Czop Assaf Lori , Singh Sunita
Published: August 2013

As the number of pupils who are multilingual and multicultural continues to increase in the United States, finding ways to best support these learners’ writing has become a priority. This project explores the creation and use of third spaces that support writing in three diverse urban classroom contexts. Ethnographic case studies reveal the ways in which teachers created third spaces for multicultural and multilingual students’ voices to be heard (Bakhtin, 1986; Dyson, 2003). Findings suggest that co-constructing third spaces can contribute to a writing pedagogy that includes multilingual and multicultural student discourse(s) while expanding the social and practical purposes for writing. These findings have implications for teacher educators, researchers, and classroom teachers with regard to the power of co-constructed spaces where students’ lives and languages are used as the foundation for merging school and local networks.
“Does this Mean We’re Cyborgs Too?”
Authors: Hillin Sara P
Published: August 2013

This essay focuses on the implementation of a multimedia writing course and, in particular, a techno-literacy memoir project, which asked students (advanced undergraduates and graduate students) to use their creativity in choosing digital environments, such as podcasts, blogs, and wikis, for sharing their memories of gaining literacy through technology. What the students learned from this project was an ability to fluidly transition between print and digital literacy, along the way strengthening their ability to engage their audiences, and a recognition of their own cyborgian writing skills; indeed, they saw how various communication technologies were extensions of themselves. Through this project, they understood that they had been “cyborgs” since childhood (growing up with, for example, seemingly primitive Speak’N’Spells and Commodore 64s), and this realization helped them transition into a new repertoire of composing skills essential for 21st century student writers.
Writing and Drugs
Authors: Flaherty Alice W
Published: August 2013

Brain diseases and their medical treatment may help or hurt creativity. They do so by changing the brain’s motivational system. Scientists and cultural historians have proposed links between creativity and disorders ranging from depression and psychosis to epilepsy and syphilis, but the best evidence is for conditions such as hypomania (mild mania) that elevate energy and mood. Many writers with symptoms of depression, anxiety, bipolar disorder, attention deficit hyperactivity disorder (ADHD), or even insomnia need advice about what medications can do to creativity. Doctors, however, typically dodge the issue. This article describes what drugs may be safest, and also reviews the effects of intoxicants such as alcohol. In general, treating severe illness has benefit to creativity that outweighs the medication side effects, but some medications are better than others.
Detecting the Creative in Written Discourse
Authors: Marsen Sky
Published: August 2013

This article explores the notion of creativity as it relates to writing. It supports the tenet that all written texts, regardless of genre, contain creative elements to varying degrees, one reason being the representational aspect of language and, in particular, written language. It proposes that it would be more productive to examine written creativity on a continuum rather than through an exclusive dichotomy between creative and non-creative, and describes the elements that would be involved in such a continuum. The article explains some pertinent approaches to creativity, both linguistic and non-linguistic, and leads to a discussion of creative techniques on semantic, syntactic, and textual levels, drawing examples from a database of different texts.
Underlying Factors of Creative Thinking as a Foundation for Creative Writing Pedagogy
Authors: Reisman Fredricka K
Published: August 2013

This article integrates a research foundation in creativity with practical applications to writing pedagogy. A creativity assessment based upon the work of Torrance and Guilford and designed for diagnosing rather than predicting individual creative thinking strengths is presented along with tools and techniques for enhancing creative writing pedagogy and an analysis of student comments from an online Master’s program in Creativity and Innovation.
Examining "Small c" Creativity in the Writing Classroom
Authors: Lasky Dorothea
Published: August 2013

This article discusses creativity within the classroom with a focus on creative writing. First, it reviews concepts of creativity in the educational literature and a previous study on how science teachers fostered “small c” creativity in their classrooms. Small-c creativity values the kind of thinking that produces new ideas in learners but is not necessarily historically important to any field or domain. It can be argued that when educators help their students excel at thinking creatively every day, it assists them in more frequently producing creative products. Using this theoretical lens, an analytical study framework was developed from a review of the literature stating that teachers who foster small-c creativity: (1) support divergent thinking; (2) accept learning artifacts that are novel; (3) nurture collaboration in which individual kinds of creativity are supported; (4) provide choices in what is an acceptable response; and (5) include lesson guidelines that enhance learning and self-confidence. Findings of the science study were applied to the writing classroom, as five poet-teachers were interviewed regarding their beliefs about small-c creativity. The themes that emerged within the teacher interviews are discussed. The piece concludes with recommendations for writing teachers geared to help them foster small-c creativity in their classrooms.
Keeping the Creative Pipes from Freezing
Authors: Silano Martha
Published: August 2013

No one has enough time to write; take that as a given, but nearly everyone can find 10-20 minutes a day to jot down a few notes – things noticed, a fact read in the newspaper or book, or heard on the radio. These notes will come in handy when a larger block of time for writing presents itself, for they are often the kindling for a first draft. Writing a little bit each day is akin to leaving the faucets dripping on a cold January night; while the ideas are flowing the creative pipes won’t freeze.
Beating Drums in the Caves of the Underworld
Authors: Valeri Laura
Published: August 2013

Writing a story is on the surface only a matter of discipline, but I argue that inherent in the creative process is a battle between order and chaos documented in the earliest myths of civilization. I examine several myths about the journey to the underworld to suggest that these stories are metaphors for the biology and psychology that empower the creative process.
Inspiring Each Other
Authors: Sewell Lisa
Published: August 2013

Many writers begin as avid readers: reading can be the impetus and inspiration for their own work. In addition, many writers teach in undergraduate creative writing programs where they are confronted with students who do not share their relationship to reading or to language. This situation creates two problems: students aren’t engaged enough by language to make creative use of their reading and they lack a sense of authority that might allow them to be helpful critics of one another’s work. This essay explores and explains one strategy I have used in my undergraduate creative writing courses to address both issues. By asking my students to write creative responses to each other’s work, they learn to read more closely and carefully and also gain a sense of authority and competence in providing constructive criticism.
The Creative Process and Travel
Authors: Hemley Robin
Published: August 2013

Writing trips overseas are recalled and proposed as a valuable source of inspiration for budding writers when they are thrown into a new context. The focus of discussion is on a program that takes a creative writing class abroad as part of the university curriculum.
Assessing Creativity in College through Writing
Authors: Sternberg Robert J
Published: August 2013

Assessment of students for college admissions and performance tends to emphasize memory and analytical skills – that is, one’s retrieval of acquired knowledge and one’s skill in analyzing that knowledge. But in everyday life, individuals need creative skills to generate new ideas, analytical skills to assess the value of those ideas, practical skills to implement the ideas and to persuade others of their value, and wisdom-based skills to ensure the ideas help achieve a common good. I discuss in this article a program for assessing the creative, practical, and wisdom-based skills that currently are neglected by many assessments, and provide data regarding the outcomes of the program.
Internationalizing the MFA in Creative Writing
Authors: Jones Rodney H , Xi Xu
Published: August 2013

This article explores the prospects for internationalizing the Master of Fine Arts (MFA) in Creative Writing, a degree that has gained considerable popularity in the United States in the past half century but has yet to gain much of a foothold in other countries. As part of this exploration, we describe the experiences of establishing the first low-residency Master of Fine Arts in Creative Writing in Asia at City University of Hong Kong, explaining the justification for setting up such a program with reference to the history of teaching creative writing and the current conditions for literary writing in English in Asia and globally. We also reflect upon the processes of planning, curriculum design, and administrative negotiation and that went into setting up the program and report on feedback from the first cohort of students. The experience of setting up this program is used as the basis for raising a number of more general issues regarding the teaching of creative writing in English in international contexts.
Permanent Evolution
Authors: Bolden Emma
Published: August 2013

Advances in computer coding and Internet technology are drastically redefining publishing and literature itself. This article examines how e-literature, literary texts dependent on code, differs from and works to supplement traditionally printed literature. In particular, e-literature alters traditional concepts of authorship and readership. A coded interface requires the input of a reader to generate a text; the resulting text is therefore a collaboration between the reader and the author, resulting in a change each time the text is read. . The article examines how hypertext pioneers have explored the possibilities offered by computer coding and the Internet, expanding the limits of literary creation and altering the very definition of literature itself.
Creativity and Writing in Digital Media
Authors: Strickland Stephanie , Coverley M D
Published: August 2013

The article reviews the impact of digital environments on written modes and practices, with a focus on online collaborative works and “born digital” creations. Examples of these works and relevant Web sites are provided, in addition to learning activities for involving students in electronic environments. The pervasiveness of electronic contexts in our public and private lives means that writers and teachers of writing are now able to rethink all genres of communicative activity, written or spoken, and how these are deeply influenced or entirely reformed by digital media.
Templated Pedagogy
Authors: Remley Dirk
Published: August 2013

The use of online course or learning management system (LMS) tools proliferates as writing instruction grows online along with administrative concerns to improve teaching efficiencies and program assessment. While many institutions use the template feature in LMS systems (e.g. Blackboard Vista) to generate a location for teacher resources, some institutions are using LMS tools to standardize course content, delivery, and pedagogy to varying degrees. However, digital literacy issues that affect both teachers and students can negatively impact teaching and learning with LMS tools, especially in Web-based settings. It is important to understand how such tools may or may not be used effectively in standardizing writing pedagogy, particularly how designers’ unfamiliarity with course content and their own and their students’ inexperience with the tools can negatively affect pedagogy and learning with such tools. I describe a specific example of problems encountered within an extreme form of standardization in a Web-based writing course delivered via WebCT/Vista, identify implications of such standardization, and suggest considerations that educators should be aware of in their efforts to standardize writing pedagogy through LMS tools.
The White Rabbit
Authors: Dieu Mindie
Published: August 2013

The life of an adjunct is never slow. This essay looks into the professional and personal life of a community college teacher working at multiple colleges who wonders, like many others, how she will hold it all together and provide the quality of teaching that her students deserve.
Discoursal Negotiation of Identity in the Writing of Adult Students:
Authors: Michaud Michael J
Published: August 2013

In this article, I extend the academic conversation about writing and identity by investigating the experiences of one adult student negotiating the transition between professional and academic communities and identities. Drawing on a framework articulated by Ivanic (1998), I examine the interaction between the writer’s autobiographical self, the socially available possibilities for self-hood, and the discoursal self the student constructs in a single instance of academic writing. I argue that the primary writerly identity this student constructs in his text is a workplace or professional identity and show how this identity is not entirely coherent but reflects the process of identity transition the student was facing on the job at the time. I use this case study to draw attention to the negotiations some adult students pursuing postsecondary study make, especially those with well-established workplace identities, as they face the challenge of composing new identities in academic settings. I further suggest that the challenge of identity negotiation is one faced by all writers, not just adults, and that this is a challenge we must account for in our teaching and research.
Teachers’ Expectations and Learners’ Efforts
Authors: Lo Castro Virginia
Published: August 2013

Writing teachers are at the forefront in helping newcomers become members of the academic discourse community as writers of essays, reports, and dissertations. Newcomers may be native English-speaking, nontraditional students with limited writing skills or multilingual learners whose primary language is not English. The gap between their limited rhetorical practices and the norms of their professional disciplines concerns educational institutions seeking to facilitate the development of these students’ literacy skills. To lessen that gap and provide information on an underresearched population, this article reports on an exploratory case study of students at a Mexican university enrolled in a Chicano literature course taught in English. The data-based study adopts a situated literacy theoretical approach to learn about participants’ efforts to become successful multilingual writers. It is part of a larger ethnographic study of the rhetorical literacy practices of Mexican multilingual writers concerning the sociocultural context of writing instruction in the contemporary Mexican educational system. An understanding of students’ literacy practices in the local context can help researchers and teachers to better understand problems and issues regarding academic writing from participants’ perspectives.
What Vocabulary Should We Teach?
Authors: Johnson Mark D , Acevedo Anthony , Mercado Leonardo
Published: August 2013

Multiple studies on the relationship between lexical diversity and holistic writing quality in a second language (L2) have consistently shown that a greater number of unique lexical items, compared to the total number of words, is associated with better quality writing. The findings of such studies indicate the importance of vocabulary to L2 writing. However, they provide little information in terms of what vocabulary L2 writers need to learn in order to improve their writing. Despite its limited application in the mid to late 1990s, the use of lexical frequency profiles has not been developed as a method for analyzing the vocabulary of L2 writers’ texts and providing insight as to the vocabulary needed for developing L2 writers. This study constructed two lexical frequency profiles of texts written by a homogeneous group of Spanish-speaking learners of English. Multiple regression analyses were conducted to determine the contribution of more and less frequent lexical items to the participants’ holistic scores. The results indicated that word types which occur less frequently in the English language contributed significantly to the participants’ holistic scores, despite the relatively low frequency with which they were used in the participants’ essays. These results suggest not only the utility of lexical frequency profiles in teaching and researching L2 writing, but also that L2 writers may benefit from instruction using frequency information. Pedagogical implications are discussed in terms of how L2 writing instructors can incorporate lexical frequency information into direct vocabulary instruction.
O processo de institucionalização da participação na Câmara Municipal de São Paulo: uma análise das audiências públicas do orçamento (1990-2010)
Authors: Brelàz Gabriela de , Alves Mário Aquino
Published: August 2013

Este artigo discute o processo de institucionalização da participação da sociedade civil na Câmara Municipal de São Paulo (CMSP) nas audiências públicas do orçamento de 1990 a 2010 pela abordagem institucional das organizações, enfatizando microfundações e explicações culturais e cognitivas. Identificam-se sistemas autopoiéticos: Poder Legislativo, Poder Executivo, sociedade civil e burocracia da CMSP e variáveis regulativas, normativas e cultural-cognitivas no processo. Conclui-se que, apesar de institucionalizada, a participação na CMSP encontra limitações normativas e cultural-cognitivas que moldam a participação de acordo com padrões de conduta existentes na interação entre parlamentar e sociedade, sedimentando o clientelismo orçamentário.
Uma análise dos sites de governos eletrônicos no Brasil sob a ótica dos usuários dos serviços e sua satisfação
Authors: Damian Ieda Pelógia Martins , Merlo Edgard Monforte
Published: August 2013

Os sites de governo eletrônico (e-gov) têm sido muito analisados do ponto de vista dos aspectos técnicos, existindo poucos estudos que os avaliem do ponto de vista dos usuários dos serviços oferecidos por estes sites. Este estudo propôs um modelo de análise dos serviços de sites de e-gov avaliados com a técnica de análise de conteúdo e identificados os níveis de atendimento dos atributos do modelo. As principais contribuições do estudo são: uma crítica das deficiências verificadas nos principais sites analisados e uma proposição de um modelo abrangente que facilite a orientação para o atendimento das principais dimensões a serem analisadas, quais sejam: eficiência, realização, disponibilidade do sistema, privacidade, site e sinergia. Do ponto de vista gerencial, o estudo contribuiu com um modelo de fácil aplicação que pode auxiliar a identificar os aspectos mais importantes dos serviços de e-gov.
A realização da accountability em pareceres prévios do Tribunal de Contas de Santa Catarina
Authors: Rocha Arlindo Carvalho
Published: August 2013

Este artigo apresenta os resultados da pesquisa que teve como objetivo analisar a realização do potencial de accountability dos pareceres prévios (PP) produzidos pelo Tribunal de Contas do Estado de Santa Catarina (TCE/SC), relativos às contas anuais dos chefes de governos municipais. Tendo como pano de fundo a evidenciação da necessidade de a análise se desdobrar em duas dimensões distintas e a discussão do modelo de análise utilizado, o estudo mostrou que os referidos pareceres prévios pouco realizam do seu potencial de accountability, dado que o TCE/SC pouco avança em relação a esse objetivo, não utilizando nem explorando as possibilidades que a legislação lhe oferece e, portanto, não contribuindo para a materialização da accountability. Por fim, sugerem-se algumas recomendações que poderão servir como diretrizes em futuras pesquisas.
Liderança no Judiciário: o reconhecimento de magistrados como líderes
Authors: Vieira Luciano José Martins , Costa Silvia Generali da
Published: August 2013

Considerando as pressões sociais nos últimos anos por mudanças no Poder Judiciário, o estudo tem como objetivo identificar o que faz com que um magistrado da Justiça Estadual do Rio Grande do Sul seja reconhecido como um líder pelos seus pares. Para tanto descreve as funções da liderança e tece considerações sobre a liderança no setor público. Foram realizadas entrevistas individuais semiestruturadas com 12 magistrados e na análise dos dados foi utilizada a técnica da análise de conteúdo. Verificou-se que tal reconhecimento decorre da eleição e escolha para ocupar cargos importantes; do conhecimento jurídico; da capacidade de gestão; e das habilidades de mobilização e de interação. A liderança exercida encontra barreiras na estrutura organizacional; nas dificuldades de diálogo e de cooperação entre magistrados; e na falta de uma formação específica em liderança e gestão.
Inserção social como categoria de análise socioeconômica: um estudo sobre administração pública e o setor imobiliário de Florianópolis
Authors: Spaniol Enio Luiz , Ramos Ivoneti , Buglione Samantha , Delfino Deisiane , Razerra Maria Eduarda
Published: August 2013

A gestão urbana é um dos temas que vem desafiando a administração pública. Este artigo analisa a gestão urbana e a administração pública a partir do mercado imobiliário e das inserções sociais que influencia(ra)m o crescimento da cidade. A tese central do estudo é que o paradigma da racionalidade econômica não é suficiente para absorver a diversidade de variáveis presentes em um campo como o do setor imobiliário. Assim, parte-se do pressuposto de que o estudo de um campo a partir das inserções sociais é uma forma eficiente de conhecer as representações sociais e seu impacto. Isso porque o setor imobiliário representa uma diversidade de conflitos que acabam por influenciar as políticas públicas. Entre os resultados alcançados destacam-se o mapeamento de Florianópolis em núcleos de desenvolvimento do setor imobiliário e a identificação inicial das inserções sociais preponderantes em cada um destes núcleos, bem como uma interpretação sobre o significado e o papel analítico das inserções sociais. Conclui-se que a nova sociologia econômica é o marco teórico mais adequado para o estudo de campos complexos e que, entre as inserções sociais, é preciso incluir uma nova categoria denominada inserção ambiental.
Tráfico de seres humanos e trabalho forçado: uma abordagem crítica ao fluxo de informações utilizado pela Organização Internacional do Trabalho
Authors: Reis Priscila Martins , Barbosa Neto Pedro Alves
Published: August 2013

O tráfico de seres humanos, embora tenha origem remota, subsiste em escala global, notadamente em razão de elementos estruturais como a mobilidade forçada que o sistema capitalista impõe à força de trabalho. Todavia, o enfrentamento ao problema esbarra antes de tudo num impasse de ordem conceitual em razão da pluralidade de definições adotadas pelos países e organizações e da diversidade de abordagens e metodologias utilizadas. Esse contexto influencia o fluxo de informações sobre o tráfico de pessoas, questão aqui abordada por meio de pesquisa comparada. A amostra é composta por 10 países e os recursos documentais são os relatórios oficiais referentes à implementação das Convenções 29 e 105 sobre trabalho forçado encaminhados à Organização Internacional do Trabalho, examinados em sua natureza, explicitando-se suas semelhanças e diferenças.