title: Theorising tertiary writing instruction: Accounting for the process, post-process, genre and critical literacies approaches

authors: Bruce, Ian

subjects: tertiary writing course

abstract: This discussion of theories of writing instruction arises from the context of teaching research writing to postgraduate students for whom English is an additional language. However, given the present diversity of the student body in all tertiary writing courses(as a result of the democratization and internationalization of higher education), it is argued that a principled evaluation of theories of writing instruction that places the academic literacy needs of the student writer as central is relevant to the wider field of tertiary writing instruction. As a basis for this review discussion, the paper proposes that student writers need to develop their knowledge and skills in three areas: discourse competence; identity and voice (within a specific academic community) and critical competence, and that the development of these three areas of writer competence is loosely sequential. The paper reviews four different theories of writing instruction is terms of their capacity to advance these areas of writer knowledge and skills; they are the process writing, post-process, genre-based and critical literacies approaches. The paper argues that a critical understanding of these theories and the ways in which they underpin currently available materials and teacher practice is essential if teachers are to be able to provide a well-argued rationale for assumptions, knowledge, skills and ideologies that underpin their courses.

text: Theorising tertiary writing instruction: Accounting for the process, post-process, genre and critical literacies approaches This discussion of theories of writing instruction arises from the context of teaching research writing to postgraduate students for whom English is an additional language. However, given the present diversity of the student body in all tertiary writing courses(as a result of the democratization and internationalization of higher education), it is argued that a principled evaluation of theories of writing instruction that places the academic literacy needs of the student writer as central is relevant to the wider field of tertiary writing instruction. As a basis for this review discussion, the paper proposes that student writers need to develop their knowledge and skills in three areas: discourse competence; identity and voice (within a specific academic community) and critical competence, and that the development of these three areas of writer competence is loosely sequential. The paper reviews four different theories of writing instruction is terms of their capacity to advance these areas of writer knowledge and skills; they are the process writing, post-process, genre-based and critical literacies approaches. The paper argues that a critical understanding of these theories and the ways in which they underpin currently available materials and teacher practice is essential if teachers are to be able to provide a well-argued rationale for assumptions, knowledge, skills and ideologies that underpin their courses.

year: 2008

title: Supporting Focus and Context Awareness in 3D Modelling Tasks Using Multi-Layered Displays

authors: Masoodian, Masood

subjects: ploygonal modeling

abstract: Most 3D modelling software have been developed for conventional 2D displays, and as such, lack support for true depth perception. This contributes to making polygonal 3D modelling tasks challenging, particularly when models are complex and consist of a large number of overlapping components (e.g. vertices, edges) and objects (i.e. parts). Research has shown that users of 3D modelling software often encounter a range of difficulties, which collectively can be defined as focus and context awareness problems. These include maintaining position and orientation awarenesses, as well as recognizing distance between individual components and objects in 3D spaces. In this paper, we present five visualization and interaction techniques we have developed for multi-layered displays, to better support focus and context awareness in 3D modelling tasks. The results of a user study we conducted shows that three of these five techniques improve users' 3D modelling task performance.

text: Supporting Focus and Context Awareness in 3D Modelling Tasks Using Multi-Layered Displays Most 3D modelling software have been developed for conventional 2D displays, and as such, lack support for true depth perception. This contributes to making polygonal 3D modelling tasks challenging, particularly when models are complex and consist of a large number of overlapping components (e.g. vertices, edges) and objects (i.e. parts). Research has shown that users of 3D modelling software often encounter a range of difficulties, which collectively can be defined as focus and context awareness problems. These include maintaining position and orientation awarenesses, as well as recognizing distance between individual components and objects in 3D spaces. In this paper, we present five visualization and interaction techniques we have developed for multi-layered displays, to better support focus and context awareness in 3D modelling tasks. The results of a user study we conducted shows that three of these five techniques improve users' 3D modelling task performance.

year: 2014

title: Āta whakarongo: Understanding whānau experiences of audiology early intervention

authors: Dargaville, Cynthia Michelle

subjects: Māori

abstract: For tamariki with hearing loss, early intervention is of critical importance in maximising speech and language, socio-emotional and academic development outcomes. Better hearing outcomes can be achieved by minimising diagnosis delays and initiating intervention treatment as soon as possible. Preliminary data from Waikato District Health Board indicated an equity gap at the point of diagnosis with persisting inequities for tamariki Māori during the delivery of early intervention services. High rates of appointment non-attendance within this group (27% Māori vs. 8% for non-Māori) are a cause for concern when approximately 50% of total appointments are for tamariki Māori. This research seeks to understand the experiences of Māori whānau accessing Waikato’s Audiology Early Intervention Service in order to identify changes the service can make to improve Māori engagement in the future. This study uses qualitative methodologies within a kaupapa Māori framework to investigate the access experiences of Māori whānau of tamariki identified with hearing loss. Interviews with six whānau from Hamilton city and rural Waikato provided rich narratives to inform changes to the Audiology Service to improve the hearing outcomes of tamariki Māori. Whānau shared systems and practical barriers that contributed to challenges with attending appointments including the location, appointment timing, travel and parking. From entering an unwelcoming waiting area, whānau described the added stress experienced to the depth of their emotional response to the hearing loss diagnosis. All shared positive interactions with staff and detailed what could have made their health experience better. After leaning into the kōrero and connecting to the whānau experience, a Manaaki-based pathway is proposed to support Māori ways of being, to ease whānau through the barriers and to combat the alienating experiences of engaging with the health system.

text: Āta whakarongo: Understanding whānau experiences of audiology early intervention For tamariki with hearing loss, early intervention is of critical importance in maximising speech and language, socio-emotional and academic development outcomes. Better hearing outcomes can be achieved by minimising diagnosis delays and initiating intervention treatment as soon as possible. Preliminary data from Waikato District Health Board indicated an equity gap at the point of diagnosis with persisting inequities for tamariki Māori during the delivery of early intervention services. High rates of appointment non-attendance within this group (27% Māori vs. 8% for non-Māori) are a cause for concern when approximately 50% of total appointments are for tamariki Māori. This research seeks to understand the experiences of Māori whānau accessing Waikato’s Audiology Early Intervention Service in order to identify changes the service can make to improve Māori engagement in the future. This study uses qualitative methodologies within a kaupapa Māori framework to investigate the access experiences of Māori whānau of tamariki identified with hearing loss. Interviews with six whānau from Hamilton city and rural Waikato provided rich narratives to inform changes to the Audiology Service to improve the hearing outcomes of tamariki Māori. Whānau shared systems and practical barriers that contributed to challenges with attending appointments including the location, appointment timing, travel and parking. From entering an unwelcoming waiting area, whānau described the added stress experienced to the depth of their emotional response to the hearing loss diagnosis. All shared positive interactions with staff and detailed what could have made their health experience better. After leaning into the kōrero and connecting to the whānau experience, a Manaaki-based pathway is proposed to support Māori ways of being, to ease whānau through the barriers and to combat the alienating experiences of engaging with the health system.

year: 2023