Writing

The Spaniards expressed a certain ambivalence about Maya glyphs. They called them letras, a neutral word suggesting an equivalence to their own writing system. But they could also describe the script in terms of caracteres. This implied, among other nuances, a cipher or emblem of magical import (Drucker 2022:61-62; Hanks 2010:3).[1] At the time, charaktêres, an obvious cognate with caracteres, were mystical signs created by adding circles or other embellishments to preexisting scripts (Gordon 2014:266-67). Devoid of grammar, often written for single use, they were thought to be "unutterable," being visionary in origin and direct conduits to mystical meaning (Gordon 2014:263). John Dee, the Elizabethan-era occultist, even claimed to have received his own esoteric script from angels (Harkness 1999:166). Maya glyphs, by contrast, were understood to be legible if challenging to read. Like other writing, they recorded, among their quite varied content, "the deeds of each king's ancestors" and reports of "years, wars, pestilences, hurricanes, inundations, hungers" (Houston et al. 2001:26, 40).

This paper proposes a critical reflection on the role of technology to support and improve the intentional learning, to support the sharing and exchange of ideas, to promote collaboration and accountability among members of KBC (Knowledge Building ...

This article presents the results of a theoretical reflection upon an exercise by another complementary article of practical application, carried out in the Portuguese Language Teaching Methodology (PLTM) course at the School of Education (Faculdade de Educação- USP), based both on research that has been carried out with the objective of (re) signifying the teaching of writing narratives.O presente artigo expõe o resultado de um exercício de reflexão teórica acompanhado de outro, complementar, de aplicação prática, realizado no curso de Metodologia de Ensino de Língua Portuguesa (MELP) na Faculdade de Educação da USP, com base ambos baseados na pesquisa que se vem realizando com o objetivo de (re) significar o ensino de escrita de narrativas

Le feedback correctif écrit, c’est-à-dire l’intervention de l’enseignant en réponse à l’erreur de l’apprenant, est une technique très utilisée dans l'interaction didactique en classe. Si les chercheurs travaillant sur l’acquisition des langues s’accordent généralement à penser que le feedback correctif joue un rôle dans le développement des compétences de l’apprenant, l’identification de la technique corrective écrite la plus appropriée pour favoriser ce développement fait encore aujourd’hui l’objet de nombreuses controverses (Bitchener & Storch, 2016). Parmi la multitude de techniques correctives, le feedback direct – c’est-à-dire la reformulation de la forme erronée par l’enseignant – et le feedback indirect – c’est-à-dire le fait de signaler la forme erronée de manière implicite, sans en donner la correction – sont les plus étudiées dans la littérature francophone, italophone et anglo-saxonne. Si l’efficacité de la correction dépend en partie de la technique adoptée par l’ens...

El artículo presenta los resultados del proyecto de investigación Escuela rural y escritura de sí: una experiencia pedagógica, en el que se propone la escritura como experiencia de sí y su interacción para la constitución de sujetos en una escuela rural colombiana. La perspectiva metodológica está ubicada en los desarrollos del momento ético de Michel Foucault quien se plantea como ejercicio de sí en el pensamiento e involucra la experiencia de los sujetos y sus posibilidades de transformación. La estructura teórica está delimitada en cuatro categorías: escritura como práctica de sí, niño-escritor, trabajo con la ruralidad y la lectura como ejercicio espiritual. En los resultados y en la discusión se describen los ejercicios de escritura que se desarrollaron como propuesta práctica en los que sus destinatarios interactuaron con las posibilidades de escribir no solo códigos lingüísticos sino que también tuvieron la experiencia de la escritura como forma de constitución de sí mismos. ...

El principal objetivo de los enfoques actuales en Psicologia de la Orientacion,es promover el desarrollo de sujetos activos en la construccion de sus proyectos, a partir de la reflexion sobre las representaciones de si mismo (autoconocimiento), del mundo educativo y laboral. A traves del Programa Educacion para la Orientacion de la Direccion Tecnica Programa de Orientacion al Estudiante (DOE) -Subsecretaria de Coordinacion Academica, Secretaria de Asuntos Academicos, Universidad de Buenos Aires se realizan distintas actividades de orientacion vocacional y ocupacional abiertas a la comunidad. Particularmente, en este estudio, se presentan resultados surgidos en los talleres realizados con 3208 estudiantes del ultimo ano de las escuelas secundarias publicas de CABA, durante el ano 2014. Con el fin de obtener informacion valida y contextualizada sobre los objetivos planteados en los mismos, se implementa una metodologia de analisis cualitativa y cuantitativa que permita tambien reflexi...

Recent studies show the importance of fostering the development of different self-regulative components: the cognitive, the metacognitive, the motivational and the affective. The focus has shifted from the theoretical study of the processes implied in self regulation to educational interventions. Specifically, the importance of research that analyzes the relationship among self regulation, new technologies and cooperative learning is growing. This study investigated how the participation in blended learning activities involving cooperation and metacognitive reflection, could promote the development of different self-regulation competencies among first year university students. The study highlights the existence of a relation between cognitive and metacognitive components on one hand and between motivational and affective components from the other. It does not show any relationship between the two dyads of components.

The focus of this quasi-experimental study was to determine how using digital learning communities that incorporate technology and meaningful feedback affects students' writing achievement and if students' familiarity with technology impacts their achievement level. This research also examined the relationship between student performance and familiarity with technology. Two third-grade classrooms participated in an 8-week intervention. The experimental group participated in the digital learning community while the comparison group participated in traditional pen-paper writing. Pre-and post-writing samples in addition to a 9-criteria rubric were used to assess the learners' academic writing skills. A 12-question survey was conducted to explore students' experience with technology. A paired samples t-test, a Pearson correlation, and ANCOVAs were used to analyze the data. The findings show that successful integration of technology, student experiences, and explicit feedback had significant effects on the treatment group in increasing their writing achievement. Results indicated that students did not have to be familiar with technology to be successful with the intervention. Additionally, the students who started with a lower self-efficacy score tended to make more gains.

While there is a good deal of literature about collaboration and teamwork it is often in disciplines other than literary studies and creative writing. Relatively few writers have reflected explicitly on their collaborative work – and, indeed, writers are frequently characterised as sole creators, valued for their individuality and originality. However, in an environment where collaborative work is being given increased emphasis in the academy, and where there is broad recognition that claims to autonomy by creative artists are doubtful, this paper reflects on its authors’ experience of a writerly collaborative partnership that grew out of a mutual interest in prose poetry and creative practice, and which resulted in a co-authored monograph on prose poetry for Princeton University Press. This collaborative relationship, which began with modest aims, has been characterised by inventiveness and trust and has developed in unexpected ways. It may be understood as an example of what Donna...

This article proposes ways to authentically amplify writer’s workshop for emergent bilinguals. Through the study of one bilingual teacher’s mediation in teaching, we examined the affordances that translanguaging and transmodal practices have for emergent bilingual students’ writing processes. In this case study, we focused on a writing sequence associated with the well-known Latin American holiday of the Day of the Dead, in which 3rd grade emergent bilinguals wrote “calaveras,” or literary poems, as part of an interdisciplinary language arts and social studies lesson. Our work is framed by sociocultural theories of mediation, literacy, and language. Under a multiliteracies pedagogy, we observed how a bilingual teacher and emergent bilinguals negotiate meaning through a variety of linguistic and multimodal resources. In our interactional analysis of talk, we found how the teacher mediated background knowledge and vocabulary as a part of the writing process; we also identified ways in...

Bullying has been recognized as a complex phenomenon with potential for serious negative outcomes. Activities that address complex social situations of bullying, such as reading and writing to a pen pal about fictional literature, provide space for students to think and share about personal issues that they encounter and how characters deal with similar issues in productive ways. For this research, we used a critical literacy lens to explore bullying within the context of language, power and context. This research shares qualitative analysis of letters students wrote to adult pen pals after reading a fictional book with a plot addressing bullying. Letters from 32 students were analyzed and four themes emerged: 1) text-based interpretations about bullying; 2) personal experiences and perspectives about bullying; 3) bullying in relation to friendship and social positioning; and 4) lessons learned for addressing bullying via action and advocacy. Special thanks to Dr. Laura Crothers, wh...

This study investigated the effectiveness of a blended learning approach—involving the thesis, analysis, and synthesis key (TASK) procedural strategy; online Edmodo discussions; online message labels; and writing models—on student argumentative writing in a Hong Kong secondary school. It also examined whether the application of digital game mechanics increased student online contribution and writing performance. Three classes of Secondary 4 students (16to 17-year-olds) participated in the 7-week study. The first experimental group (n = 22) utilized the blended learning + gamification approach. The second experimental group (n = 30) utilized only the blended learning approach. In the control group (n = 20), a teacher-led direct-instruction approach on the components of argumentation was employed. Data sources included students’ preand post-test written essays, students’ online Edmodo postings, and student and teacher interviews. We found a significant improvement in students’ writing...

Volume 13 of the Journal of Early Modern Studies seeks to interrogate how common men and women used different modes of writing to keep, shape, and contest social memory in the early modern world. Studies on popular senses of the past have brought to light the complex interrelation between custom, collective memory, and social struggle. A usable past was key in conflicts over economic and political resources in the present. As the systematic regulation of access to reading and writing, literacy was the basis for persistent forms of exclusion—particularly when gender and racial regimes of inequality intersected with class. But literacy was also a site of contestation. Subalternity did not entail a complete deprivation of access to the written word, and scholarship on partial literacies, collective reading, or informal schooling, among other topics, increasingly emphasizes the centrality of the letter in the daily lives of the popular classes. Memory and writing played a crucial role in litigation, local political culture, and the everyday economies of the poor and middling sorts. This issue of JEMS aims at building on this scholarship by focusing on the role of subaltern writing and popular literacies in the production, transmission, and dispute of the historical in local communities throughout the early modern world

L’article s’intéresse aux pratiques d’écriture ordinaires dans les prisons au cours des XVIe et XVIIe siècles, avec quelques incursions occasionnelles du côté du XVIIIe siècle. Il analyse les occasions de communiquer par écrit qui s’offraient aux prisonniers et la manière dont ceux-ci transgressèrent les restrictions et la surveillance, plus rigoureuses dans les prisons du Saint-Office. Une fois ce cadre posé, l’étude aborde les principaux types d’écrits. Ceux-ci allaient des lettres et billets –qui reposaient sur des instruments, des supports et des stratégies anattendus pour assouvir le besoin de communiquer et préserver les liens– aux mémoires autobiographiques, aux récits de vie ou aux suppliques, suivant les options de défense établies par les différents régimes judiciaires. Une dernière section étudie, à côté des textes rédigés sur papier ou sur d’autres supports souples, les inscriptions et les dessins réalisés sur les murs des prisons. Le parcours souligne l’importance de l’écriture comme forme d’expression, de communication, de défense ou d’affirmation de soi des prisonniers dans l'Espagne moderne.

In this introduction to the JEMS collective volume Subaltern Writing and Popular Memory in the Early Modern World, the editors provide a historiographical and theoretical survey on the history of subaltern forms of literacy, as well as of popular modes of remembrance, mainly focused in the early modern period. While providing examples of the ways in which literacy has been carefully policed in different societies, giving way to structures of exclusion, it also points to the more or less fluid relation that common men and women from different backgrounds established with writing, occasionally using it to record personal memory and participate in the collective shaping of the past. e essay tackles the difficulty of recovering the written traces of common men and women, while surveying the ways in which this archive of subaltern writing and memory has been creatively constructed by subsequent scholarly interventions from very different disciplines, including anthropology, paleography, sociology, epigraphy, gender and sexuality studies, and social and cultural history.

The editorial provides an overview of this issue of the Journal of Early Modern Studies. First it lays out the research questions that were at the origin of the project. en it sketches out its conceptual and historiographical armature, pointing to some classical and recent arguments about memory, the history of literacy, and popular writing. Finally, this essay surveys the structure of the special issue and summarizes the object and argument of each one of the fifteen contributions.

Originally, the following text was the object of a lecture requested by a Masonic research association in southern France, called Mare Nostrum. The topic received such unexpected acclaim that it has been reviewed for publication. The section concerning the antique impact between the Libous (a nickname for the ancient Libyans) has been developed further to clarify this unknown part of history. The National Geographic DNA on Tunisia was used to explain and clarify the genetic past of Northern Africa, knowing that Tunisia was the main crossroad for "the flourishing of an endogenous identity" (text subtitle) that started in the Iron Age. The Amazigh people have long been major actors of the Mediterranean, more specifically during Protohistory and Antiquity. It has frequently been seen as a north-south relationship, when in fact it also worked the other way round! The text insists on the Mediterranean roots of Northern Africa linking as well the Near East (the Levant) to a Far West (the extreme West of first the Greeks and then the Arabs-'Maghreb'). Today's Amazigh World (the Tamazgha) covers about ten African countries, starting at the Siwa oases in western Egypt to the Canary Islands, as well as other sub-Saharan countries. To further explain the development of this melting pot, the text considers : • The first Neolithic exchanges with Malta, the Italian islands and Etruria ; • Ancient Egypt and how the cult of Amun in Siwa played a major role in this period ; • The importance of the Phoenicians as a commercial and cultural Mediterranean link expanded even further after the founding of Kart Hadasht (the new town), known as Carthage. • The cultural impact of the Greeks first started with their mythology, revealing their links to the southern shores of the Mediterranean. Their language and culture have carried a long, historical link with North Africa, particularly after the foundations of Cyrene and Alexandria. • Although the Romans colonized northern Africa, they were not accepted in the same manner as the other peoples, probably because years they came in a military form, like the Arab troops did later in the Middle Ages. However, it is often eluded that the First Christians played a major role in the first of Christianity. This historical review enables us to define more precisely the existence of a specific Amazigh identity. Despite time and History, the elements of this identity feeling remain crucial to comprehend today's local sociology. C.S

La incidencia de la instrucción gramatical en los escritos de los alumnos es objeto de discusión. Se ha destacado la necesidad de incluir en el debate los procedimientos y los contenidos de enseñanza. En este texto abordamos estos aspectos desde la perspectiva de los conceptos de los profesores. Presentamos un estudio de caso sobre los conceptos de gramática y escritura así como de su enseñanza y aprendizaje de una docente de secundaria. Los resultados muestran la complejidad de estos conceptos y sugieren la necesidad de tomarlos en consideración a la hora de plantear una renovación de la enseñanza gramatical.This paper discusses grammar instruction in students’ writing. The need to include teaching procedures and contents in the discussion has been underscored. In this article we deal with these aspects from the perspective of teachers’ concepts. We present a case study over the concepts of grammar and writing along with their teaching and learning of a Secondary Education teacher....

In this introduction to the JEMS collective volume Subaltern Writing and Popular Memory in the Early Modern World, the editors provide a historiographical and theoretical survey on the history of subaltern forms of literacy, as well as of popular modes of remembrance, mainly focused in the early modern period. While providing examples of the ways in which literacy has been carefully policed in different societies, giving way to structures of exclusion, it also points to the more or less fluid relation that common men and women from different backgrounds established with writing, occasionally using it to record personal memory and participate in the collective shaping of the past. e essay tackles the difficulty of recovering the written traces of common men and women, while surveying the ways in which this archive of subaltern writing and memory has been creatively constructed by subsequent scholarly interventions from very different disciplines, including anthropology, paleography, sociology, epigraphy, gender and sexuality studies, and social and cultural history.

https://oajournals.fupress.net/index.php/bsfm-jems/issue/view/643

This editorial provides an overview of this issue of the Journal of Early Modern Studies. First it lays out the research questions that were at the origin of the project. en it sketches out its conceptual and historiographical armature, pointing to some classical and recent arguments about memory, the history of literacy, and popular writing. Finally, this essay surveys the structure of the special issue and summarizes the object and argument of each one of the fifteen contributions.

De nos jours, l’erreur qui était auparavant évaluée négativement est devenue un repère positif pour les enseignants. Cette étude vise à proposer une solution à des erreurs fondamentales résultant de l’influence de la langue maternelle. Ce travail analyse 335 erreurs, dues à l’interférence de leur langue maternelle, le turc. L’échantillon se compose des phrases sélectionnées dans 180 devoirs des étudiants apprenant le français à l’université Atatürk dans le cours de l’expression écrite entre les années académiques 2000-2010. Tout en sachant qu’il y a de différents types de classification, on a choisi celle de Hurrydeo Beefun qui a classifié les erreurs telles que les erreurs lexicales/grammaticales, morphologiques et syntaxiques. On a observé que les erreurs lexicales/grammaticales sont celles qui sont répétées le plus souvent par les participants parmi les erreurs catégorisées selon l’étude analytique.Today, the error that was previously evaluated negatively has become a positive be...

The discipline of Sociolinguistics is a vast one in which there are many fascinating topics of research that can give an excitement to scholars who are interested in knowing more about the riddles of the languages of the world. One of these topics is the topic of language and regional variation. If one looks at different parts of the world, he will find that there are many people who have different and various kinds of languages and these languages will have different variations whether socially or regionally. Also, it can be seen that the same language that can be found in one country will be influenced in its vocabulary, grammar and pronunciation by the speakers who live in different regions that belong to the country in which this language is found. This topic is one in the discipline of Sociolinguistics that can reveal many interesting facts about the same language which is spoken differently depending on the regions of the country. As a result, this study tries to provide a brief discussion to show some information about the topic of language and regional variation to the Iraqi EFL college instructors and to clarify to them the importance of considering the topic of regional variations of the English language that they are trying to teach to their students.