11:15 - 13:00 : Individual Papers - Writing

Lead author	James Hartley
Institution/organisation	Keele University
Co-author(s)
Institution(s)/organisations
Title	Alistair Cooke, Jeremy Clarkson and Alan Bennett: Voices, genres and new technology

Abstract

Background: In an earlier paper my colleagues and I presented data to show (i) that three individual academics wrote with characteristically different 'voices', and (ii) that these voices did not alter much over a period of thirty years - despite multiple changes in the technology used to support their writing. In this paper I argue that this first assertion was questionable because each of the academics involved wrote in a different genre (research reviews, book chapters, and keynote addresses). Possibly it was the genres that were controlling the styles of the output rather than the individuals.

Aim: In this paper I address this argument by comparing the 'voices' of three well-known authors, each writing in different genres.

Method: Computer-based stylistic measures were made of samples of texts written in different genres by radio broadcaster Alistair Cooke (books and letters), journalist Jeremy Clarkson (books and newspaper columns) and playwright Alan Bennett (stories, orations, diaries).

Results: As expected, the three authors wrote differently from each other. However, they each wrote consistently within their own different genres.

Conclusions: The data broadly support the conclusions of the original study. Authors write in characteristic styles or 'voices' and these change little, despite changes in genre. New technology allows for more detailed studies of the issues raised in this paper.

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Lead author	Carole Sedgwick
Institution/organisation	Roehampton University
Co-author(s)
Institution(s)/organisations
Title	Writing in Context: a European study of comparative academic literacy practices

Abstract

The Bologna Declaration (1999) is an agreement to harmonise degree qualifications in Europe in order to promote mobility for work and education between the signatory countries, of which there are now forty. To what extent is it possible to create common European standards between universities that are in different cultural and linguistic contexts? How can we prepare students from one academic context for the academic demands of another?

This paper reports a feasibility study into literacy practices at a University in Hungary in preparation for a comparative study of literacy practices on two same discipline postgraduate programmes each in a different linguistic and cultural context, Italy and Hungary. Interview protocol data, written assignments, feedback on assignments and contextual documentation were collected from courses on a postgraduate English language major programme in Hungary. The analysis of the data revealed constraints, conflicts and influences in practices that related to values and beliefs about writing within the broader national, historical, economic and political context. In particular, the study revealed that the experience of successful students provided valuable insights into academic literacy practices that complemented tutor reports.

A proposal is made for the main study that will enable a closer focus on the co-construction of assignment texts by tutor and student to compare academic literacy practices in relation to each context.

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Lead author	Margarida Alves Martins
Institution/organisation	ISPA - Higher Institute of Applied Psychology
Co-author(s)	Cristina Silva, Miguel Mata Pereira
Institution(s)/organisations	ISPA - Higher Institute of Applied Psychology
Title	Can writing activities in kindergarten promote children's literacy skills?

Abstract

Recent literature began to look at the importance of writing activities in kindergarten in children's understanding of the alphabetic principle. Various authors (Adams, 1998; Alvarado, 1998; Alves Martins & Silva, 2006; Treiman, 1998; Vernon & Ferreiro, 1999) point out the benefits of these activities as an important way to develop children's literacy skills.

With the objective of securing a better understanding of the evolution in children's conceptualisations about written language from advances in their knowledge about the written code, we have developed three experimental studies with Portuguese children whose writing was at different levels of development.

The participants were 66 five year-old children who were divided into 3 experimental and 3 control groups based on their level of writing. Children's phonological skills, knowledge of letters and intelligence were controlled. In between the experimental groups underwent three writing programmes whose main cognitive activities were predicting the number and the type of letters to be written, comparing his/her own writing with more advanced ones, evaluating which one was better and justifying his/her choice. The experimental groups achieved greater progress in writing than the control groups. These results suggest that the involvement in writing activities prior to formal education is a factor in the development of literacy skills. This seems to be true from quite elementary forms of writing.

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Lead author	Peter Sutherland
Institution/organisation	Institute of Education, University of Stirling
Co-author(s)
Institution(s)/organisations
Title	How can feedback to students aid their literacy?

Abstract

Empirical research has been carried out at 2 universities in Scotland on both undergraduate and postgraduate students. 370 undergraduates completed a questionnaire. A sub-sample of 16 were interviewed, using a semi-structured schedule.

Data indicated that in general students want feedback to be given back quickly. Their preferred format is in a 1:1 tutorial with their lecturer. If this is not possible then in a small group at the end of a class or by means of an email. There is a strong preference for constructive rather than negative feedback.

It was striking that feedback on practical courses was received far less critically than feedback on purely academic courses. Only one student wanted second marking. Students tend not to share the lecturers’ concern with matters of literacy.