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Displaying results 1 to 25 of 84087.

  1. Digitalization of writing : do we really understand how much writing is changing? : and do we react properly to the challenges, digitization poses on teaching and research?
    Author: French, Amanda; Rapp, Christian; Kruse, Otto; Anson, Chris; Benetos, Kalliopi
    Published: 2019

    Although all members of EATAW will have their own thoughts on digitalization and, recently, more publications are devoted to this topic, we miss coherent discourses and feel that other contexts (mainly from the IT disciplines) have taken the lead in... more

     

    Although all members of EATAW will have their own thoughts on digitalization and, recently, more publications are devoted to this topic, we miss coherent discourses and feel that other contexts (mainly from the IT disciplines) have taken the lead in these discussions. For future EATAW conferences, we suggest placing a strong emphasis on digitalization and would like to discuss which aspects of it should be stressed most. For a first step, it would be great to initiate an exchange on hot issues in teaching and research related to digitalization and explore ideas for future collaboration. Christian Rapp and Otto Kruse will give an introduction to the session and explain the idea of it with a short input about some problems connected to the challenges of new digital tools for the teaching of writing and the question of whether and how much writing teachers should take over control and ownership of the new technology or leave it to the IT and E-Learning disciplines. Kalli Benetos will talk about the need for researchers and educators to put DESIGN and intent before technology in adopting more design-based research approaches to drive technology development and uses, instead of being led by "market forces". Chris Anson will address the following question: What are the consequences - ethical, developmental, rhetorical, and interpersonal - of having computers “read” and evaluate student writing?

     
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    Language: English
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    Format: Online
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  2. Leveraging corpus linguistic methods to provide writing aids
    Author: Bubenhofer, Noah; Kruse, Otto; Rothenhäusler, Klaus
    Published: 2019

    The ThesisWriter tool (https://thesiswriter.zhaw.ch/) provides a component that offers linguistic help to users. We describe the compilation of the corpus and the procedures used to automatically identify typical language use in scientific writing,... more

     

    The ThesisWriter tool (https://thesiswriter.zhaw.ch/) provides a component that offers linguistic help to users. We describe the compilation of the corpus and the procedures used to automatically identify typical language use in scientific writing, that build the backbone of this module.

     
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    Language: English
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    Format: Online
    DDC Categories: 808
    Subjects: Korpuslinguistik; Schreibforschung; Digitale Linguistik
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    Not specified
  3. Citation guide
    Author: Butz, Andreas; Di Giusto, Flavio; Philipp, Jeannette; Woschnack, Ute; Adams-Hausheer, Danielle; Christian, John Edward; Fawcett, Michelle
    Published: 2019
    Publisher:  ZHAW Zürcher Hochschule für Angewandte Wissenschaften

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    Language: English
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  4. Cognitive load of academic writing in L2 English vs. in L1 plus translation
    Author: Alves, Fabio; Ehrensberger-Dow, Maureen; García, Adolfo; Pagano, Adriana; Andermatt, Katrin; Delorme Benites, Alice; Ferreguetti, Kicila; Fonseca, Norma; Nunes, Leonardo; Teixeira, André; Schaub-Torsello, Romina
    Published: 2019

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    Language: English
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    DDC Categories: 808
    Subjects: Academic writing; Post-editing; Cognitive load
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  5. Thinking with the computer : how do new writing tools influence higher-order cognition?
    Author: Kruse, Otto; Benetos, Kalliopi; Rapp, Christian
    Published: 2019

    In the age of cloud computing and machine learning, innovative writing technologies appear to offer promising new ways of influencing thought processes and higher-order cognition of writers. These new tools support writers by helping them manage the... more

     

    In the age of cloud computing and machine learning, innovative writing technologies appear to offer promising new ways of influencing thought processes and higher-order cognition of writers. These new tools support writers by helping them manage the complex interrelation between thinking, language use, communication, and text production. We will offer a short synopsis of the principal technological solutions and picture what their pedagogical impact on the teaching and learning of writing might be. Then, we will give three different examples of how new tools try to support the thinking behind writing.

     
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  6. Keynote : Ethics in financial communication : an Applied Linguistics perspective on the language of numbers
    Author: Whitehouse, Marlies
    Published: 2019
    Publisher:  Groupe d’Étude et de Recherche en Anglais de Spécialité (GERAS)

    Invited keynote more

     

    Invited keynote

     
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  7. Going deep, reaching far : facing the methodological challenges of finding sustainable solutions to socially relevant problems of text production : lecture held at Jyväskylä University, Finland, 18 January 2019
    Author: Whitehouse, Marlies; Perrin, Daniel
    Published: 2019
    Publisher:  Jyväskylä University

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  8. Seamless writing : how the digitisation of writing transforms thinking, communication, and student learning
    Author: Kruse, Otto; Rapp, Christian
    Published: 2019
    Publisher:  Springer

    This chapter extends the scope of the term ‘seamless learning’ to include writing as one of the most prominent learning activities in education. The seamless learning concept is used to analyse the ongoing flow of digital innovation with respect to... more

     

    This chapter extends the scope of the term ‘seamless learning’ to include writing as one of the most prominent learning activities in education. The seamless learning concept is used to analyse the ongoing flow of digital innovation with respect to the changing instructional and intellectual positioning of writing in its various contexts. The term ‘seams’ is interpreted as frictions or barriers in the writer’s experience, and the concept of ‘seamlessness’ refers to coherence in the practice and learning of writing. In order to understand the impact of digitisation on writing, this chapter recaps on the major development steps of digital writing technology, before offering an example of an integrated learning platform for the writing of academic theses which intends to offer students a seamless writing experience. The results indicate that the term seamlessness in the context of writing should not be directly associated with mobile learning or to the ubiquitous learning opportunities which are qualities that writing technologies have already offered for some time. Other more recent technological changes have provided considerably greater impact on what the authors term as ‘seamless writing’.

     
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  9. The bilingual academic phrasebook : can it support writers? And how?
    Author: Kruse, Otto; Gautschi, Curtis
    Published: 2019

    This presentation reports on the creation of a bilingual academic phrasebook (or two corresponding phrasebooks in English and German), which is based on two corpora of 20,000 English and 16,000 German documents, as a work in progress. Built on the... more

     

    This presentation reports on the creation of a bilingual academic phrasebook (or two corresponding phrasebooks in English and German), which is based on two corpora of 20,000 English and 16,000 German documents, as a work in progress. Built on the Manchester Phrasebank methodology, the present project focuses on collecting phrases and examining connections between the two languages. What we refer to as a phrasebook is a collection of expressions used to perform the most important speech acts in academic papers. As an inventory of frequently used expressions in research articles and theses, the collection is a representation of the functional aspects of academic language and, as such, may be viewed as a rhetoric for academic texts. In the presentation, we describe how phrases are selected and organized along the IMRD sequence in order to correspond with the composition process. We also outline a theoretical framework grounded in genre theory, rhetoric and linguistics to provide the basis for the phrasebook’s planned pedagogical uses, as well as lay some foundations for this branch of research. In addition, we demonstrate how the phrases may be used to support authors in a digital learning environment called Thesis Writer, in which the phrases are available to writers when their papers demand certain speech acts. The most important part of our presentation will be a reflection on the parallelism of German and English expressions, with a brief overview of some of the similarities and differences in frequencies found when comparing the two languages. While the phrasebook is a key component in the structure of Thesis Writer, our intention is to make it available as a separate digital tool to be used independently. Concluding, we summarize our experience thus far with the uses and limitations of academic phrases in the teaching of academic writing, both in L1 and L2.

     
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    Subjects: Academic writing
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  10. EFL placement testing for engineering students with automated essay scoring : new applications for natural language processing
    Author: Gautschi, Curtis
    Published: 2019

    The implementation of internationalisation strategies by higher education policymakers has led to a steady increase in English-taught programmes (Wächter & Maiworm 2014). The recognition of English as an economic (Ehrenreich 2010) and academic... more

     

    The implementation of internationalisation strategies by higher education policymakers has led to a steady increase in English-taught programmes (Wächter & Maiworm 2014). The recognition of English as an economic (Ehrenreich 2010) and academic (Ljosland 2011) lingua franca also applies to Engineering, where the proficient use of English is highly valued (Minsch et al. 2017), and practical skills, such as the writing of technical reports, are expected outcomes from engineering students' university level education (Karras et al., 2015: 8-13). In spite of its importance, the placement testing of writing skills, regrettably, tends to be avoided on the grounds that it is too time-consuming. This is especially true when large numbers of new students are involved. However, advancements in computerized text analysis in the form of Automated Essay Scoring (AES) show great promise in responding to this need. This paper describes the design, results and further development of an AES tool and CEFR-level prediction algorithm that was created and experimentally implemented at a major University of Applied Sciences in Switzerland as part of an online English placement test for first-year engineering students. In line with current research in AES, the algorithm was developed employing a prediction-accuracy pseudo-black box approach (see Vanhove et al. 2019, Yannakoudakis 2013) using a small training corpus of texts with known CEFR levels (N=50). The tool's advantages will also be discussed. Written and run entirely in an R environment (R Core Team 2017, version 3.4.3) using the koRpus package (Michalke 2017) as the tool's workhorse, the user has complete control over the tool's implementation, and can integrate it with other advanced text analyses possible in R (e.g., text mining, word embedding). The algorithm requires a minimum of resources, is simple to use and is cost-effective. As the tool can handle bulk grading of large numbers of texts, it is ideal for placement testing. Further, the AES algorithm is efficient. In ...

     
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    Subjects: Automated essay scoring; Placement testing for writing; computerized assessment; EFL writing assessment
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  11. Digital support for academic writing : a review of technologies and pedagogies
    Author: Strobl, Carola; Ailhaud, Emilie; Benetos, Kalliopi; Devitt, Ann; Kruse, Otto; Proske, Antje; Rapp, Christian
    Published: 2019
    Publisher:  Elsevier

    This paper presents a review of the technologies designed to support writing instruction in secondary and higher education. The review covers tools to support first and second language writers and focuses on instructional affordances based on their... more

     

    This paper presents a review of the technologies designed to support writing instruction in secondary and higher education. The review covers tools to support first and second language writers and focuses on instructional affordances based on their technological specifications. Previous studies in this field centred on Automated Writing Evaluation, Automated Essay Scoring and the rarer Intelligent Tutoring Systems, addressing mainly essay writing needs in US secondary school instruction. With technology-enhanced learning becoming more ubiquitous and widespread, new technologies and tools catering to a broader range of genres, pedagogical settings, and approaches are emerging. We present a systematic analysis of 44 tools across 26 quantitative and qualitative features related to writing processes, pedagogical approaches, feedback modalities and technological specifications. The results uncover an imbalance of available tools with regard to supported languages, genres, and pedagogical focus. While a considerable number of tools support argumentative essay writing in English, other academic writing genres (e.g., research articles) and other languages are under-represented. With regard to the pedagogical focus, automated support for revising on the micro-level targeting factual knowledge (e.g., grammar, spelling, word frequencies) is well represented, whereas tools that support the development of writing strategies and encourage self-monitoring to improve macrolevel text quality (e.g., argumentative structure, rhetorical moves) are infrequent. By mapping the state of the art and specifying direction for further research and development, this review is of interest to researchers, policymakers, tool developers, and practitioners of writing instruction in higher and secondary education institutions.

     
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    Subjects: Distance education and telelearning; Evaluation of CAL system; Interactive learning environment; Pedagogical issue
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  12. The female voice in Pasifika poetry
    Author: Hermes, Karin Louise
    Published: 2019

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    Language: English
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    DDC Categories: 820
    Subjects: Diaspora; hybridity; identities; migration; Pasifika; spoken word
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    kostenfrei
  13. Teaching American realism in Germany
    Author: Schmidt, Klaus H.
    Published: 2019

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  14. "The Transcultural Feminist Grotesque
    Author: Schneider, Lena; Fellner, Astrid. M.
    Published: 2019

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  15. Fire, Water and Land in Indigenous Australia
    Author: Adone, Marie Carla D.; Brück, Melanie A.
    Published: 2019

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    Language: English
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    DDC Categories: 820
    Subjects: UNESCO Year of Indigenous Languages; Australia; Indigenous Knowledge
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    kostenfrei
  16. Slippery Pirates: Generic Conventions and Discursive Instability in John Fletcher and Philip Massinger’s Pirate Plays
    Author: Gruss, Susanne
    Published: 2019

  17. Afropolitan Space Invading between Neoliberalization and Africanization
    Author: Steinfeld, Henning; West-Pavlov, Russell
    Published: 2019

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    Subjects: Afropolitan; Neoliberalism; Africa; Afropolitisch; Teju Cole; Sefi Atta; Dinaw Mengestu; Chika Unigwe
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  18. Poetics in Translation
    Author: Molina Robles, José Luis; Reinfandt, Christoph
    Published: 2019

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    Subjects: Poetry; Translation; Theory; Dichtung
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  19. The perception of the poetic process to Greek and French writers, a basic lever of launching creative writing in education
    Author: Kambatza, Valentini C.
    Published: 2019

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    DDC Categories: 890
    Subjects: Poetik; Kreatives Schreiben; Bildung; Poesie; Kreativität; Prozess; Dichter; Griechenland; Creative writing; Education; Poetry; Creativity; Greece
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  20. ›Wild‹ and ›civilized‹ : revised and expanded version of a text based on the German original entitled »›zivilsiert‹ und ›wild‹« from the following anthology, a critical encyclopedia, Wie Rassismus aus Wörtern spricht(K)Erben des Kolonialismus im Wissensarchiv deutsche Sprache / edited by Nadja Ofuatey-Alazard/Susan Arndt
    Author: Popal, Mariam
    Published: 2019
    Publisher:  Unrast

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    Language: German; English
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    DDC Categories: 100; 120; 170; 700; 740; 800
    Subjects: angewandte Kunst; Rhetorik; Literaturwissenschaft
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    cc_by_4 ; creativecommons.org/licenses/by/4.0/ ; info:eu-repo/semantics/openAccess
  21. "Acorns and berries afford me sufficient nourishment": An ecocritical reading of the monstrous in Mary Shelley's Frankenstein and Patrick Ness's A Monster Calls
    Author: Hansen, Mascha
    Published: 2019

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  22. A close and distant reading of Shakespearean intertextuality
    Author: Molz, Johannes; Nowak, Helge
    Published: 2019

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  23. Death in Karoline von Günderrode (1780-1806)
    Author: Ezekiel, Anna C.
    Published: 2019

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  24. Cupid and the bear: emblems of creation and images of seduction in sixteenth-century art writing and love imagery
    Author: Sammern, Romana
    Published: 2019

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  25. Hamlet or Europe and the end of modern Trauerspiel. On some shakespearians motifs in Walter Benjamin
    Author: Desideri, Fabrizio
    Published: 2019