Suchergebnisse

Like. Share. Comment. Subscribe. Embed. Upload. Check in. The commands of the modern online world relentlessly prompt participation and encourage collaboration, connecting people in ways not possible even five years ago. This connectedness no doubt influences college writing courses in both form and content, creating possibilities for investigating new forms of writing and student participation. In this innovative volume, Sarah J. Arroyo argues for a "participatory composition," inspired by the culture of online video sharing and framed by theorist Gregory Ulmer's concept of electracy. Electracy, according to Ulmer, "is to digital media what literacy is to alphabetic writing." Although electracy can be compared to digital literacy, it is not something shut on and off with the power buttons on computers or mobile devices. Rather, electracy encompasses the cultural, institutional, pedagogical, and ideological implications inherent in the transition from a culture of print literacy to a culture saturated with electronic media, regardless of the presence of actual machines. Arroyo explores the apparatus of electracy in many of its manifestations while focusing on the participatory practices found in online video culture, particularly on YouTube. Chapters are devoted to questions of subjectivity, definition, authorship, and pedagogy. Utilizing theory and incorporating practical examples from YouTube, classrooms, and other social sites, Arroyo presents accessible and practical approaches for writing instruction. Additionally, she outlines the concept of participatory composition by highlighting how it manifests in online video culture, offers student examples of engagement with the concept, and advocates participatory approaches throughout the book. Arroyo presents accessible and practical possibilities for teaching and learning that will benefit

The paper sets the author's introductions – in particular Sikhism A Very Short Introduction (2005a) – in the context of earlier introductions to (and more substantial treatments of) Sikhism. After noting challenges intrinsic to representing faith traditions, and the particular task of the writer of introductions, my focus rests on reflexivity and the fact that context and conversation – both recent events and particular collaborations – shape agendas. Likewise, I suggest, critical attention needs to take account of the writer's disciplinary formation, as historian, linguist or, in my case, ethnographer. The eruption, in the last quarter of the twentieth century, of hostility against Professor Hew McLeod and other scholars trained in critical methods receives comment, as this affects the decisions made in designing and drafting scholarly introductions. It is also a part of Sikh history, and as such receives a place in my own Introduction. The article refers to some particularly sensitive aspects of Sikh history and to the balance of criteria in selecting visual images as well as in creating text. The 'world religions' paradigm of much religious studies and religious education comes in for scrutiny, as does the western matrix in which 'Sikhism' and other 'isms' have been named and conceptualized as discrete systems rather than unbounded traditions. A range of decisions that I made as author are revisited such, for example, as the emphasis on the Punjab and on the international spread of the Panth, and the selection of exemplars. The elusiveness of spirituality, the dearth of Sikh material available on ethical issues and the possibility of engaging as author with recent, 'postmodern' approaches are considered. Finally the writer's responsibility is outlined – a responsibility which comprises introducing diaspora Sikhs to their heritage as well as introducing the faith to outsiders. Introductions, it is argued, have a contribution to make to interfaith dialogue.

One aspect of international relations which interested Martin Wight particularly was the functioning of what are called systems of states. That has also been an area of my especial interest since the late 50s. It was the focus of the discussions of the British Committee on the Theory of International Politics. The committee was organized in the late fifties to bring, together people from different disciplines, practitioners as well as scholars. Herbert Butterfield and Martin were the founders and guiding spirits of the early years of the committee, and I was one of the original members. It was a collective enterprise: members submitted papers which left as questions those points on which the author did not feel certain of the answers. Martin told me that the most stimulating and interesting work he did during the 60s was writing papers for the committee and taking part in its discussions.

International audience ; : Too few scholars are dedicated to Occitan studies. There are a lot of reasons for such a situation, among which the social and political status of the language is not the least. Occitan studies also are affected by a split in the research attitudes and conceptions. Specifically, there is no regular continuity between works describing dialectal varieties and works contributing to corpus planning, even when the former ones don't undervalue the language status and the latter ones don't ignore dialect complexity. We shall not try here to analyse the reasons for this difficult cooperation. We only want make it clear, on the basis of a few examples, that the orthographic codification of Occitan not only has a practical relevance (allowing to write, use and teach the language), but also is a valuable scientific and descriptive tool . In order to do so, we shall first explain the principles of the so-called "classical" Occitan orthography and we shall then indicate how lemmatizing on the basis of this notation strongly helps organize, from inside the language, the huge wealth of lexical and morphological data included in Thesaurus Occitan (THESOC, cf. Dalbera 1998 and for an online sample : http://thesaurus.unice.fr/). ; Les études occitanes souffrent d'un manque de chercheurs. Les causes en sont multiples et ne sont pas étrangères au statut social et politique de la langue. Les études occitanes souffrent de plus d'une segmentation des pratiques et des réflexions. Spécifiquement, la circulation n'est pas facile entre la description des variétés dialectales de l'occitan (même pénétrée de la dignité de la langue) et la codification (même bien informée de la réalité dialectale). Notre propos n'est pas ici d'analyser les raisons de ces dysfonctionnements, mais de montrer par l'exemple que la codification graphique de l'occitan a une utilité scientifique et descriptive, en plus de sa pertinence pratique première (écrire, utiliser et enseigner la langue) . Pour ce faire, nous présenterons ici la ...

International audience ; : Too few scholars are dedicated to Occitan studies. There are a lot of reasons for such a situation, among which the social and political status of the language is not the least. Occitan studies also are affected by a split in the research attitudes and conceptions. Specifically, there is no regular continuity between works describing dialectal varieties and works contributing to corpus planning, even when the former ones don't undervalue the language status and the latter ones don't ignore dialect complexity. We shall not try here to analyse the reasons for this difficult cooperation. We only want make it clear, on the basis of a few examples, that the orthographic codification of Occitan not only has a practical relevance (allowing to write, use and teach the language), but also is a valuable scientific and descriptive tool . In order to do so, we shall first explain the principles of the so-called "classical" Occitan orthography and we shall then indicate how lemmatizing on the basis of this notation strongly helps organize, from inside the language, the huge wealth of lexical and morphological data included in Thesaurus Occitan (THESOC, cf. Dalbera 1998 and for an online sample : http://thesaurus.unice.fr/). ; Les études occitanes souffrent d'un manque de chercheurs. Les causes en sont multiples et ne sont pas étrangères au statut social et politique de la langue. Les études occitanes souffrent de plus d'une segmentation des pratiques et des réflexions. Spécifiquement, la circulation n'est pas facile entre la description des variétés dialectales de l'occitan (même pénétrée de la dignité de la langue) et la codification (même bien informée de la réalité dialectale). Notre propos n'est pas ici d'analyser les raisons de ces dysfonctionnements, mais de montrer par l'exemple que la codification graphique de l'occitan a une utilité scientifique et descriptive, en plus de sa pertinence pratique première (écrire, utiliser et enseigner la langue) . Pour ce faire, nous présenterons ici la ...

International audience ; : Too few scholars are dedicated to Occitan studies. There are a lot of reasons for such a situation, among which the social and political status of the language is not the least. Occitan studies also are affected by a split in the research attitudes and conceptions. Specifically, there is no regular continuity between works describing dialectal varieties and works contributing to corpus planning, even when the former ones don't undervalue the language status and the latter ones don't ignore dialect complexity. We shall not try here to analyse the reasons for this difficult cooperation. We only want make it clear, on the basis of a few examples, that the orthographic codification of Occitan not only has a practical relevance (allowing to write, use and teach the language), but also is a valuable scientific and descriptive tool . In order to do so, we shall first explain the principles of the so-called "classical" Occitan orthography and we shall then indicate how lemmatizing on the basis of this notation strongly helps organize, from inside the language, the huge wealth of lexical and morphological data included in Thesaurus Occitan (THESOC, cf. Dalbera 1998 and for an online sample : http://thesaurus.unice.fr/). ; Les études occitanes souffrent d'un manque de chercheurs. Les causes en sont multiples et ne sont pas étrangères au statut social et politique de la langue. Les études occitanes souffrent de plus d'une segmentation des pratiques et des réflexions. Spécifiquement, la circulation n'est pas facile entre la description des variétés dialectales de l'occitan (même pénétrée de la dignité de la langue) et la codification (même bien informée de la réalité dialectale). Notre propos n'est pas ici d'analyser les raisons de ces dysfonctionnements, mais de montrer par l'exemple que la codification graphique de l'occitan a une utilité scientifique et descriptive, en plus de sa pertinence pratique première (écrire, utiliser et enseigner la langue) . Pour ce faire, nous présenterons ici la ...

International audience ; : Too few scholars are dedicated to Occitan studies. There are a lot of reasons for such a situation, among which the social and political status of the language is not the least. Occitan studies also are affected by a split in the research attitudes and conceptions. Specifically, there is no regular continuity between works describing dialectal varieties and works contributing to corpus planning, even when the former ones don't undervalue the language status and the latter ones don't ignore dialect complexity. We shall not try here to analyse the reasons for this difficult cooperation. We only want make it clear, on the basis of a few examples, that the orthographic codification of Occitan not only has a practical relevance (allowing to write, use and teach the language), but also is a valuable scientific and descriptive tool . In order to do so, we shall first explain the principles of the so-called "classical" Occitan orthography and we shall then indicate how lemmatizing on the basis of this notation strongly helps organize, from inside the language, the huge wealth of lexical and morphological data included in Thesaurus Occitan (THESOC, cf. Dalbera 1998 and for an online sample : http://thesaurus.unice.fr/). ; Les études occitanes souffrent d'un manque de chercheurs. Les causes en sont multiples et ne sont pas étrangères au statut social et politique de la langue. Les études occitanes souffrent de plus d'une segmentation des pratiques et des réflexions. Spécifiquement, la circulation n'est pas facile entre la description des variétés dialectales de l'occitan (même pénétrée de la dignité de la langue) et la codification (même bien informée de la réalité dialectale). Notre propos n'est pas ici d'analyser les raisons de ces dysfonctionnements, mais de montrer par l'exemple que la codification graphique de l'occitan a une utilité scientifique et descriptive, en plus de sa pertinence pratique première (écrire, utiliser et enseigner la langue) . Pour ce faire, nous présenterons ici la ...

International audience ; : Too few scholars are dedicated to Occitan studies. There are a lot of reasons for such a situation, among which the social and political status of the language is not the least. Occitan studies also are affected by a split in the research attitudes and conceptions. Specifically, there is no regular continuity between works describing dialectal varieties and works contributing to corpus planning, even when the former ones don't undervalue the language status and the latter ones don't ignore dialect complexity. We shall not try here to analyse the reasons for this difficult cooperation. We only want make it clear, on the basis of a few examples, that the orthographic codification of Occitan not only has a practical relevance (allowing to write, use and teach the language), but also is a valuable scientific and descriptive tool . In order to do so, we shall first explain the principles of the so-called "classical" Occitan orthography and we shall then indicate how lemmatizing on the basis of this notation strongly helps organize, from inside the language, the huge wealth of lexical and morphological data included in Thesaurus Occitan (THESOC, cf. Dalbera 1998 and for an online sample : http://thesaurus.unice.fr/). ; Les études occitanes souffrent d'un manque de chercheurs. Les causes en sont multiples et ne sont pas étrangères au statut social et politique de la langue. Les études occitanes souffrent de plus d'une segmentation des pratiques et des réflexions. Spécifiquement, la circulation n'est pas facile entre la description des variétés dialectales de l'occitan (même pénétrée de la dignité de la langue) et la codification (même bien informée de la réalité dialectale). Notre propos n'est pas ici d'analyser les raisons de ces dysfonctionnements, mais de montrer par l'exemple que la codification graphique de l'occitan a une utilité scientifique et descriptive, en plus de sa pertinence pratique première (écrire, utiliser et enseigner la langue) . Pour ce faire, nous présenterons ici la ...

International audience ; : Too few scholars are dedicated to Occitan studies. There are a lot of reasons for such a situation, among which the social and political status of the language is not the least. Occitan studies also are affected by a split in the research attitudes and conceptions. Specifically, there is no regular continuity between works describing dialectal varieties and works contributing to corpus planning, even when the former ones don't undervalue the language status and the latter ones don't ignore dialect complexity. We shall not try here to analyse the reasons for this difficult cooperation. We only want make it clear, on the basis of a few examples, that the orthographic codification of Occitan not only has a practical relevance (allowing to write, use and teach the language), but also is a valuable scientific and descriptive tool . In order to do so, we shall first explain the principles of the so-called "classical" Occitan orthography and we shall then indicate how lemmatizing on the basis of this notation strongly helps organize, from inside the language, the huge wealth of lexical and morphological data included in Thesaurus Occitan (THESOC, cf. Dalbera 1998 and for an online sample : http://thesaurus.unice.fr/). ; Les études occitanes souffrent d'un manque de chercheurs. Les causes en sont multiples et ne sont pas étrangères au statut social et politique de la langue. Les études occitanes souffrent de plus d'une segmentation des pratiques et des réflexions. Spécifiquement, la circulation n'est pas facile entre la description des variétés dialectales de l'occitan (même pénétrée de la dignité de la langue) et la codification (même bien informée de la réalité dialectale). Notre propos n'est pas ici d'analyser les raisons de ces dysfonctionnements, mais de montrer par l'exemple que la codification graphique de l'occitan a une utilité scientifique et descriptive, en plus de sa pertinence pratique première (écrire, utiliser et enseigner la langue) . Pour ce faire, nous présenterons ici la ...

At European universities, writing is a traditional way of learning, assessment, and independent study, but it is handled in an implicit, tradition-based way that has only recently been contrasted with and supported by a more explicit writing ped-agogy. Still, little systematic knowledge is available about the pedagogical ap-proaches to writing, writing practices, and genres across Europe and much of it is codified in the national languages without correlation to internationally accept-ed terminology and theories. This book explores the writing cultures of Europe, nation by nation, and reports the idiosyncrasies for each respective country. The reports are based on a 17-item topic list used by the authors to collect data be-fore synthesizing the results. Next to writing practices and genres, a high level of emphasis was placed on the structure of educational systems, the languages in use, and the kind of support provided for student writers. Note: This research project has been conducted within the framework of COST Action IS0703 "European Research Network on Learning to Write Effectively", funded by the European Union. We are also thankful to Christiane Donahue, Eliza Kitis, Charles Bazerman, Helmut Gruber, and David Russell for their cooperation and support in this project. ; Wissenschaftliches Schreiben an europäischen Hochschulen ist eine herkömmliche Form des Lernens, Prüfens und autonomen Studierens, auch wenn es in einer impliziten, eher auf Tradition denn auf bewusster Didaktik beruhenden Weise eingesetzt wird. Wenig auf systematische Weise erhobenes vergleichendes Wissen gibt es bislang über Schreibpraktiken, Genres und schreibdidaktische Ansätze in Europa und das, was an Wissen existiert ist oft in den nationalen Sprachen verfasst, die nicht mit internationalen Terminologien und Theorien der Schreibwissenschaft verbunden sind. Der vorliegende Band untersucht Schreibkulturen in Europa Land für Land und berichtet was jeweils hervorsticht. Die Berichte basieren auf einer 17-Item Themenliste, nach der die Autorenteams Daten über ihr jeweiliges Land sammelten, bevor sie es zu einem Bericht synthetisierten. Neben Schreibpraktiken und Genres werden dabei die Struktur des jeweiligen Bildungssystems, die verwendeten Sprachen und die besondere Schreibdidaktik hervorgehoben. Anmerkung: Das Projekt wurde im Rahmen der COST Aktion IS0703 "European Research Network on Learning to Write Effectively" durchgeführt, das von der EU finanziert wird. Wir bedanken uns bei Christiane Donahue, Eliza Kitis, Charles Bazerman, Helmut Gruber und David Russell für ihre Unterstützung und Mitwirkung in diesem Projekt. ; At European universities, writing is a traditional way of learning, assessment, and independent study, but it is handled in an implicit, tradition-based way that has only recently been contrasted with and supported by a more explicit writing ped-agogy. Still, little systematic knowledge is available about the pedagogical ap-proaches to writing, writing practices, and genres across Europe and much of it is codified in the national languages without correlation to internationally accept-ed terminology and theories. This book explores the writing cultures of Europe, nation by nation, and reports the idiosyncrasies for each respective country. The reports are based on a 17-item topic list used by the authors to collect data be-fore synthesizing the results. Next to writing practices and genres, a high level of emphasis was placed on the structure of educational systems, the languages in use, and the kind of support provided for student writers. Note: This research project has been conducted within the framework of COST Action IS0703 "European Research Network on Learning to Write Effectively", funded by the European Union. We are also thankful to Christiane Donahue, Eliza Kitis, Charles Bazerman, Helmut Gruber, and David Russell for their cooperation and support in this project.

This essay argues that a demand to be written on is intrinsic to architectural constructs. Beginning with the debates that surrounded the renovation of the Berlin Reichstag and the decision to preserve the graffiti left on it by conquering Soviet soldiers in 1945, wall writing is shown to be a profoundly unstable medium that fractures the historicity of its host surfaces even as it highlights their authority as systems of protection or exclusion. In Brassaï's photographs of the streets of modernist Paris, graffiti is understood as a uniquely auto-exhibitive discourse, a script that constantly exposes the limits of writing. In Walter Benjamin's study of Bertolt Brecht's poetry, this lapidary style is characterized as a kind of ex-scription that counters the formative, singularizing force of inscription with a trace logic that disarticulates the very schemas of surface and display that appear to ground it. Benjamin continues this discussion in his Arcades Project , revealing architecture and poetry to be two dimensions of a broader dynamic in which any sentence is a gesture toward the wall it will mark, if not render ephemeral, while any wall is a gesture toward the sentence that it will put on display and thereby potentially evacuate of its expressive or performative power.

What are the conditions needed for our nation to bridge cultural and racial divides? By "writing beyond race," noted cultural critic bell hooks models the constructive ways scholars, activists, and readers can challenge and change systems of domination.In the spirit of previous classics like Outlaw Culture and Reel to Real, this new collection of compelling essays interrogates contemporary cultural notions of race, gender, and class. From the films Precious and Crash to recent biographies of Malcolm X and Henrietta Lacks, hooks offers provocative insights into the way race is being talked abou

This book assesses the impact of writing on human societies, both in the Ancient Near East and in twentieth-century Africa, and highlights some general features of social systems that have been influenced by this major change in the mode of communication. Such features are central to any attempt at the theoretical definition of human society and such constituent phenomena as religious and legal systems, and in this study Professor Goody explores the role of a specific mechanism, the introduction of writing and the development of a written tradition, in the explanation of some important social differences and similarities. Goody argues that a shift of emphasis from productive to certain communicative processes is essential to account adequately for major changes in human societies. Whilst there have been previous descussions of the effect of literacy upon social organisation, no study has hitherto presented the general synthesis developed here

This is an important, critical analysis of Derrida's theory of writing, based upon close readings of key texts ranging from his stringent critique of structuralist criticism to his sympathetic and dialogical analysis of Freud's scriptural models. It reveals a dimension of Derrida's thinking which, although consistently present in his works, has been neglected in favour of those 'deconstructionist' clichés used in much recent literary criticism. Christopher Johnson highlights the special character of Derrida's philosophy that comes from the fertilising contact that Derrida has had with contemporary natural science and with systems theory. In addition, he shows how Derrida's philosophy of system and writing rejoins an atomist and materialist tradition repressed by centuries of idealist metaphysics. This study casts fresh light on an exacting set of intellectual issues facing philosophy and critical theory today