A Session Friday 930-1045

By Carl Carpenter,2014-05-07 20:41
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A Session Friday 930-1045


    8:30 am -- Registration in the University Center Lagoon Plaza

    8:30 am - 1:00 pm -- Snacks & coffee available in the University Center Lagoon Plaza Conference Welcome:

    Chancellor Henry Yang, U.C. Santa Barbara

    Dean Jane Close Conoley, Gevirtz Graduate School of Education at U.C. Santa Barbara Chair: Charles Bazerman

Emilia Ferreiro, National Polytechnic Institute, Mexico

    During literacy development, children acquire new knowledge about language (usually called “metalinguistic awareness”). In particular, they learn to transform oral language, which they

    usually master as a tool of social communication, into an object of inspection and inquiry (in epistemological terms).

    A literate adult speaker can segment the flow of speech into units at various levels. Some of these units are of linguistic interest. Which units are available before and during beginning literacy (ages three to five)? Which units are acquired during initial literacy, when formal instruction usually begins (ages six to seven)? Do these units evolve?

Children‟s written productions will be used to focus on three main units:

    a) The word as a conceptual unit and the word as a graphic unit. The theoretical status of this unit is controversial but its psychological status is very strong. In AWS (alphabetical writing systems), the “word” unit has peculiar relevance. (A string of letters separated from other strings by empty spaces is considered to be a single word.)

    b) The syllable is a strong psycholinguistic unit (“The shortest bits of speech that people recognize „automatically‟ are syllables” – P.Daniels, 2006). However, the syllable is not marked

    as such in AWS. Linguistic interest in this unit is growing.

    c) The phoneme is without doubt the most important of the theoretical units. AWS are often regarded as a mapping of phonemes into letters. However, many inconsistencies are evident in the so-called “deep orthographies” (English, for instance) as well as in “shallow orthographies”

    (Spanish, for instance). Spontaneous awareness of phonemes seems out of reach (or at least very problematic) before literacy in an alphabetical writing system is acquired.

    These three units will be inspected through the interpretation of data. The dominant view in English-speaking countries is a unidirectional path depicted as: oral --> written path (i.e., the units must be recognized orally in order to be applied to the written material). The current presentation will emphasize the need to consider an interactive oral <---> written path, while also taking into account a possible written --> oral path. In doing so, a sharp dichotomy between reading and


    writing will be considered as an obstacle to our understanding of literacy development as

    conceptual development.

    Room: University Center Corwin Pavilion

Chair: Chris Thaiss, U.C. Davis

    Gert Rijlaarsdam, University of Amsterdam, the Netherlands


    Martine Braaksma, University of Amsterdam, the Netherlands Marleen Kieft, University of Amsterdam, the Netherlands Michel Couzijn, University of Amsterdam, the Netherlands Tanja Janssen, University of Amsterdam, the Netherlands Mariet Raedts, Ghent Polytechnics for Translation & Interpreting, Belgium

    Elke Van Steendam, Antwerp University, Belgium Talita Groenendijk, University of Amsterdam, the Netherlands Anne Toorenaar, University of Amsterdam, the Netherlands Huub van ven Berg, University of Amsterdam, the Netherlands and Utrecht University, the


The Yummy Yummy Case is a short lesson series of four lessons, where students (Grade 7)

    learn to write a letter of complaint, without any instruction but with significant student progression.

    The students function in a community of learners, creating and participating in relevant learning

    experiences in writing, reading and talking. The teacher scaffolded a series of experiences that

    helped students learn inductively. In the presentation, we will follow the teacher‟s path of reasoning when creating the lesson series.

In this series of lessons students write, act as readers, observe readers, abstract qualities of

    effective texts, and revise their first versions. We will present some film clips showing the

    students at work, their processes, and their texts.

Finally we will present the highlights of other studies on the effects of observation as a learning

    activity in writing. These learning activities vary from observing readers to experiencing the effect

    of the text the learner wrote, to observing learners doing writing tasks instead of doing these

    tasks themselves: in some cases students were learning to write without writing. Genres involved

    are argumentative letters, written instructions, argumentative essays, synthesis texts,

    and letters of application. Participants involved are students from ages varying from 12-19, in the

    Netherlands these students were in grade 7 through freshmen in business school.

Room: University Center Corwin Pavilion

    Boxed lunches provided in the University Center Lagoon Plaza


    Chair: Sue McLeod, U.C. Santa Barbara

    David Russell, Iowa State University

Texts largely structure the activity of the modern world and--a forteriori--the post-modern world,

    with its reliance on hypertextual networks. But they do so always in contexts-often in multiple

    contexts. Texts are given life through activity, through contexts of use. And to study them without

    studying their contexts (as has often been the case) is to separate writing from its very being. Yet

    the problem of theorizing context and context-and of operationalizing the theory in empirical

    research--is one of the thorniest but most important in writing studies. Socio-cultural theories of

    literacy using Vygotsky and genre theory have been developed in the last 25 years in North

    America research and applied in a number of fields: primarily organizational (business, technical,

    and scientific) communication and education (Bazerman & Russell, 2003).

In this paper I sketch out elements of a theory of multiple contexts based on a synthesis of

    Vygotskian cultural-historical activity theory (growing out of his notion of tool mediation) with a

    theory of genre as social action (Miller, 1984, 1994) (growing out of Alfred Schutz's

    phenomenology). The relationship between CHAT and genre as social action has been

    developed in various ways by many North American writing researchers to provide a principled

    way of analyzing written texts in their human contexts. I will illustrate my approach to this

    synthesis with examples from my group's research on higher education and workplace pedagogy:

    studies of the genre systems of history for undergraduates, and studies of online multimedia

    simulations we developed to represent engineers' communicative activity within and between

    complex organizations.

Room: University Center Corwin Pavilion

    Snacks available in the Phelps Courtyard

    Book Exhibit opens in Phelps 1172 Chair: John Catalini, U.C. Santa Barbara

The machine in the garden: Economic and global pressures to homogenize machine and

    human writing assessment Les Perelman, Massachusetts Institute of Technology

The politics of assessment: Comparability and difference

    Anne Herrington, University of Massachusetts, Amherst

National Writing Project's Analytic Writing Continuum and Scoring Conference

    Sherry Swain, National Writing Project


Room: Buchanan 1910

    Writing in L1 and L2: A closer look at the relationship between cognitive activities and text


    Daphne van Weijen, Utrecht University Huub van den Bergh, Utrecht University, University of Amsterdam Gert Rijlaarsdam, University of Amsterdam Ted Sanders, Utrecht University

The use of the first language in written composing processes in SL in a language contact


    Oriol Guasch, Universitat Autònoma de Barcelona

Language difference, error, and writing across borders

    Bruce Horner, University of Louisville

    Min-Zhan Lu, University of Louisville

Room: South Hall 1431

    Chair: Mysti Rudd, Lamar State College Port Arthur

    Kathryn Ortiz, University of Arizona, Tucson Vivette Milson-Whyte, University of Arizona, Tucson Katia Mello Vieira, University of Arizona, Tucson Aja Y. Martinez, University of Arizona, Tucson

Room: University Center Mission Room

Analyzing Genentech‘s quarterly earnings reports as multimodal compositions

    Carl Whithaus, University of California, Davis

Readers becoming writers: Fan fiction and online communities

    Claudia Rebaza, University of Illinois, Urbana-Champaign

Room: Phelps 2536

    The status of writing

    Deborah Brandt, University of Wisconsin -- Madison

Writing and research in the new public, performative paradigm: The problem of tracking


    Linda Flower, Carnegie Mellon University

Room: University Center Corwin Pavilion


    Unfinished business

    Rhea Estelle Lathan, Michigan State University

Researching family literacy histories

    Julie Lindquist, Michigan State University

    Bump Halbritter, Michigan State University

Room: Phelps 1425

    Anis Bawarshi, University of Washington

    Kirsten Benson, University of Tennessee

    Bill Doyle, University of Tennessee

    Jenn Fishman, University of Tennessee

    Stacey Pigg, Michigan State University

    Mary Jo Reiff, University of Tennessee

Room: University Center Harbor Room

    Chair: Denise Sauerteig, Escuela Nueva International

    Respondent: Karen Boyd, Escuela Nueva International

Erin Krampetz, Escuela Nueva International

    Sandra Staklis, Escuela Nueva International

    Johnny Lin, Brown University

    David Suarez, University of Southern California

Room: Buchanan 1920

Chair: Yully C. Nieves, U.C. Santa Barbara

Mapping genre researches in Brazil: An exploratory study

    Antonia Dilamar Araújo, Universidade Estadual do Ceará (UECE), Brazil

Writing studies: Definition(s) and issues / La rédactologie: Definition(s) et enjeux

    Céline Beaudet, Université de Sherbrooke, Canada

    Modern ‗Writingology‘ in China Huijun Chen, China University of Geological Sciences, Beijing, and U.C. Santa Barbara

Room: South Hall 1432

Re-languaging: Professional writing across languages and cultures

    Penny Kinnear, University of Toronto at Mississauga, Canada

Responding to accreditation pressure: An assessment structure to evaluate business

    student writing

    Scott Warnock Drexel University

    Frank Linnehan, Drexel University


A case study of writing in a particular subject at a Chilean University: Issues and


    Mónica Tapia Ladino, Universidad Católica de la Ssma. Concepción, Chile

Room: Phelps 2524

    Researching across borders the ―interdisciplinary web portal: Text production and writing research‖

    Eva-Maria Jakobs, Institute of Linguistics and Communication Science, Germany

    Matthias Knopp, Institute of Linguistics and Communication Science, Germany

The visibility of writing: An analysis of the academic poster

    Angela Paiva Dionísio, Universidade Federal de Pernambuco Brazil

Writing research across disciplinary borders: 'Chalk talk' as the principal genre of

    teaching university mathematics

    Natasha Artemeva, Carleton University

    Janna Fox, Carleton University

Room: Phelps 2516

    Why German students must write (and how): Tracing the roots of German writing

    pedagogy back to Humboldt‘s reform of higher education in Prussia: A historical


    Otto Kruse, Zurich University of Applied Sciences, Switzerland

Anti-realism for academic writing and the dimension of self-monitoring

    Magnus Gustafsson, Chalmers University of Technology, Göteborg, Sweden

    Andreas Eriksson, Chalmers University of Technology, Göteborg, Sweden

Scientific argumentation in distributed systems of publication

    Karen Lunsford, U. C. Santa Barbara

Room: Phelps 1260

    Doug Hesse, University of Denver

    Eliana Schonberg, University of Denver

    Jennifer Campbell, University of Denver Richard Colby, University of Denver Rebekah Shultz Colby, University of Denver

Room: University Center Lobero Room

    Pamela Flash, University of Minnesota

    Lee-Ann Kastman Breuch, University of Minnesota

    Maggie Van Norman, University of Minnesota

    Elizabeth M Kalbfleisch, University of Minnesota


Room: South Hall 1430

Positionality, mestizaje, and Tejano/a counter discourse

    Nancy Nelson, Texas A&M University -- Corpus Christi

    Estanislado Barrera, IV, Texas A&M University -- Corpus Christi

    Kim Skinner, Texas A&M University-Corpus Christi

An account of writing strategies for the development of professional competences

    of modern language teaching students: Spanish and English

    Margarita Ulloa T, University of Bio-Bio, Chile

    José Gabriel Brauchy, Catholic University of the Holy Conception, Chile

Room: Phelps 2516

    Roots of reluctance: Dictionary use among non-native English speakers in graduate

    electrical-engineering programs

    Linda Dailey Paulson, U.C. Santa Barbara

Qualitative changes in the reading-writing connection

    Myshie Pagel, El Paso Community College, University of Texas at El Paso

    Roselia Galindo, El Paso Community College

Room: Phelps 1260

    Genre selection, student motivation and construction of student identity: Middle school

    students writing in Social Studies

    Kevin A. Hooge, U.C. Santa Barbara

Persuading peasants and writing a five-paragraph essay: Genre and intertextuality in

    middle school social studies writing

    George C. Bunch, Ph.D., U.C. Santa Cruz

    Kara Willett, U.C. Santa Cruz

Room: Buchanan 1930

Reading during writing: Using eye tracking to examine relationships between reading

    patterns and text quality

    Scott F. Beers, Seattle Pacific University Thomas Quinlan, Educational Testing Service

Linking domain and situated motivation for writing with writing performance and


    Gary Troia, Michigan State University Rebecca Shankland, Michigan State University


    Kimberly Wolbers, University of Tennessee

Self-regulated strategy development for writing: What is needed next

    Karen R. Harris, Vanderbilt University

Room: University Center Harbor Room

     wiChair: Mary M. Juzwik

Mediated identity: One writer‘s use of written language to bridge the ―communicative

    canyon‖ of [his] autism‖ Christine Dawson, Michigan State University

Collaborative identity: One teacher/writer participating in a National Writing Project

    summer institute

    Jim Fredricksen, Michigan State University

Analytic identity: One doctoral student's development of internally persuasive discourse

    Ann M. Lawrence, Michigan State University

Room: University Center Lobero Room

    Chair: Doug Bradley, U.C. Santa Barbara

Displays of knowledge: Text production and media reproduction in liquid crystal research

    Chad Wickman, Kent State University

Writing research in mixed reality: Tools and methods for exploration

    James K. Ford, U.C. Santa Barbara

Stretching beyond borders: The multiple discourses of an anatomy laboratory and at an

    urban zoo

    Carol Berkenkotter, University of Minnesota T. Kenny Fountain, University of Minnesota Zoe Nyssa, University of Minnesota

Room: Phelps 2524

    Do texts need an author? Production of text between constraints and freedom

    Sylvie Plane, IUF de Paris, France

Playing with genre(s) as a meaningful writing activity

    Pietro Boscolo, University of Padova, Italy

Sociocultural environments and control of narrative tools at French pupils ranging from 9

    to 14 years

    Christina Romain, I.U.F.M. Académie Aix-Marseille, France

Room: University Center Corwin Pavilion


    Presenters provide an in-depth view of student writing development both in and out of college and

    in national and international contexts

    Chair: Dr. Andrea A. Lunsford, Stanford University

    Respondent: Jenn Fishman, University of Tennessee, Knoxville

International perspectives: Writing across cultures and contexts

    Erin Krampetz, Escuela Nueva International

From data to findings: Coherence, contradiction, and cases in the study of writing


    Paul Rogers, U.C. Santa Barbara

From college freshman to classroom teacher: A case study of five years in writing


    Laurie Stapleton, Stanford University

Room: Buchanan 1910

    Writing‘s relationship with highly valued educational activities and outcomes: Correlation

    studies of data from the National Survey of Student Engagement

    Paul V. Anderson, Miami University, Oxford, Ohio

The catalytic role of writing within student engagement: Causal modeling of data from the

    National Survey of Student Engagement

    Robert M. Gonyea, Indiana University

Institutional uses of the results of analyses of data from the National Survey of Student


    Denise Krallman, Miami University, Oxford, Ohio

Room: Phelps 1425

Interdisciplinary conversations on bringing students into a community of writers

    Janine Utell, Widener University

    Patricia Dyer, Widener University

    Rachel Batch, Widener University

    David Coughlin, Widener University

Writing in subject specific contexts: Examples from Norwegian secondary education

    Frøydis Hertzberg, University of Oslo, Norway Anne Kristine Øgreid, University College, Norway Research on the teaching and learning of writing in Portugal: The case of a research group

    Luísa Álvares Pereira Aleixo Conceição

    Maria Inês Cardoso

    Luciana Graça

    Mariana Pinto, Universidade de Aveiro, Portugual


Room: Phelps 3526

    Nicole B. Wallack, Columbia University

    Alfred E. Guy Jr., Yale College Writing Center

Room: University Center Mission Room

    Causes of student plagiarism

    Robert Lankamp, University of Leiden, the Netherlands

Step into my scenarios: Student identification in issues of ownership

    Kalo Clarke, Northeastern University, Boston

    Lynn Dornink, Northeastern University, Boston

An interview-based study of the functions of citations in academic writing across two


    Nigel Harwood, University of Essex, U.K.

Room: Phelps 2536

The perceived difficulties of doing a doctorate: Is writing one?

    Rochelle Skogen, University of Alberta, Edmonton, Canada

Constructing professional identity through log-writing

    Nancy Lea Eik-Nes, Norwegian University of Science and Technology

Room: South Hall 1432

    Chair: Deborah Kuhlmann, University of Houston, Clear Lake

The impact of expectations in writing for two different student populations: A longitudinal


    Margot Soven, La Salle University

Crossing disciplinary borders (or not): Problem-posing and transfer in first-year honors

    students‘ writing

    Jaime Lynn Longo, La Salle University

The company literacy: How big business is buying the schools, the children, and

    the discourse of the future

    Jeffrey W. Perry, Kent State University

Room: South Hall 1430

    Risk and representation: A tumor board study

    Christa B. Teston, Kent State University

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