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Journal articles on the topic 'Community writing'

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Published: 4 June 2021
Last updated: 1 February 2022

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1

O'Gorman, Francis. "Landscape, Writing, Community." Worldviews: Global Religions, Culture, and Ecology 5, no. 1 (2001): 1–3. http://dx.doi.org/10.1163/156853501750191544.

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2

Shuman, R. Baird, and Ross Talarico. "Writing across the Community." English Journal 85, no. 2 (February 1996): 80. http://dx.doi.org/10.2307/820624.

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3

Horowitz, Rosemary. "Writing in the community." Linguistics and Education 3, no. 4 (1991): 385–87. http://dx.doi.org/10.1016/0898-5898(91)90016-c.

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Fishman, Jenn, and Lauren Rosenberg. "Guest Editors' Introduction: Community Writing, Community Listening." Community Literacy Journal 13, no. 1 (2018): 1–6. http://dx.doi.org/10.1353/clj.2018.0016.

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Cushman, Ellen. "2017 Conference on Community Writing Keynote Address: Place and Relationships in Community Writing." Community Literacy Journal 12, no. 2 (2018): 17–26. http://dx.doi.org/10.1353/clj.2018.0002.

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Claiborne and S. Lyn. "Teaching Writing as Community Activism." Transformations: The Journal of Inclusive Scholarship and Pedagogy 27, no. 1 (2017): 29. http://dx.doi.org/10.5325/trajincschped.27.1.0029.

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7

Kadanya, James Lokuuda. "Writing grammars for the community." Perspectives on Grammar Writing 30, no. 2 (March 31, 2006): 253–57. http://dx.doi.org/10.1075/sl.30.2.04kad.

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A language is a living soul to a community, a source of dignity and prestige for all people. Once it dies, the whole community dies. A written grammar can support a community by encouraging the use of a community language. Sometimes, however, grammars are ways that outsiders "mine" a local community for the outsiders' benefit, leaving the community of speakers with nothing. This paper discusses the need for linguistic grammars from the perspective of the community in which the language is used. Arguments for including local concerns in grammar writing are presented. One approach to writing a grammar that will serve the needs of linguists and the community is partnership. University professors, field linguists, retired field workers and others can work with local linguists to write grammars that will truly meet the needs of all.
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Hess, Susan K. "Review: Writing in the Community." Adult Learning 4, no. 6 (July 1993): 29. http://dx.doi.org/10.1177/104515959300400614.

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9

Joly, Brenda M. "Writing Community-Centered Evaluation Reports." Health Promotion Practice 4, no. 2 (April 2003): 93–97. http://dx.doi.org/10.1177/1524839902250749.

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10

HUCKIN, THOMAS N. "Technical Writing and Community Service." Journal of Business and Technical Communication 11, no. 1 (January 1997): 49–59. http://dx.doi.org/10.1177/1050651997011001003.

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Gay, Carol. "Reading, writing, and the community." Children's Literature in Education 16, no. 2 (June 1985): 110–20. http://dx.doi.org/10.1007/bf01140831.

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Moxley, Joe, Norbert Elliot, Susan Lang, David Eubanks, Meg Vezzu, Jessica Nastal, Alaina Tackitt, Johanna Phelps, and Matthew J. Osborn. "Writing Analytics: Broadening the Community." Journal of Writing Analytics 3, no. 1 (2019): 1–11. http://dx.doi.org/10.37514/jwa-j.2019.3.1.01.

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Hurtig, Janise. "Parents Researching and Reclaiming "Parent Involvement": A Critical Ethnographic Story." Practicing Anthropology 30, no. 2 (April 1, 2008): 19–23. http://dx.doi.org/10.17730/praa.30.2.hk88v7h76340335t.

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For the past eight years I have worked with parents in neighborhood schools in a large urban school district, teaching writing workshops and leading community research and evaluation projects. I do this work through a small, university-based program called the Community Writing and Research Project (CWRP). The CWRP partners with schools and community organizations to offer personal narrative writing workshops, publish magazines of participants' writings, organize public readings, and teach participants to become writing workshop teachers. We also provide training and guidance to parents, teachers, staff of community organizations, and other local groups in conducting participatory research. School-based research projects are defined, designed, and carried out by the parents and other neighborhood residents, who are the project researchers or program evaluators.
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14

Elizabeth S. Revell, Ph.D. "Back Pages Editorial: Writing in Community." Gestalt Review 8, no. 1 (2004): 111. http://dx.doi.org/10.5325/gestaltreview.8.1.0111.

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15

McDougall, Jill. "A Writing Program: Rawa Community School." Australian Journal of Indigenous Education 21, no. 5 (November 1993): 3–9. http://dx.doi.org/10.1017/s0310582200005903.

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Rawa School is an Aboriginal community school at Punmu in the Great Sandy Desert of Western Australia. The community has a population of around 150 people whose first language is Manyjiljarra. The children have limited access to English as there is no television or radio and the community is over 800 kilometres from the nearest service town of Port Hedland.
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16

Watters, Ann, and Marjorie Ford. "Writing for Change: A Community Reader." College Composition and Communication 46, no. 4 (December 1995): 582. http://dx.doi.org/10.2307/358343.

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Amsel, Philip. "Community writing as a learning experience." Journal of Poetry Therapy 16, no. 2 (June 2003): 107–13. http://dx.doi.org/10.1080/0889-3670310001596266.

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18

Yamin, Muhammad. "PROMOTING WRITING EXPERIENCES THROUGH LEARNING COMMUNITY TO TRIGGER STUDENTS IN WRITING." IJET (Indonesian Journal of English Teaching) 7, no. 1 (August 14, 2018): 40–49. http://dx.doi.org/10.15642/ijet2.2018.7.1.40-49.

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This study aims at discussing the importance of promoting writing experiences through learning community to trigger students in writing. This is review study with analytic descriptive way by describing and discussing the related literature studies. It deals with writing experiences as the capital to write. While there is no experience, there is no writing. Learning community used in this study is the learning facility so that the students can learn how to write. More active in learning community, the student get the knowledge and experience of writing. Those become the inspiration for them to rewrite what to write.
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19

Latham, Christine L., and Nancy Ahern. "Professional Writing in Nursing Education: Creating an Academic–Community Writing Center." Journal of Nursing Education 52, no. 11 (October 14, 2013): 615–20. http://dx.doi.org/10.3928/01484834-20131014-02.

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Yamin, Muhammad. "PROMOTING WRITING EXPERIENCES THROUGH LEARNING COMMUNITY TO TRIGGER STUDENTS IN WRITING." IJET (Indonesian Journal of English Teaching) 7, no. 1 (August 14, 2018): 345. http://dx.doi.org/10.15642/ijet.2018.7.1.345-354.

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Blythe, H., and C. Sweet. "The Writing Community: A New Model for the Creative Writing Classroom." Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture 8, no. 2 (April 1, 2008): 305–25. http://dx.doi.org/10.1215/15314200-2007-042.

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22

Wendler, Rachael, and John Warnock. "Rhetorics for Community Action: Public Writing and Writing Publics, Phyllis Ryder." Rhetoric Review 31, no. 2 (April 2012): 188–92. http://dx.doi.org/10.1080/07350198.2012.652043.

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23

Amelia, Vita. "KOMUNITAS VIRTUAL IIDN (IBU-IBU DOYAN NULIS)." Jurnal Ilmu Budaya 11, no. 2 (February 3, 2015): 101–8. http://dx.doi.org/10.31849/jib.v11i2.1101.

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In cyber technology era, the existence of virtual community isunavoid able phenomenon. It has changed real world activities to cyberworld. Consequently, everything done in the real world can be found in qber world. Related to that idea, this writing deals with virtual community which involves women who interact in cyber world. They are encouraged and trained to write well. This phenomenon is interesting since women, particularly housewives are given chance to sharpen their writing ability so that they can write good writings and publish them.
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24

A. Abba, Katherine, Shuai (Steven) Zhang, and R. Malatesha Joshi. "Community College Writers' Metaknowledge of Effective Writing." Journal of Writing Research 10, no. 10 issue 1 (June 2018): 85–105. http://dx.doi.org/10.17239/jowr-2018.10.01.04.

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25

Yi, Youngjoo. "Relay Writing in an Adolescent Online Community." Journal of Adolescent & Adult Literacy 51, no. 8 (May 2008): 670–80. http://dx.doi.org/10.1598/jaal.51.8.6.

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26

Michell, Michael. ""Bond of Union"— Cultivating a Writing Community." Clearing House: A Journal of Educational Strategies, Issues and Ideas 80, no. 2 (November 2006): 92–94. http://dx.doi.org/10.3200/tchs.80.2.92-94.

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27

Munro, Martin. "Community in Post-earthquake Writing from Haiti." Paragraph 37, no. 2 (July 2014): 193–204. http://dx.doi.org/10.3366/para.2014.0121.

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This article develops Celia Britton's insights into community in French Caribbean writing in two ways. First, it considers Jacques Roumain's Gouverneurs de la rosée and its image of community in the broader context of modern and contemporary Haitian fiction; and second it discusses representations of community in two Haitian works written after the earthquake of 2010, an event that literally destroyed many communities and has forced Haitian authors to rethink relationships between different groups in Haiti and between human life, the cities, nature and the land.
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28

Stout, Barbara R., and Joyce N. Magnotto. "Writing across the curriculum at community colleges." New Directions for Teaching and Learning 1988, no. 36 (1988): 21–30. http://dx.doi.org/10.1002/tl.37219883606.

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29

House, Veronica, Seth Myers, and Shannon Carter. "Introduction: Envisioning Engaged Infrastructures for Community Writing." Community Literacy Journal 11, no. 1 (2016): 1–9. http://dx.doi.org/10.1353/clj.2016.0013.

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30

Lesh, Charles. "Writing Boston: Graffiti Bombing as Community Publishing." Community Literacy Journal 12, no. 1 (2017): 62–86. http://dx.doi.org/10.1353/clj.2017.0022.

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31

Hennessy, David, and Ruby Evans. "REFROMING WRITING AMONG STUDENTS IN COMMUNITY COLLEGES." Community College Journal of Research and Practice 29, no. 4 (April 2005): 261–75. http://dx.doi.org/10.1080/10668920590901185.

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32

Shafer, Gregory. "Writing, Reader Response, and The Community College." Community College Journal of Research and Practice 37, no. 4 (February 14, 2013): 313–18. http://dx.doi.org/10.1080/10668920903529981.

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33

Souryasack, Rassamichanh, and Jin Sook Lee. "Drawing on Students’ Experiences, Cultures and Languages to Develop English Language Writing: Perspectives from Three Lao Heritage Middle School Students." Heritage Language Journal 5, no. 1 (June 30, 2007): 79–97. http://dx.doi.org/10.46538/hlj.5.1.4.

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Lao students have not fared well in the American educational system. Raised in a home culture that emphasizes and values the oral tradition, the acquisition of academic writing skills has been especially problematic even for U.S.-born students of Lao heritage. Recognizing that writing is a critical component for academic success, this study examines the second language writing experiences of three long-term ESL learners of Lao heritage who took part in a nine-week writing workshop. Analysis of their writings, pre and post interviews, and observational notes from the writing workshops revealed that these students had been unmotivated to write at school. However, joining a community of emerging writers who shared similar social, academic and cultural experiences created a supportive environment for students to write about topics of personal relevance such as community, isolation, and their heritage language and culture. Participation in the workshop was associated with more positive attitudes towards writing, increased motivation, a clearer understanding of the writing process, and improved writing mechanics. Thus, we argue for the need to value, validate, and make visible students' personal experiences, including their heritage cultures and languages, as a critical strategy in motivating students to write.
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34

Roulston, Kathryn, Deborah Teitelbaum, Bo Chang, and Ronald Butchart. "Strategies for developing a writing community for doctoral students." International Journal for Researcher Development 7, no. 2 (November 14, 2016): 198–210. http://dx.doi.org/10.1108/ijrd-02-2016-0003.

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Purpose The purpose of this paper is to present considerations for developing a writing community for doctoral students. Design/methodology/approach The paper reflects on data from a self-study of a writing seminar in which the authors were involved. The authors examined students’ writing samples and peer-review comments, email correspondence, online discussion board postings, meeting minutes and participants’ reflections on their participation in the seminar. Findings While doctoral students described benefits from their participation in the writing seminar, the paper provides a cautionary tale concerning the challenges that can arise in the development and delivery of interventions that focus on developing writing communities involving doctoral students. Research limitations/implications This article draws on findings from an examination of a writing intervention to consider potential challenges that faculty and students face in developing writing communities. Findings may not apply to other kinds of settings, and they are limited by the small number of participants involved. Practical implications The paper discusses strategies that might be used to inform faculty in the development of writing communities for doctoral students. Social implications The authors’ experiences in developing and delivering a writing seminar highlight the importance of the process of trust-building for students to perceive the value of feedback from others so that they can respond to the technical demands of doctoral writing. Originality/value There is a growing body of work on the value of writing interventions for doctoral students such as retreats and writing groups. These are frequently facilitated by faculty whose area of expertise is in teaching writing. This paper contributes understanding to what is needed for faculty who are not writing instructors to facilitate groups of this sort. Participants must demonstrate a sufficient level of competence as writers to review others’ work; develop trusting, collegial relationships with one another; and be willing to contribute to others’ development and make a commitment to accomplishing the required tasks.
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35

Stone, Erica M. "The Story of Sound Off: A Community Writing/Community Listening Experiment." Community Literacy Journal 13, no. 1 (2018): 16–22. http://dx.doi.org/10.1353/clj.2018.0018.

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36

Cohen, Mary L. "Writing between Rehearsals." Music Educators Journal 98, no. 3 (March 2012): 43–48. http://dx.doi.org/10.1177/0027432111434743.

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Excellent musical ensembles have a strong sense of communal identity among the participants. Because of scheduling challenges and performance priorities, it is difficult to build camaraderie during rehearsal time other than through music making. This article explores the processes, benefits, and challenges of implementing a writing component in an ensemble for the purposes of building camaraderie and assessing individuals. The writing component described here is used with a joint community/prison choir consisting of college students, community members, and prisoners. Ideas are included for teacher-conductors who want to develop their musicians’ learning through invitations to write. Activities involved in this project may include scripts for concert introductions, program notes, creative writing explorations, concepts to share during rehearsal, and interdisciplinary teaching.
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37

Nasiri, Sina. "Academic Writing: The Role of Culture, Language and Identity in Writing for Community." International Journal of Learning and Development 2, no. 3 (May 2, 2012): 1. http://dx.doi.org/10.5296/ijld.v2i3.1530.

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When non-native scholars wish to write for their counterparts they should try to adapt their writing styles to the English norms which is considered as a national language among the global researchers around the world. Because the language they write is foreign, they face differences which make the writing difficult. These differences may be related to the different identity and cultural backgrounds. Accordingly, scholars should notice about the features of academic writing, in general and, in a particular field to overcome these differences. Therefore, the purpose of the present study is to give some enlightenment on the various elements which can have less or more effects on the style of non-native writers. Thus, this descriptive study makes clear the different features of the academic writing to help non-native writers to know some of the issues which should be pondered by writers in adapting themselves with the norms of writing which is acceptable by the English academic culture in a global scene. The findings give information to the EAP instructors to raise the learners’ consciousness about the norms of the target culture.
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Dungcik, Masyhur. "JAWI'S WRITING AS A MALAY ISLAMIC INTELLECTUAL TRADITION." Journal of Malay Islamic Studies 1, no. 2 (December 30, 2017): 113–20. http://dx.doi.org/10.19109/jmis.v1i2.3840.

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Jawi writings began to show their role in the Malay Land since the entry of Islam into the archipelago. However, at this time Jawi writings seem to have been marginalized by Rumi or Latin writings. This condition is inversely proportional to what happens when Malay (Jawi writing) reaches a high level in its time. At that time Christian priests had to translate the Bible into Malay so they could spread their religion in Malay lands. Whereas at present, Muslims must transliterate the Qur'an into Latin letters so that Muslims can read it in Malay lands. This fact shows that the Malays have experienced a setback in the intellectual tradition that was once possessed in the form of Jawi writing. This research aims to find out the role of Jawi writings in the past and what must be done to safeguard one of the valuable intellectual traditions of Malay Islam. The results show that currently Jawi writing has become a rare commodity in the Indonesian Malay world. While neighboring countries such as Malaysia and Brunei still retain Jawi writing through their use on street names, buildings and other public facilities. The Indonesian Malay world community is more familiar with Latin writing than Jawi writing. Therefore, systematic efforts are needed to reintroduce and maintain the treasury of Jawi writing to the younger generation in the Indonesian Malay world.
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39

Fernsten, Linda. "A Writing Workshop in Mathematics: Community Practice of Content Discourse." Mathematics Teacher 101, no. 4 (November 2007): 273–78. http://dx.doi.org/10.5951/mt.101.4.0273.

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It was once again time to model a writing workshop in my graduate class for teachers and teacher candidates. The language arts and social studies majors were poised and ready, while the mathematics majors were asking if this exercise had any relevancy to their teaching. As a mathematician who seemed to be speaking for them had written, “One reason I chose mathematics for my undergraduate major was that it didn't require papers. Math homework called for solving problems or proving theorems, and that was just fine with me” (Burns 2004, p. 30). Many mathematicians in my classes believe that they are not qualified to “teach writing,” reporting that their only pedagogical training in this area was their own experience in writing papers. Ause (1993) claims, “Our experiences as students and training as teachers often teach us two things about student writing: students write it and teachers read it—both, usually, in isolation. Writing seems to be full of silent suffering on everybody's part“ (p. 162). A writing workshop can change all of this. My mathematics students have agreed that workshops are useful for dispelling writing fears, furthering understanding of mathematical processes, advancing student learning in writing strategies used by mathematicians, and expanding mathematical discourse through targeted discussion and cooperative work.
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40

MacGillivray, Laurie. "Tacit Shared Understandings of a First-Grade Writing Community." Journal of Reading Behavior 26, no. 3 (September 1994): 245–66. http://dx.doi.org/10.1080/10862969409547850.

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This study examined first graders' tacit shared understandings about composing as related to expectations about the processes and meaning of writing. Data were gathered in one first-grade classroom during the 2 1/2-hour reading/writing block over a 20-week period. The 19 students were ethnically diverse and ranged in SES from low to middle income. Domain, typological, theme, and reconstructive intersubjective analysis were all used in analyzing the following sources of data: field observations gathered by a participant observer; informal talk with students and the teacher; formal interviews with the teacher, students, and parents; and regularly collected samples of the students' writing and drawing. Two levels of student assumptions emerged from the data. The first level addresses the community's assumptions about composing which evolved through daily interactions. Specifically, it was alright to compose in one's own way, but the writer had to be able to interpret it and attending to audience interest is more important than exact decoding. The second level includes the cultural themes regarding the meaning of writing: (a) Illustrations and text reference three different virtual realities that can mediate relations with others, (b) writing is for exploring self and issues, and (c) writing can be an act of unity with others. These assumptions have implications for the research and teaching of writing at all levels.
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41

Schnack, Pat. "Partners in Reading: A Community Reading/Writing Project." English Journal 90, no. 5 (May 2001): 95. http://dx.doi.org/10.2307/821861.

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42

Pittman, Kevin, and Paula Hayden. "Writing centres and the idea of community outreach." QScience Proceedings 2013, no. 2 (July 22, 2013): 2. http://dx.doi.org/10.5339/qproc.2013.gic.2.

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43

Ellis and Giunta. "Other People’s Writing: Collaboration, Community, and Pedagogical Scholarship." Transformations: The Journal of Inclusive Scholarship and Pedagogy 26, no. 1 (2016): 114. http://dx.doi.org/10.5325/trajincschped.26.1.0114.

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44

Pawley, Christine. "From the Garden Club: Rural Women Writing Community." Annals of Iowa 66, no. 2 (April 2007): 222–23. http://dx.doi.org/10.17077/0003-4827.1134.

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45

Malilang, Chrysogonus Siddha. "A Multicultural Community of Practice in Creative Writing." Educare - vetenskapliga skrifter, no. 2 (June 20, 2019): 6–29. http://dx.doi.org/10.24834/educare.2019.2.2.

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This article shall argue that learning arts (creative writing) and becoming an artist is best understood as a process of immersion. Lave and Wenger’s Community of Practice will be used as a framework along with the concept of nyantrik, an apprenticeship in arts within Javanese culture, which gives a deeper meaning to the process of immersion. This article will also show how such learning processes may be re-shaped and occur across spatial and cultural boundaries, with the help of modern communication platforms. Using a/r/tography as an approach for arts-based inquiries, the article aims to describe the dialogic learning process of becoming a creative writer through immersion into an online multicultural community of practice, Project 366. The study is accomplished through an examination of the interactions, reflections and creative works (poetry) of the participants, as well as how such exchanges also affected the researcher’s own creative process.
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46

Pollard, Nick. "Occupational narratives, community publishing and worker writing groups." Groupwork 20, no. 1 (January 1, 2010): 9–33. http://dx.doi.org/10.1921/095182410x539715.

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47

Zolkos, Magdalena. "Apocalyptic Writing, Trauma and Community in IMRE Kertész'sFateless." Angelaki 15, no. 3 (December 2010): 87–98. http://dx.doi.org/10.1080/0969725x.2010.536013.

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48

REHLING, LOUISE. "A Comment on “Technical Writing and Community Service”." Journal of Business and Technical Communication 11, no. 4 (October 1997): 506–8. http://dx.doi.org/10.1177/1050651997011004009.

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49

Werderich, Donna E. "Bringing Family and Community into the Writing Curriculum." Middle School Journal 39, no. 3 (January 2008): 34–39. http://dx.doi.org/10.1080/00940771.2008.11461631.

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50

Lincoln, Yvonna. "Writing in Community: A Response to Harry Wolcott." Anthropology Education Quarterly 34, no. 3 (September 2003): 339–42. http://dx.doi.org/10.1525/aeq.2003.34.3.339.

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