Relevant bibliographies by topics / Conceptual writing

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Conceptual writing'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 April 2022

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Journal articles on the topic "Conceptual writing"

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Perloff, Marjorie. "Conceptual Writing." Journal of Philosophy: A Cross-Disciplinary Inquiry 6, no. 13 (2010): 62–64. http://dx.doi.org/10.5840/jphilnepal201061329.

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Watten, Barrett. "Presentism and Periodization in Language Writing, Conceptual Art, and Conceptual Writing." Journal of Narrative Theory 41, no. 1 (2011): 125–61. http://dx.doi.org/10.1353/jnt.2011.0093.

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Aryal, Yubraj. "Unoriginal Genius/Conceptual Writing." Journal of Philosophy: A Cross-Disciplinary Inquiry 7, no. 16 (2011): 1–10. http://dx.doi.org/10.5840/jphilnepal201171611.

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DeLyser, Dydia. "“Writing's intimate spatialities: Drawing ourselves to our writing in self-caring practices of love”." Environment and Planning A: Economy and Space 54, no. 2 (December 22, 2021): 405–12. http://dx.doi.org/10.1177/0308518x211068496.

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This Commentary outlines four conceptual-spatial challenges of academic writing, and suggests an approach to navigating them. Academic writing, as feminist economic geographers argue, is underpinned by difference: emerging from and produced through different positionalities, differing access to stable employment and material, temporal and spatial resources, all set within structures of power and inequity—significant among them the neoliberal university. At the same time, for academics writing demands space in our lives: temporally, locationally, conceptually, and emotionally. Because these spatialities are potentially different for each writer each time we write and because they engage us spatially at a personal level, I term them writing's intimate spatialities, and suggest that care-fully navigating these conceptual-spatial challenges of academic writing stakes out a political position, one that may now be more important than ever: In an academic environment of neoliberalism and increasing precarity, I suggest that writing's prevalent emotional apprehensions may be able to be affirmatively conceptualized as a labor of self-care we come to with love.
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Jacquelyn Ardam. "The ABCs of Conceptual Writing." Comparative Literature Studies 51, no. 1 (2014): 132. http://dx.doi.org/10.5325/complitstudies.51.1.0132.

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Moxley, Joe, Norbert Elliot, David Eubanks, Meg Vezzu, and Matthew J. Osborn. "Writing Analytics: Methodological and Conceptual Developments." Journal of Writing Analytics 2, no. 1 (2018): 1–12. http://dx.doi.org/10.37514/jwa-j.2018.2.1.01.

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Olson, David R. "Taxing memory: Writing, memory, and conceptual change." Behavioral and Brain Sciences 19, no. 1 (March 1996): 158. http://dx.doi.org/10.1017/s0140525x00042059.

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AbstractWriting is important not because it “extends memory” but because it invites new concepts. The basic cognitive resources, including memory, have remained unchanged for perhaps a million years but the objects on which it has to work have changed significantly partly because of writing which has tended to turn speech into an object of reflection and analysis.
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Edwards, Justin D. "Kenneth Goldsmith’s Sports and Conceptual Baseball Writing." NINE: A Journal of Baseball History and Culture 25, no. 1-2 (2016): 132–49. http://dx.doi.org/10.1353/nin.2016.0007.

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Hampson, Robert. "Rewriting Conrad: Conradian Crosscurrents in Conceptual Writing." Conradiana 48, no. 2-3 (2016): 187–201. http://dx.doi.org/10.1353/cnd.2016.0028.

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Gere, Anne Ruggles, Naitnaphit Limlamai, Emily Wilson, Kate MacDougall Saylor, and Raymond Pugh. "Writing and Conceptual Learning in Science: An Analysis of Assignments." Written Communication 36, no. 1 (October 17, 2018): 99–135. http://dx.doi.org/10.1177/0741088318804820.

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This systematic review of 46 published articles investigates the constructs employed and the meanings assigned to writing in writing-to-learn assignments given to students in science courses. Using components of assignments associated with the greatest learning gains—meaning making, clear expectations, interactive writing processes, and metacognition—this review illuminates the constructs of writing that yield conceptual learning in science. In so doing, this article also provides a framework that can be used to evaluate writing-to-learn assignments in science, and it documents a new era in research on writing to learn in science by showing the increased rigor that has characterized studies in this field during the past decade.
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Dissertations / Theses on the topic "Conceptual writing"

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Paz, Enrique E. III. "TOWARD CONCEPTUAL CHANGE: CONCEPTIONS, ACTIVITY, AND WRITING." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1564185085442896.

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Beaulieu, Derek. "Text without text : concrete poetry and conceptual writing." Thesis, University of Roehampton, 2015. https://pure.roehampton.ac.uk/portal/en/studentthesis/text-without-text(9881aca7-f74a-4f6e-b8d2-58d83c01d7ae).html.

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Concrete poetry has been posited as the only truly international poetic movement of the 20th Century, with Conceptual writing receiving the same cultural location for the 21st-Century. Both forms are dedicated to a materiality of textual production, a poetic investigation into how language occupies space. My dissertation, Text Without Text: Concrete Poetry and Conceptual Writing consists of three chapters: “Dirty”, “Clean” and Conceptual.” Chapter One outlines how degenerated text features in Canadian avant-garde poetics and how my own work builds upon traditions formulated by Canadian poets bpNichol, bill bissett and Steve McCaffery, and can be formulated as an “inarticulate mark,” embodying what American theorist Sianna Ngai refers to as a “poetics of disgust.” Chapter Two, “Clean,” situates my later work around the theories of Eugen Gomringer, the Noigandres Group and Mary Ellen Solt; the clean affectless use of the particles of language in a means which echoes modern advertising and graphic design to create universally understood poetry embracing logos, trademarks and way-finding signage. Chapter Three, “Conceptual,” bridges my concrete poetry with my work in Conceptual writing—especially my novels Local Colour and Flatland. Conceptual writing, as theorized by Kenneth Goldsmith, Vanessa Place and others, works to interrogate a poetics of “uncreativity,” plagiarism, digitally aleatory writing and procedurality. Text Without Text: Concrete Poetry and Conceptual Writing also includes three appendices that outline my poetic oeuvre to date.
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Kan, Philip Art College of Fine Arts UNSW. "Running out: conceptual behavior and writing in digital sculpture." Awarded by:University of New South Wales. Art, 2007. http://handle.unsw.edu.au/1959.4/43555.

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Artists apply the elements of everyday life from their environment into artworks. This transformation of facts in their artworks becomes part of the artist's everyday life. The idea of conceptual behaviour applied to everyday life is the cornerstone of my creative process. The idea of conceptual behaviour in my work is inspired by the movement of conceptual art. I believe a form of conduct appears during the process of creation and this is what I have investigated. I was born and grew up in Hong Kong until I was 16 and then moved to Australia. Due to this background, I find myself running between two languages: Chinese is my native language and English is the language for my everyday living. Wherever I travel in different regions, the situation persists. Writing is one of the important factors in my work. There are other forms of written languages and experimental writings in this series of work, for example; newspaper texts from general media, videotexts and form of video writing collaborate with digital media, and calligraphy from Chinese language. Calligraphy becomes a form of performance during the process of this piece of work. This process documented by video camcorder, a tool in digital media. Digital elements play a critical role in this creation. There are certain formats of digital elements involved. They include, video collage with different visual resources, documentary of the process, split screen projections in further phase of process and the whole series of works presented as embedded video. Another important element in my work is the idea of embedded video as a form of sculpture. Embedded video is introduced by merging digital media with sculptural forms. Video projections and video monitors merge with white pedestals, two white stages and white cans in a gallery environment.
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Bischof, Christine. "Conceptual, rhetorical and linguistic problems in second-language academic writing." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq22065.pdf.

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Bischof, Christine (Christine Anita) Carleton University Dissertation Linguistics and Applied Language Studies. "Conceptual, rhetorical and linguistic problems in second-language academic writing." Ottawa, 1997.

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Venters, Christopher Harry IV. "Using Writing Assignments to Promote Conceptual Knowledge Development in Engineering Statics." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/51206.

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Learning of threshold concepts in engineering science courses such as statics has traditionally been a difficult and critical juncture for engineering students. Research and other systematic efforts to improve the teaching of statics in recent years range widely, from development of courseware and assessment tools to experiential and other "hands-on" learning techniques. This dissertation reports the findings from a multi-year, dual-institution study investigating possible links between short writing assignments and conceptual knowledge development in statics courses. The theoretical framework of the study draws on elements from cognitive learning theory: expertise, procedural and conceptual knowledge development, and conceptual change. The way that students approach learning in statics with regard to procedural and conceptual knowledge is explored qualitatively, and the relationship between the writing assignments and conceptual knowledge development is examined using a mixed-methods approach. The results show that students approach learning in statics with varying emphasis placed on procedural and conceptual knowledge development and that a student's learning approach influences their perception of the written problems and the ways that they utilize them in learning. Thus, they provide evidence that the learning approach of students may be an important factor in the success of interventions designed to improve conceptual knowledge in statics. Increases in conceptual knowledge as a result of completing the written problems are also empirically supported though limited by problems with data collection. Areas for future work in light of these findings are identified.
Ph. D.
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Halliwell, David C. "Building for Communities: Definitions, Conceptual Models, and Adaptations to Community Located Work." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1533052538144644.

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Roicki, Joseph. "EFFECTS OF DISCUSSION AND WRITING ON STUDENT UNDERSTANDING OF MATHEMATICS CONCEPTS." Master's thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2953.

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For this action research project, I wanted to examine my practice of teaching mathematics. Specifically, I encouraged students to improve their communication skills during my math class through daily discussion and writing tasks. After establishing a class set of sociomathematical norms, the students solved problems provided by the Every Day Counts: Calendar Math program and used verbal and written formats to describe their problem solving methods and reasons. My study showed the effects of using discussion and writing to help students develop their conceptual understanding of mathematical ideas. Focus was placed on the quality of daily discussions and written tasks both at the beginning of the study and continually as the study progressed. Through daily discussions, monthly written assessments, and student interviews, the study helped to determine the importance of developing students' mathematical communication skills and building conceptual understanding of mathematical ideas.
M.Ed.
Department of Teaching and Learning Principles
Education
K-8 Math and Science MEd
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Eitelgeorge, Janice Witchey. "Writing development : a longitudinal study of multiple continuua of conceptual understandings within the writing process as displayed by first grade writers /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487848891513755.

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Lamm, Millard, and David K. Pugalee. "Elementary Students’ Construction of Proportional Reasoning Problems: Using Writing to Generalize Conceptual Understanding in Mathematics." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80517.

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This study engaged fourth and fifth graders in solving a set of proportional tasks with focused discussion and concept development by the teacher. In order to understand the students’ ability to generalize the concept, they were asked to write problems that reflected the underlying concepts in the tasks and lessons. A qualitative analysis of the student generated problems show that the majority of the students were able to generalize the concepts. The analysis allowed for a discussion of problems solving approaches and a rich description of how students applied multiplicative reasoning in composing mathematics problems. These results are couched in a discussion of how the students solved the proportional reasoning tasks.
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Books on the topic "Conceptual writing"

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ʻAmphansuk, Wīra. My conceptual writing about Thailand. [Bangkok]: Girayont Sungkasuwan, 2012.

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name, No. Writing hypertext and learning: Conceptual and empirical approaches. [Oxford] ; Amsterdam: Pergamon, 2001.

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B, Gowin D., ed. The little book: Conceptual elements of research. Lanham: Rowman & Littlefield Education, 2009.

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The writing of art. London: Pushkin Press, 2011.

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Farrar, Sarah, Virginija Januškevičiute, and Emilio Corzo. Index. Edited by Appel Arts Centre. Amsterdam: de Appel Arts Centre, 2010.

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The world on paper: The conceptual and cognitive implications of writing and reading. Cambridge: Cambridge University Press, 1994.

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Dimensions of literacy: A conceptual base for teaching reading and writing in school settings. 3rd ed. Milton Park, Abingdon, Oxon: Routledge, 2008.

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Kosuth, Joseph. Place de l'écriture: Cinq oeuvres par Joseph Kosuth, de "One and three chairs" à "Ex-Libris, J.-F. Champollion (Figeach)" = Place of writing : five works by Joseph Kosuth, from "One and three chairs" to "Ex-Libris, J.-F. Champollion (Figeach)". Arles: Actes sud, 2002.

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The Text Festivals: Language art and material poetry. Plymouth, Devon, United Kingdom: University of Plymouth Press, 2013.

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Sperling, Melanie. The social nature of written text: A research-based review and summary of conceptual issues in the teaching of writing. Urbana, Ill. (1111 W. Kenyon Rd., Urbana 61801-1096): National Council of Teachers of English, 1993.

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Book chapters on the topic "Conceptual writing"

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Yi, Youngjoo. "Conceptual Landscape." In Reconceptualizing the Writing Practices of Multilingual Youth: Towards a Symbiotic Approach to In- and Out-of-School Writing, 21–36. First Edition. | New York : Routledge, 2021. | Series: Routledge research in literacy education: Routledge, 2021. http://dx.doi.org/10.4324/9780367816223-2.

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Lepper, Markus, Baltasar Trancón y. Widemann, and Jacob Wieland. "Minimize Mark-Up! Natural Writing Should Guide the Design of Textual Modeling Frontends." In Conceptual Modeling — ER 2001, 456–70. Berlin, Heidelberg: Springer Berlin Heidelberg, 2001. http://dx.doi.org/10.1007/3-540-45581-7_34.

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Zahedi, Fatemeh Mariam, William V. Van Pelt, and Jaeki Song. "A Conceptual Framework for International Web Design." In Writing and Speaking in the Technology Professions, 493–513. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2015. http://dx.doi.org/10.1002/9781119134633.ch77.

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Veltman, Kim H. "Knowledge Package Construction and Conceptual Navigation using a System for Universal Media Searching (SUMS)." In The New Writing Environment, 207–15. London: Springer London, 1996. http://dx.doi.org/10.1007/978-1-4471-1482-6_16.

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Shrestha, Prithvi N. "Tracking Learners’ Academic Writing and Conceptual Development Through Systemic Functional Linguistics." In Dynamic Assessment of Students’ Academic Writing, 151–95. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55845-1_6.

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Baumbach, Sibylle, and Ulla Ratheiser. "How to Do Things with Surfaces: The Politics and Poetics of Victorian Surfaces." In Palgrave Studies in Nineteenth-Century Writing and Culture, 1–23. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75397-9_1.

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AbstractThe opening chapter introduces and contextualizes the politics and poetics of Victorian surfaces. First, we delineate the increasing interests in both natural and constructed surfaces by taking a closer look at discourses that reflect a growing fascination with surfaces, including (pseudo-)medical treatises on physiognomy. Secondly, we focus on the politics of surface readings by scrutinizing the politics of various visual representations of Queen Victoria and the (self-)fashioning of the body politic at the centre of a growing surface culture. Third, we develop a conceptual framework for the analysis of the poetics of Victorian surfaces by analyzing the attention paid to (or withheld from) surfaces in Victorian literature and culture. By examining the role of surface reading in Victorian texts, we offer an overview of different surface cultures and debates surrounding the challenges attached to surfaces, explore how to do things with surfaces, and thereby outline what can be described as a ‘poetics of surface.’
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Sheppard, Robert. "The Trace of Poetry and the Non-Poetic: Conceptual Writing and Appropriation in Kenneth Goldsmith, Vanessa Place, and John Seed." In The Meaning of Form in Contemporary Innovative Poetry, 135–54. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-34045-6_8.

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Pannewick, Friederike. "The Year 1979 as a Turning Point in Syrian Theatre: From Politicization to Critical Humanism." In Re-Configurations, 277–87. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-31160-5_18.

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Abstract This chapter investigates a crucial turning point in the writing of Syrian dramatist Saadallah Wannous (1941–1997) in the late 1970s. This internationally acclaimed author belonged to a generation of Arab intellectuals and artists whose political and artistic identities were strongly shaped by the question of Palestine. After the Camp David Accords of 1978 and the resulting Egypt-Israel peace treaty, signed in 1979, Wannous attempted suicide and stopped writing plays for more than ten years. This chapter shows how the plays he published after this self-imposed silence moved away from a didactic, political theater and towards psychological studies focusing on individuals as well as minority and gender issues. This chapter asks whether the significant aesthetic and conceptual turn in Wannous’s work from the early 1990s onwards might go beyond the concerns of a specific individual artist. To what extent does it mark a generational shift in regard to the meaning and connotations of political art?
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"What Was Conceptual Writing?" In Postscript, 260–69. University of Toronto Press, 2018. http://dx.doi.org/10.3138/9781442621015-024.

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"Text and conceptual meaning." In Critical Reading and Writing, 61–96. Routledge, 2013. http://dx.doi.org/10.4324/9781315008585-11.

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Conference papers on the topic "Conceptual writing"

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Lamas, David, Vladimir Tomberg, and Mart Laanpere. "A conceptual model for collaborative scientific writing." In CSCW '12: Computer Supported Cooperative Work. New York, NY, USA: ACM, 2012. http://dx.doi.org/10.1145/2141512.2141565.

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Venters, Chris, Lisa McNair, and Marie Parerti. "Writing and conceptual knowledge in statics: Does learning approach matter?" In 2014 IEEE Frontiers in Education Conference (FIE). IEEE, 2014. http://dx.doi.org/10.1109/fie.2014.7044302.

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Cummings, Karen, and Michael Murphy. "The Effectiveness of Incorporating Conceptual Writing Assignments into Physics Instruction." In 2006 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2007. http://dx.doi.org/10.1063/1.2508691.

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Shahrina Bt Md Nordin, Suziah Sulaiman, Dayang Rohaya Bt Awang Rambli, Wan Fatimah Bt Wan Ahmad, and Ahmad Kamil Mahmood. "A conceptual framework for teaching technical writing using 3D virtual reality technology." In 2008 International Symposium on Information Technology. IEEE, 2008. http://dx.doi.org/10.1109/itsim.2008.4631733.

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Vevere, Velga. "FEMINIST AUTOTHANATOGRAPHIES: ALICE JAMES AND SIMONE DE BEAUVOIR." In NORDSCI International Conference Proceedings. Saima Consult Ltd, 2019. http://dx.doi.org/10.32008/nordsci2019/b1/v2/34.

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Feminist autobiography is a genre with long-standing literary and philosophical tradition, still some aspects, like, autobiography as “death writing” have come to scholarly attention as of relatively recent. The conceptual framework hinged on the concepts of “tanatography” (defined as an account of a person’s death) and “autotanatography” (defined as an account of one’s own death) makes it possible to take a fresh look into feminist writings from 19th and 20th centuries (Alice James and Simone de Beauvoir). Among the questions for the critical reflection we can mention the following ones: issues of memory and forgetting, of death of the significant other, of aging, of suicide, of literary death (ending the writing career path). Autothanatography is self-death-writing, instead of self-life-writing, even if death is an experience that cannot be had for oneself. The current article takes a look into the auto-death-writing of two women writers: Alice James (1848-1892) – a sister of William and Henry James and Simone de Beauvoir (1908-1986). Although both women’s lives are set almost a century apart and none of them define herself as a feminist writer, their memoirs are written from the vantage point of imminent death. In the first case (James’s) we can speak of her posthumously published diaries, especially their second part written after she was diagnosed with breast cancer. Whereas in the latter (Beauvoir’s) case the autothanatological vibe is felt throughout the whole series of her memoirs (“Memoirs of a dutiful daughter”, “The prime of life”, “Force of circumstance”, “A very easy death”), but especially in the oeuvre “All is said and done” – the writing in anticipation of one’s death. The aspect that is common to both writers is that their memoirs exhibit the strategy of recollection, of re-reading their life events anew in the wake of the end (physical and/or authorial).
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Price, Edward, Fred Goldberg, Scott Patterson, and Paul Heft. "Supporting scientific writing and evaluation in a conceptual physics course with calibrated peer review." In 2012 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2013. http://dx.doi.org/10.1063/1.4789716.

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McNair, Lisa, and Chris Venters. "Work in progress: Using writing-to-learn methods to improve conceptual knowledge in engineering statics." In 2012 IEEE Frontiers in Education Conference (FIE). IEEE, 2012. http://dx.doi.org/10.1109/fie.2012.6462525.

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Md Sawari, Siti Salwa, Zaleha Mohamad, Nor’ain Othman, and Amirul Eimer Ramdzan Ali. "A CONCEPTUAL PAPER OF SPIRITUAL TOURISM MODEL (ISToM)." In GLOBAL TOURISM CONFERENCE 2021. PENERBIT UMT, 2021. http://dx.doi.org/10.46754/gtc.2021.11.057.

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Spiritual tourism also known as one type of special interest tourism activity based on the expectations related with spirituality is now continuously developing and is being demanded by tourists. This demand is in line with the improvement of tourist information technology. Spiritual tourism will continuously develop due to the changes in the needs of the market. Initially, spiritual activities are directly connected with religion, and they have now shifted to the idea to something that is related with spiritual activities which include, creating comfort, pleasure and quality experience. Despite of the rapid development, it can be seen in the academic writing research, in which, there are still several researchers who argued religious and spiritual tourism as the same type of tourism. The phenomenon of religious spiritual tourism is more complex in the modern era and has been recognised as a separate tourism. Internationalising religious spiritual tourism in the context of people, places, and events has become a challenge. Religious spiritual tourism requires a new mode as a form of quality tourism development so that it will organise sociocultural life with varieties of unique customs and become a tool to increase regional income, creating job opportunities and indirectly improve Malaysians’ quality of life. Thus, there is an urge to integrate the religious aspect into spiritual tourism. Hence, this research aims to develop an Islamic Spiritual Tourism Model (ISToM) based on Maqasid As Shariah. It is hoped that the findings will contribute to the existing knowledge about values and provide implications for developing spiritual tourism sustainably.
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"Enhancing the performance of walls built with laterite-cement bricks: a conceptual design and specifications writing approach." In WABER 2019 Conference. WABER Conference, 2019. http://dx.doi.org/10.33796/waberconference2019.35.

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Kautz, Christian H., and Gerhard Schmitz. "Probing Student Understanding of Basic Concepts and Principles in Introductory Engineering Thermodynamics." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-41863.

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We report on an ongoing research study on student understanding of thermodynamic concepts and principles in the context of an introductory engineering thermodynamics course at Hamburg University of Technology (TUHH). Through analysis of student responses to mostly qualitative questions, we have identified prevalent and persistent difficulties. In this paper, we describe the research methods, present some preliminary results, and discuss the implications of our work for instruction and the development of curricular materials. We also illustrate the use of interactive lecture questions as an instructional tool. In recent decades, research on student understanding in science and engineering has revealed that traditional quantitative problems often are not a suitable tool for the assessment of conceptual understanding. On the basis of results from prior investigations in the context of thermal physics we have therefore begun to administer “conceptual” questions to students of engineering thermodynamics. These questions are delivered through ungraded quizzes, course examinations, and as interactive lecture questions (ILQs or “clicker questions”) via a classroom communication system. While only the two written formats require students to explain the reasoning supporting their answers, we have found that there is good agreement between the results obtained through different methods. Our work so far has concentrated on probing student understanding of (1) work and the application of the first law to closed systems and flow processes, (2) the distinction between state and process quantities, in particular student understanding of entropy as a state function, and (3) the application of the second law, especially to refrigeration cycles. Conceptual difficulties that we have observed include, for example, the students’ tendency to associate an increase in entropy of the system with any irreversible process even if the state function property of the entropy leads to a different result. Similar difficulties have been documented in the context of introductory and upper-level physics courses. While ILQs serve as a research instrument, we also recognize their potential as an effective instructional tool. Data from post-tests suggest that the use of such questions can enhance student learning in traditional lectures. In addition, we discuss how results from this study contributed to the writing of a textbook on engineering thermodynamics.
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Reports on the topic "Conceptual writing"

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Zansler, Shelley. Conceptual Writing on Digital Narrative Project. Portland State University Library, January 2015. http://dx.doi.org/10.15760/honors.121.

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Chornodon, Myroslava. FEAUTURES OF GENDER IN MODERN MASS MEDIA. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11064.

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Abstract:
The article clarifies of gender identity stereotypes in modern media. The main gender stereotypes covered in modern mass media are analyzed and refuted. The model of gender relations in the media is reflected mainly in the stereotypical images of men and woman. The features of the use of gender concepts in modern periodicals for women and men were determined. The most frequently used derivatives of these macroconcepts were identified and analyzed in detail. It has been found that publications for women and men are full of various gender concepts that are used in different contexts. Ingeneral, theanalysisofthe concept-maximums and concept-minimum gender and their characteristics is carried out in the context of gender stereotypes that have been forme dand function in the society, system atizing the a ctual presentations. The study of the gender concept is relevant because it reveals new trends and features of modern gender images. Taking into account the special features of gender-labeled periodicals in general and the practical absence of comprehensive scientific studies of the gender concept in particular, there is a need to supplement Ukrainian science with this topic. Gender psychology, which is served by methods of various sciences, primarily sociological, pedagogical, linguistic, psychological, socio-psychological. Let us pay attention to linguistic and psycholinguistic methods in gender studies. Linguistic methods complement intelligence research tasks, associated with speech, word and text. Psycholinguistic methods used in gender psychology (semantic differential, semantic integral, semantic analysis of words and texts), aimed at studying speech messages, specific mechanisms of origin and perception, functions of speech activity in society, studying the relationship between speech messages and gender properties participants in the communication, to analyze the linguistic development in connection with the general development of the individual. Nowhere in gender practice there is the whole arsenal of psychological methods that allow you to explore psychological peculiarities of a person like observation, experiments, questionnaires, interviews, testing, modeling, etc. The methods of psychological self-diagnostics include: the gender aspect of the own socio-psychological portrait, a gender biography as a variant of the biographical method, aimed at the reconstruction of individual social experience. In the process of writing a gender autobiography, a person can understand the characteristics of his gender identity, as well as ways and means of their formation. Socio-psychological methods of studying gender include the study of socially constructed women’s and men’s roles, relationships and identities, sexual characteristics, psychological characteristics, etc. The use of gender indicators and gender approaches as a means of socio-psychological and sociological analysis broadens the subject boundaries of these disciplines and makes them the subject of study within these disciplines. And also, in the article a combination of concrete-historical, structural-typological, system-functional methods is implemented. Descriptive and comparative methods, method of typology, modeling are used. Also used is a method of content analysis for the study of gender content of modern gender-stamped journals. It was he who allowed quantitatively to identify and explore the features of the gender concept in the pages of periodicals for women and men. A combination of historical, structural-typological, system-functional methods is also implemented in the article. Descriptive and comparative methods, method of typology, modeling are used. A method of content analysis for the study of gender content of modern gender-labeled journals is also used. It allowed to identify and explore the features of the gender concept quantitatively in the periodicals for women and men. The conceptual perception and interpretation of the gender concept «woman», which is highlighted in the modern gender-labeled press in Ukraine, requires the elaboration of the polyfunctionality of gender interpretations, the comprehension of the metaphorical perception of this image and its role and purpose in society. A gendered approach to researching the gender content of contemporary periodicals for women and men. Conceptual analysis of contemporary gender-stamped publications within the gender conceptual sphere allows to identify and correlate the meta-gender and gender concepts that appear in society.
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