Journal articles on the topic 'Nonacademic Writing'
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Phillips, Jerry. "Nonacademic Writing Process." Adult Learning 5, no. 3 (January 1994): 19–20. http://dx.doi.org/10.1177/104515959400500309.
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Savage, Gerald J. "Doing Unto Others through Technical Communication Internship Programs." Journal of Technical Writing and Communication 27, no. 4 (October 1997): 401–15. http://dx.doi.org/10.2190/mmqf-15ye-2ydy-6ap8.
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While technical writing continues to struggle for recognition as a legitimate academic discipline, English programs are increasingly perceived not only by nonacademics, but by academics in other fields as having little relevance in nonacademic professions. Internships are routine components of technical communication programs, but they can offer excellent professional opportunities to English majors who do not plan academic careers. A technical communication internship program expanded to encompass the nonacademic needs and interests of English majors has benefits for the English department, for English majors, and for the technical communication profession. First, it can enhance enrollments and retention in the English program. Second, it can build the credibility of the English curriculum in the nonacademic professional community. Finally, it can enhance the credibility of technical communication within the English department. It is to our advantage to do whatever we can to support our English department colleagues rather than to undermine their often precarious status in the academy and in society.
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Odell, Lee, Dixie Goswami, and Rick A. Eden. "Book reviews: Writing in nonacademic settings." IEEE Transactions on Professional Communication PC-30, no. 2 (1987): 112–13. http://dx.doi.org/10.1109/tpc.1987.6449052.
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Grant-Davie, Keith. "Teaching Technical Writing with Only Academic Experience." Journal of Technical Writing and Communication 26, no. 3 (July 1996): 291–305. http://dx.doi.org/10.2190/aa5p-ca40-gv64-qpht.
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Can technical writing still be taught credibly by teachers with only academic experience? This article draws a distinction between courses designed for students expecting to be full-time technical communicators and general-purpose service courses designed for students in a variety of fields. The article then argues that teachers of service courses can teach credibly without having worked as writers in nonacademic workplaces if they fulfill these conditions: they should have a critical command of research into nonacademic writing, rhetorical theory, and reading theory; they should define technical writing broadly enough to see themselves as technical writers; they should seek and take advantage of everyday opportunities to practice technical writing and reading; and they should carefully consider the sense in which their courses reflect reality.
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Boice, Robert. "Nonacademic Writing: Social Theory and Technology (Book Review)." College & Research Libraries 57, no. 5 (September 1, 1996): 482–84. http://dx.doi.org/10.5860/crl_57_05_482.
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Charney, D. "Nonacademic Writing: Social Theory and Technology [Book Review]." IEEE Transactions on Professional Communication 39, no. 4 (December 1996): 239. http://dx.doi.org/10.1109/tpc.1996.544580.
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Moses, Joseph. "Agile Writing." International Journal of Sociotechnology and Knowledge Development 7, no. 2 (April 2015): 1–13. http://dx.doi.org/10.4018/ijskd.2015040101.
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Scrum methodologies that support cross-functional writing teams to develop polished increments of writing instead of lengthy drafts of documents stand to improve productivity and learning within organizations. Scrum methodologies may be deployed in higher education as well as in nonacademic settings to achieve purposeful knowledge transfer across disciplines and across academic/industry borders. Key to scrum is an emphasis on productivity within fixed time frames, with productivity facilitated by learning that emerges in cross-functional teams. Higher education is similarly a domain in which productivity in fixed time frames takes the measure of student learning. Across the disciplines, scrum methodologies show promise for improving the quality of collaborative problem-solving in writing projects in college and at work.
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Rose, Mike. "Writing Our Way into the Public Sphere." Teachers College Record: The Voice of Scholarship in Education 120, no. 10 (October 2018): 1–18. http://dx.doi.org/10.1177/016146811812001008.
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Background/Context The article is a reflection of the importance of bringing educational research into the public sphere, with particular emphasis on writing for broader, nonacademic audiences. Purpose The purpose of the article is to argue for making educational research more accessible to a broader public and to present suggestions for graduate-level writing instruction to do so. Research Design This article is an analytic essay. Conclusions/Recommendations I conclude with some thoughts about the ways “public scholarship” benefits both public awareness and research itself and also offer several suggestions as to how the profession can encourage public scholarship.
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Sommer, Vítězslav. "The Economics of Everyday Life in “New” Socialism." History of Political Economy 51, S1 (December 1, 2019): 52–72. http://dx.doi.org/10.1215/00182702-7903228.
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The article explores the effort by economists and economic journalists in Czechoslovakia in the 1960s to translate economic knowledge to the political language of reform communism. Czechoslovak economists aimed to cultivate public understanding of economic issues and to disseminate economic knowledge among the nonacademic public, not only through politically engaged writing in the journal Ekonomická revue, but also through research on management to change managers’ behavior, habits, and competencies. In this important communication with nonacademic recipients, experts translated their economic knowledge to the specific managerial language of advice and personal self-development. A significant part of management studies literature was concerned with capitalist economies, especially capitalist managerial praxis. It thus contributed to the social academic and journalistic genre of the 1960s that focused on exploring capitalism and the West.
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Imbrenda, Jon-Philip. "“No Facts Equals Unconvincing”: Fact and Opinion as Conceptual Tools in High School Students’ Written Arguments." Written Communication 35, no. 3 (April 13, 2018): 315–43. http://dx.doi.org/10.1177/0741088318768560.
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In this study, I present a qualitative analysis of 11 writing portfolios drawn from a yearlong instructional program designed to apprentice students into the practices of argumentative writing typical of early-college coursework in the United States. The students’ formal and informal writings were parsed into utterances and coded along two developmental dimensions: reciprocity, or the extent to which each utterance answered to the immediate context in which it was generated; and indexicality, or the extent to which each utterance evidenced modes of reasoning that reflect the conventions of academic argumentation. My analysis found that although students’ writing evidenced a high degree of reciprocity, they frequently employed nonacademic modes of reasoning. Focusing on a subset of utterances, I show how their tacit orientations toward the concepts of fact and opinion limited the extent to which their reasoning satisfied the evidentiary expectations of formal academic discourse. This discovery suggests that students’ development as writers of academic arguments is closely linked to their formal instruction in argumentative writing as well as to their tacit understandings of concepts fundamental to argumentation. Moreover, these findings highlight important distinctions between formal and informal reasoning and how those distinctions may be implicated in both curriculum and instruction.
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Brown, Vincent J. "Persuasiveness and Audience Focus in a Nonacademic R&D Setting." Journal of Technical Writing and Communication 26, no. 1 (January 1996): 37–55. http://dx.doi.org/10.2190/r60h-a8by-m8uq-h08l.
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Participants in a qualitative case study of nonacademic R&D authors were uncomfortable with the idea of persuasion in their writing. The participants thought their reports were more informative than persuasive. Three definitions for “persuasion” emerged: discourse intended to push a reader toward an action; discourse written in a clear, compelling style; and shady, manipulative discourse. When asked whether they owed a greater debt to their audience or to their subject matter, most participants chose subject matter. However, some participants argued that my question posed a false dichotomy, in that serving subject matter was the best way to serve audience.
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Slavin, Robert E. "Reading Effects of IBM’s “Writing to Read” Program: A Review of Evaluations." Educational Evaluation and Policy Analysis 13, no. 1 (March 1991): 1–11. http://dx.doi.org/10.3102/01623737013001001.
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This article reviews evaluations of IBM’s Writing to Read program in kindergartens and first grades. In Writing to Read (WTR), students rotate through five learning stations to learn and practice phonics, to write stories, and to listen to recorded books. Two of these stations involve computers. Twenty-one studies of Writing to Read in kindergartens found a median effect size of 0.23, but in many cases this effect may be due to comparisons of WTR with nonacademic programs. Across 13 first-grade studies, the median effect size was .00. Two-year (K-l) implementations and one-year follow-up studies found no consistent achievement effects. The commercial success of WTR is discussed in light of these disappointing findings and of the existence of more effective and far less expensive alternatives
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Riggle, Keith B. "Using the Active and Passive Voice Appropriately in On-the-Job Writing." Journal of Technical Writing and Communication 28, no. 1 (January 1998): 85–117. http://dx.doi.org/10.2190/4g7u-pmyr-8m2t-ra3c.
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Many current technical writing handbooks still advise writers to avoid the passive voice except in certain limited situations, primarily when the agent is unknown, understood, unimportant, or better left unnamed. However, a growing body of research indicates that the passive voice has a broader array of rhetorical functions. To identify some of the functions of the passive, as well as the active, voice, the frequencies of active and passive verbs were determined in 185 documents written by twenty-eight civilian and military members of the U.S. Air Force. The frequencies were similar to those in similar types of documents written by nonacademic writers in previous studies. In addition, writers were queried about their reasons for choosing active or passive verbs. While the results of the study confirmed the importance of agency in the choice of active or passive, they also revealed numerous other factors that were significant in writers' choices. The most significant reasons for choosing one type of verb over another were the voice of the verb, organizational requirements, audience awareness, efficiency, genre, euphony, personal preference, agency, emphasis, and topic-comment flow. These results suggest that technical writing instruction and handbooks should promote general principles for the use of both active and passive verbs rather than advising against the use of passive verbs.
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Rinker, Cortney, and Sheena Nahm. "Stress, Survival, and Success in Academia 2.0: Lessons from Working Inside and Outside of the Academy." Practicing Anthropology 35, no. 1 (December 31, 2012): 40–43. http://dx.doi.org/10.17730/praa.35.1.m03u118587530v6j.
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As graduate students writing our dissertations between 2009 and 2010 at the University of California Irvine, we began to feel the first ripples of a shrinking job market for tenuretrack academic positions in anthropology. There were questions, in hushed whispers as well as anxious and frantic outbursts, about how long the recession would last, whether we should "wait and see" before graduating, or apply now and just cast a wider net in terms of schools and searches. The 2009 Anthropology Faculty Job Market Report opens up with, "AAA has been increasingly concerned with the academic job market. Anecdotal evidence suggests that faculty lines are being lost and searches cancelled" (Terry-Sharp 2009). Given uncertainty, we both chose the latter option and had the good fortune to find employment in academic institutions— Cortney Hughes Rinker at the Arlington Innovation Center for Health Research (Virginia Tech) and Sheena Nahm at the Norman Lear Center (University of California Annenberg School for Communication and Journalism). Interestingly enough, neither of us entered these institutions through the traditional route of the tenure-track position. Although our jobs were quite unique and different from each other, they both were in research centers focused on contracts and grants and were not solely situated in the realm of cultural anthropology, the field in which we are trained. Since then, we both went on to publish, teach, work in applied fields, and often engage with academic and nonacademic interlocutors.
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Raihan, Raihan. "Penerapan Reward dan Punishment dalam Peningkatan Prestasi Belajar Pendidikan Agama Islam Terhadap Siswa SMA di Kabupaten Pidie." DAYAH: Journal of Islamic Education 2, no. 1 (January 24, 2019): 115. http://dx.doi.org/10.22373/jie.v2i1.4180.
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The implementation of rewards and punishments within the Islamic religious education learning in SMA (public senior high school) in Pidie District has not been well conducted, leading to the learning achievement of the Islamic religious education has not yet shown optimum results. Therefore, this study examined the implementation of the reward and punishment system as an effort to improve the students’ achievement in SMA in Pidie District. The study focused on the forms of rewards and punishments, and their application and relation with the improvement of the students’ learning achievement in Islamic religious education. This study used a descriptive qualitative approach, taking place in SMA Negeri 2 Sigli, SMA Negeri 1 Keumala, and SMA Negeri 1 Kembang Tanjong. Data collection techniques included observation, interview, and documentation. Data analysis techniques were data reduction, data display, and data verification. The results of the study showed that the forms of rewards provided included giving awards to the students who excelled in both academic and nonacademic domains. The rewards were also given in the forms of praises, gifts, body movements (giving thumbs up), applause, daily scores, smiles, writing names on the blackboard, and mentioning names. On the other hand, the punishments included giving advice and guidance, showing sour faces, giving loud reprimands, cleaning the schoolrooms and classrooms, providing additional duties, and memorizing surah or short verses of the Quran or hadiths. The application of rewards and punishments has become the guideline for the teachers to monitor and control the students, to create an orderly school life so that the atmosphere is conducive to teaching and learning activities, to appreciate the students who are active or successful academically and non-academically, to foster the student awareness on how to be good and quality students, and to encourage the students to gain more achievements. The rewards and punishments have been carried out regularly and programmed in teaching and learning activities as well as in extracurricular activities. The rewards and punishments were applied by involving all parties such as the teachers, the students affairs/guidance and counseling department, and the homeroom teachers. The provision of rewards and punishments have made the students more motivated in following the learning process. Furthermore, the students’ learning achievement on Islamic religious education indicated that the students have paid more attention to the lesson, believed in the ability in doing the laerning tasks, become more satisfied in the learning process, and been able to determine what actions that should be done.
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Janssen, Sharon L., Nynke Venema-Taat, and Stephanie Medlock. "Anticipated Benefits and Concerns of Sharing Hospital Outpatient Visit Notes With Patients (Open Notes) in Dutch Hospitals: Mixed Methods Study." Journal of Medical Internet Research 23, no. 8 (August 11, 2021): e27764. http://dx.doi.org/10.2196/27764.
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Background The past few years have seen an increase in interest in sharing visit notes with patients. Sharing visit notes with patients is also known as “open notes.” Shared notes are seen as beneficial for patient empowerment and communication, but concerns have also been raised about potential negative effects. Understanding barriers is essential to successful organizational change, but most published studies on the topic come from countries where shared notes are incentivized or legally required. Objective We aim to gather opinions about sharing outpatient clinic visit notes from patients and hospital physicians in the Netherlands, where there is currently no policy or incentive plan for shared visit notes. Methods This multimethodological study was conducted in an academic and a nonacademic hospital in the Netherlands. We conducted a survey of patients and doctors in March-April 2019. In addition to the survey, we conducted think-aloud interviews to gather more insight into the reasons behind participants’ answers. We surveyed 350 physicians and 99 patients, and think-aloud interviews were conducted with an additional 13 physicians and 6 patients. Results Most patients (81/98, 77%) were interested in viewing their visit notes, whereas most physicians (262/345, 75.9%) were opposed to allowing patients to view their visit notes. Most patients (54/90, 60%) expected the notes to be written in layman’s terms, but most physicians (193/321, 60.1%) did not want to change their writing style to make it more understandable for patients. Doctors raised concerns that reading the note would make patients feel confused and anxious, that the patient would not understand the note, and that shared notes would result in more documentation time or losing a way to communicate with colleagues. Interviews also revealed concerns about documenting sensitive topics such as suspected abuse and unlikely but worrisome differential diagnoses. Physicians also raised concerns that documenting worrisome thoughts elsewhere in the record would result in fragmentation of the patient record. Patients were uncertain if they would understand the notes (46/90, 51%) and, in interviews, raised questions about security and privacy. Physicians did anticipate some benefits, such as the patients remembering the visit better, shared decision-making, and keeping patients informed, but 24% (84/350) indicated that they saw no benefit. Patients anticipated that they would remember the visit better, feel more in control, and better understand their health. Conclusions Dutch patients are interested in shared visit notes, but physicians have many concerns that should be addressed if shared notes are pursued. Physicians’ concerns should be addressed before shared notes are implemented. In hospitals where shared notes are implemented, the effects should be monitored (objectively, if possible) to determine whether the concerns raised by our participants have actualized into problems and whether the anticipated benefits are being realized.
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Tully, R. E. "Russell's Other Alter Ego." Dialogue 27, no. 4 (1988): 701–9. http://dx.doi.org/10.1017/s001221730002031x.
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This is the first volume in the Collected Papers which deals exclusively with Russell's non-technical writings and, chronologically, it is the immediate successor of volume 1. Volumes 2 through 7 cover roughly the same span of years as volume 12 (1902–1914) but are devoted to his technical writings on mathematics, logic and philosophy. Of this group, however, only volume 7 has so far been published. The contents of volume 12 are intended to show two contrasting sides of Russell's highly complex character: the contemplative (but nonacademic) side and the active. The latter is much easier to delineate and much more widely known. During 1904, Russell rose to defend traditional Liberal principles of free trade and to assail the British government's protectionist proposals for tariff reform. His various articles, book reviews, critiques and letters to editors are gathered here. Three years later, he campaigned for election to Parliament from Wimbledon as the Women's Suffrage candidate against a staunch anti-suffragist. The outcome was never in doubt, not even to Russell, since Wimbledon was a safe seat for the Conservatives, and in the end Russell lost by a margin greater than 3-to-l, but his fight had been vigorous and had managed to gain national attention.
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NEEM, JOHANN N. "FROM POLITY TO EXCHANGE: THE FATE OF DEMOCRACY IN THE CHANGING FIELDS OF EARLY AMERICAN HISTORIOGRAPHY." Modern Intellectual History 17, no. 3 (November 20, 2018): 867–88. http://dx.doi.org/10.1017/s1479244318000495.
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Gordon Wood stoked a strong response from his fellow early American historians in 2015 when, in the pages of theWeekly Standard, he accused the Omohundro Institute of Early American History, publishers of the prestigiousWilliam and Mary Quarterly, of abandoning interest in the development of the United States. “A new generation of historians is no longer interested in how the United States came to be,” Wood argued. “That kind of narrative history of the nation, they say, is not only inherently triumphalist but has a teleological bias built into it.” Wood blamed the shift away from the nation on historians’ interest in such issues as race and gender: “The inequalities of race and gender now permeate much of academic history-writing, so much so that the general reading public that wants to learn about the whole of our nation's past has had to turn to the history books written by nonacademics who have no PhDs and are not involved in the incestuous conversations of the academic scholars.” Of theWilliam and Mary Quarterly, Wood concluded, “without some kind of historical GPS, it is in danger of losing its way.”
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Ringer, Fritz K. "Differences and Cross-National Similarities among Mandarins." Comparative Studies in Society and History 28, no. 1 (January 1986): 145–64. http://dx.doi.org/10.1017/s0010417500011890.
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In response to the preceding article, Professor Sven-Eric Liedman's very interesting critique of my The Decline of the German Mandarins, let me begin by describing how I selected and approached my sources for that work. I first studied printed collections of speeches given at various German universities during the Weimar period, which I happened to encounter in the library. I next made a list of all nonscientists above the rank of instructor who taught for three or more years in faculties of arts and sciences at the universities of Berlin, Munich, Freiburg, and Heidelberg between 1918 and 1933. I read everything written by these men during those years that was relatively unspecialized or methodological in character. Finally, I extended my reading of university speeches and of my authors' works backward in time to 1890, while also adding major handbooks and anthologies in several disciplines, along with writings by academics—and a few nonacademics—who were not members of my original sample, but who were prominently mentioned in the material I had already read.
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Hiney, Aoife. "Using a shared research practices paradigm with adult choral singers for the teaching and learning of musical literacy skills." International Journal of Music Education, September 28, 2022, 025576142211265. http://dx.doi.org/10.1177/02557614221126521.
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This paper discusses the development of music lessons for adults in a non-professional choir. Based on the Kodály Concept, the lessons took place from April 2019 until March 2020. The singers and conductor engaged in shared research practices, tracking teaching and learning experiences through journaling and sharing our writings. Through this sharing, we have discussed the activities that are most enjoyable, difficulties we have encountered, and ways to overcome these difficulties. The data has important implications for my own practice as a music teacher and conductor, in addition to resonating with topics such as critical geragogy and life-long learning in non-academic contexts. Furthermore, shared research practices give adult learners an opportunity to actively engage in teaching and learning processes, with implications for future projects that include adult music education in nonacademic contexts.
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Garcia, Clarice Carvalho. "Fashion forecasting: an overview from material culture to industry." Journal of Fashion Marketing and Management: An International Journal ahead-of-print, ahead-of-print (July 27, 2021). http://dx.doi.org/10.1108/jfmm-11-2020-0241.
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PurposeAlthough writings in the fashion forecasting field often mention the connections between industry and culture, it still requires further clarifications in a context of uncertainty, fast pace changes and a high volume of information. This paper aims to explore fashion as a material culture to discuss forecasting roles in different stages of dialogue between culture and industry.Design/methodology/approachThis paper explores the cultural aspects of fashion to discuss multiple roles of forecasting and its implications in the fashion system from a multidimensional perspective that interlaces culture and industry in contemporary contexts through a literature review in fashion forecasting and material culture. Recent nonacademic articles were also reviewed in order to highlight fresh perspectives in the field.FindingsThe literature review demonstrates that there are two main lines of reasoning in trend forecasting. First, trend forecasting as a cultural and predictive practice focused on understanding emerging shifts in the culture and translating them to the industry. The second approach considers trend forecasting as a strategic and curatorial practice that not merely predicts consumer's behaviors and preferences but intentionally acts as a filter of all the available possibilities curating and narrowing them down to organize the market around assertive information reducing financial losses risk. This article proposes an integration between the two perspectives – from culture to industry – in a contemporary context where consumers' tastes and preferences have become increasingly diverse, and early diffusion theories can no longer explain fashion spread.Research limitations/implicationsFurther investigations of contemporary and potential future trend forecasting roles and aspects could benefit from in-depth interviews and focus groups with industry experts, consumers and academics.Practical implicationsThe paper intends to approximate theoretical reflections of fashion as a material culture to the current industry context.Originality/valueIt contributes to the studies of fashion forecasting, providing an overview of its development, roles and objectives, both from the industrial and material culture perspectives, which culminates in a framework that summarizes its intricate mechanisms.