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This review of research in college composition divides the field into research focused on the student writer, the teacher of college composition, and the contexts of writing. The period under review is characterized by the "social turn," an effort to situate the writer within social, political, and other contexts in which teaching and writing take place. The author finds that, early in the 21st century, the field of college composition lacks the sort of monolith—such as the "current rhetorical" tradition that has now been largely abandoned—that galvanized teachers and researchers of college composition in the past. As a consequence, the field presently lacks a clear focus or direction.
This review covers what is known in the U.S. as "secondary school," generally encompassing grades 7-12. The author frames the review by looking at the broader assessment context, particularly state-wide writing tests that often trivialize writing by requiring writing within severe time restraints on topics that may be of little interest to students and that may benefit students with from privileged social backgrounds. Further, these assessments reduce writing to limited forms such as the five-paragraph theme, even when the genre called for (e.g., narrative) may not be amenable to such forms. The review finds that assessment mandates in turn affect classroom writing instruction in what the author characterizes as negative ways, emphasizing the mastery of a generic form over the generation of ideas. The review concludes that, in spite all of the attention given to writing instruction, writing is not necessarily improving, in large part because of mandates for how writing is assessed.
The focus of this article is the research literature in written composition from early childhood through the elementary years, typically the end of sixth grade. Some research prior to 1984 is discussed, particularly in topics that were not included in Hillocks (1986), such as emergent writing. The definition of "composition" has expanded over the last decade; thus, while focusing primarily on writing, this article pays attention to other modalities (e.g., relations between drawing and writing) and includes not only writing but also other mediating tools (e.g., drawing, talking, computers) that are used in or for composition.
In 1963 the National Council of Teachers of English (NCTE) published Braddock, Lloyd-Jones, and Schoer's Research in Written Composition, a review of writing research covering the first writing studies in the early part of the century through 1962. In 1986 the National Conference on Research in English (NCRE) and the Educational Resources Information Center (ERIC) copublished George Hillocks's Research on Written Composition: New Directions for Teaching, a volume that reviewed writing research from 1963-1983. The articles included in this special theme issue of L1-Educational Studies of Language and Literature on Writing in School Contexts report the findings of Marilyn Chapman, George Hillocks, and Russel Durst on composition in school settings covering 1984-2003 (for an expanded review of composition studies during this period, see the contributions to Smagorinsky, 2006).
Storytelling and read-alouds have long been integral components of the preschool and kindergarten programs. Indeed, these practices are supposed 1) to demonstrate to children the value of literature and reading through enjoyable experiences; 2) to prepare children to learn to read through the development of linguistic and cognitive skills. These practices, however, have recently been the subject of controversies highlighting their limits. It has been argued, for instance, that storytime is not a « magical silver bullet »: simply immersing children in good literature will not turn them into readers. On the other hand, the use of literature as a teaching tool is often confined to the simplest aspects of narrative comprehension and seldom gives its due to its symbolic and aesthetic dimensions. It will be shown how these limits can be overcome within a literature-based framework where high-quality, demanding literary works provide the basis for an interactive storyreading program including different kinds of activities.
Reading at home in France: A psycho-sociological look at youth literature, youth and their families
(2006)
The reading and the readings of young people are at the crossroads of social and cultural mediations in which the school institution and the family share the first role. During decades, work on the reading of the young people distinguished the readings for leisure and the readings for school. Since about fifteen years, this cleavage does not correspond any more to reality. Well before the learning of the reading, the desire of reading takes its source in the exercise of the mother tongue and in the family uses of print. Reading skills come to reinforce it. The acquisition of a reading practice and the construction of a reader behaviour take place at home according to the choices of youth literature generally presented by the primary school and the beginning of secondary school. With the age of the secondary school, the reader builds two different universes of reading. One is composed of texts prescribed by the teachers and the other of readings called "for oneself". Whatever the age and skills, the dynamics of the activity of reading remains fragile. It rests on emotional investments.
Firstly, literacy practices are situated among the other cultural practices of teenagers, on a basis of research data in sociological, psychological and didactical fields. This enables an illustration of specific features of the relations this group have with literacy. Then research results are related concerning reading practices in general and reading literature in particular. Who proposes reading to which teenagers? Which texts are proposed? Through what medium? What kind of reading strategy is implemented? Moreover, who reads? What sort of literature? With what benefits? Finally, writing is treated. In this area little research data is available, therefore an attempt is made to summarise what is known about young peoples writing practices, using the few available surveys. It should be noted that a researcher who is interested in the literacy practices of today's young people has to take into account the fact that the internet and computers are new tools which aid and encourage reading and writing, and that they create new conditions of literacy practice.
The present report is an overview of six studies that share a common theme: What is the contribution of shared reading to child outcomes. The first three studies are experimental in nature and show that the number of times as well as the manner in which the adult reads to the child will affect children's acquisition of comprehension and spoken vocabulary. The fourth study is an intervention with children who have poor vocabulary skills. The findings revealed that care givers can enhance children's spoken vocabulary by reading books to them in an interactive manner, but that simply reading in their customary fashion may not promote vocabulary acquisition. Finally, the last two studies are correlational in nature. They provide converging evidence that shared reading predicts children's vocabulary, and that, children's vocabulary is a robust predictor of reading comprehension. These latter studies also show the limits of shared reading because parent reports of shared reading did not predict children's early literacy skills or word reading at the end of grade 1.
What characterises children's publishing in France at this time of a uniform worldwide culture imposed in a positive fashion by the 1989 Declaration of Children's Rights and, more dubiously, by globalization and electronic reproduction? Can we speak of the influence on it of a new multinational republic of children through the increasing number of translations from other countries or does French children's literature rest only on a few successful classics such as Jean de Brunhoff's Babar or Charles Perrault's tales, among which Little Red Riding Hood is a world's bestseller? The purpose of this paper is to point out the contemporary literary trends evincing a new awareness of our writers, artist creators and publishing houses expressing the sensibility of our reading public.
Collaboration between the International Association for the Improvement of Mother Tongue Education (IAIMTE) and the Education Department of the University of Toulouse II has existed for several years now. Such collaboration has resulted in a desire for face to face contact: the IAIMTE was intent on increasing its French audience,while the French team was able to grasp the opportunity to exchange their French-speaking studies in a broad international context. Thus, the IAIMTE requested the team from Toulouse organise the fifth conference in France (Albi) in 2005. For this conference, we invited specialists from French-speaking countries to present their research and reflections on the role of literature both inside and outside school. This issue presents the corresponding papers.
Francesco Petrarca (1304-1374), am bekanntesten für den Canzoniere, einen Zyklus von 366 Gedichten, überwiegend Sonetten, an die vielleicht nur imaginierte Laura, begann um 1350 mit der Konzeption eines zweiten Zyklus in italienischer Sprache, der Triumphi, in italienischer "Volkssprache" Trionfi, deutsch Triumphe - sechs thematisch aufeinander bezogene Langgedichte in Danteschen Terzinen im Umfang von insgesamt knapp 2000 Versen, an denen er bis fast an sein Lebensende arbeitete und die unvollendet geblieben sind. Thema ist die Eitelkeit alles Irdischen angesichts der göttlichen Ewigkeit.
The paper presents an analysis of control switch in German and Norwegian, as exemplified in the German pair "Ich verspreche ihm zu kommen" 'I promise him to come' vs. "Ich verspreche ihm kommen zu dürfen" 'I promise him to be allowed to come'. The phenomenon is induced by deontic modals in the context of suasive verbs of communication. The analysis is cast both in LFG and HPSG framework, in both cases deploying a pronounced feature-based semantic component. Our core assumption is that a normative agent is computed on top of control relations.
Capturing word order asymmetries in English Left-Peripheral Constructions: A Domain-Based Approach
(2003)
Left-Peripheral Constructions: A Domain-Based Approach Even though the word order in English is rather straightforward, the distributional possibilities of left-peripheral elements like topic phrases, wh-phrases, and negative operators (introducing an SAI) are quite intriguing and complex. In particular, there seems to exist no straightforward way of capturing the linear order asymmetries of these elements in the main and embedded clauses. The prevailing analyses have resorted to movement processes with multiple functional projections. The goal of this paper is to explore an alternative analysis to such movement-based analyses. In particular, this paper adopts the notion of topological fields (DOMAIN) proposed by Kathol (2000, 2001) within the framework of HPSG. The paper shows that within this DOMAIN system, the distributional possibilities as well as the asymmetries we find in English left peripheral constructions can easily follow from the two traditional views: (i) a topic precedes a focus element, and (ii) in English a wh-phrase and a complementizer competes with each other for the same position.