EATAW 2021

Two years have gone by, and it is time for us to meet again. Because the EATAW conference alternates with the conference of the European Writing Centers Association (EWCA), our plan had been to build on EWCA’s theme of “empowerment” in writing centers planned for the meeting in Graz in 2020. However, the covid-19 pandemic hit and EWCA could not take place. A year later, it was far from clear whether EATAW could take place, or in which form. We debated this a great deal, asked you all in a survey and then decided to go online, crossing our fingers that enough people would register. And here we are, ready to see you virtually on July 7 and 8, 2021 and still connect to EWCA intentions with our theme “The residence of writing and writing support.” If you are wondering about the connection of this theme to empowerment, we were thinking that the various forms and approaches in writing support and writing centers depend on where the support comes from and who provides it. Even though EWCA caters to writing center practitioners and EATAW to teachers, we all deserve to pause and revisit the foundations. More specifically, we should ask seemingly simple questions, some of which have been here for decades but may still be unanswered in certain contexts and/or in contexts that keep changing, such as the following: Who are we? • Who are we as teachers of academic writing? • What do we need to know directly to support academic writers at any level? • What else do we need to know to teach academic writers so that they can prosper? Where do we work? • Where DOES, SHOULD, and COULD writing support reside? • What are the different models universities have to support writing? • How is writing support defined? What is our field? • (How) has academic writing become a field? • How do we know? • How has teaching of writing made a difference in your contexts? How do technologies help us? • How digital are we? • How are we affected by the impact of technologies? • What has the pandemic taught us about the technologies? Who are other stakeholders in academic writing support? • How do libraries approach/support academic writing? • What is the role of journal editors, publishers, and reviewers? • Who have we lost, and what new partnerships have we made? Moreover, our theme explores the essence of our work and professional identity in an unprecedented time of the covid-19 outbreak that has put more things in motion than we could have ever imagined. Therefore, we added the question of: What has changed recently? • How has the residence of writing support changed as we have shifted to working remotely? • What have the quarantines taught us about the particular nature of proximity? • What have we lost/gained? We very much appreciate the wide interest of the EATAW community in the topics. We invite you to view this time as an opportunity for self-reflection and exploration of new things, and we are excited to see so many fascinating responses to the theme. Welcome to EATAW Conference 2021 and enjoy.Ostrav

An inclusive design perspective on communication barriers in healthcare for ethnic minority consumers

This thesis contributes original knowledge through an inclusive design approach to lowering language and communication barriers in healthcare and suggests shifting the discussion from culture to context to lower intra-cultural hindrances towards learning English amongst some ethnic minorities. It offers an adaptable, scalable concept for gathering data on ethnic minorities (considering both different generations and religions) and employs a framework based analysis in design. Over the course of three studies grounded on theoretical insights from literature, primary research lead to the development and testing of innovative aids for communication, including educative and motivational elements. This research began by seeking to understand ethnic minority consumers (EMCs) perceptions of any barriers hindering their take-up of products or services in the UK, and their preferences. This is particularly significant as the UK s EMC population is predicted to double by 2051 and to diversify further, presenting challenges for social cohesion and planning future community goals. EMCs also represent a significant market for service and product providers. The research focussed on EMCs from the Indian Subcontinent based on religions and generations. It highlighted that first generation females lacking English and/or literacy (across religions and age groups) faced problems with services and issues around empowerment . The importance of improved access to healthcare was a strong theme. On investigating NHS staffs perceptions, five barriers were identified (Language barriers; Low-literacy; a Lack of understanding; Attitudes, gender and health beliefs; and Information retention) and that a female subgroup was particularly affected. This study sets out staffs perceptions of the aids currently employed and suggestions of what would help. It identified a (currently) low use of visual communication aids in adult-patient care and that pharmacist-patient communication in pharmacies was low. Ideally, staff would like patients to learn English and to use more low-cost visual communication aids. These findings lead to the development of innovative visual communication aids through inclusive and user-centred approaches and participatory design and brainstorming methods. This enabled the development of aids by considering the needs of NHS staff, EMCs lacking English and/or literacy and indigenous elderly people to promote better patient-staff communication including a take-away educational element for learning English at home

Q(sqrt(-3))-Integral Points on a Mordell Curve

We use an extension of quadratic Chabauty to number fields,recently developed by the author with Balakrishnan, Besser and M ̈uller,combined with a sieving technique, to determine the integral points overQ(√−3) on the Mordell curve y2 = x3 − 4

Modern Languages Across the Curriculum

This book sets out the agenda for the future of modern language teaching in schools. It aims to look beyond the dominant methods of second language teaching to a new approach emphasising the integration of language learning within the wider curriculum. Through research and case studies from the UK, France, Spain, Italy, Germany, Belgium and Finland, the book shows how teachers and policy makers are increasingly moving towards a system where second languages are taught through other curriculum subjects, rather than alongside them. Key areas covered are: * recent trends and issues in the teaching and learning of modern foreign languages * the rationale for integrating languages across the curriculum * how cross-curricular language teaching is developing across Europe * practical materials and useful ideas for teachers and policy makers This timely book will interest all foreign language teachers, particularly those on in-service or higher level degree courses. It will also be useful reading for student teachers and educators, and policy makers, internationally

Being and Hearing

"How do deaf people in different societies perceive and conceive the world around them? Drawing on three years of anthropological fieldwork in Nepali deaf communities, Being and Hearing shows how questions of cultural difference are profoundly shaped by local habits of perception. Beginning with the premise that philosophy and cultural intuition are separated only by genre and pedigree, Peter Graif argues that Nepali deaf communities—in their social sensibilities, political projects, and aesthetics of expression—present innovative answers to the very old question of what it means to be different. From pranks and protests, to diverse acts of love and resistance, to renewed distinctions between material and immaterial, deaf communities in Nepal have crafted ways to foreground the habits of perception that shape both their own experiences and how they are experienced by the hearing people around them

The Machine as Art/ The Machine as Artist

The articles collected in this volume from the two companion Arts Special Issues, “The Machine as Art (in the 20th Century)” and “The Machine as Artist (in the 21st Century)”, represent a unique scholarly resource: analyses by artists, scientists, and engineers, as well as art historians, covering not only the current (and astounding) rapprochement between art and technology but also the vital post-World War II period that has led up to it; this collection is also distinguished by several of the contributors being prominent individuals within their own fields, or as artists who have actually participated in the still unfolding events with which it is concerne

Twining

Hypertext is now commonplace: links and linking structure nearly all of our experiences online. Yet the literary, as opposed to commercial, potential of hypertext has receded. One of the few tools still focused on hypertext as a means for digital storytelling is Twine, a platform for building choice-driven stories without relying heavily on code. In Twining, Anastasia Salter and Stuart Moulthrop lead readers on a journey at once technical, critical, contextual, and personal. The book’s chapters alternate careful, stepwise discussion of adaptable Twine projects, offer commentary on exemplary Twine works, and discuss Twine’s technological and cultural background. Beyond telling the story of Twine and how to make Twine stories, Twining reflects on the ongoing process of making

Twining : Critical and Creative Approaches to Hypertext Narratives

Twining is both a critical consideration of Twine and works made with it during the first decade of the software; and an exploration of concepts and techniques for making things with Twine.https://dc.uwm.edu/english_facbooks/1000/thumbnail.jp

Digital writing technologies in higher education : theory, research, and practice

This open access book serves as a comprehensive guide to digital writing technology, featuring contributions from over 20 renowned researchers from various disciplines around the world. The book is designed to provide a state-of-the-art synthesis of the developments in digital writing in higher education, making it an essential resource for anyone interested in this rapidly evolving field. In the first part of the book, the authors offer an overview of the impact that digitalization has had on writing, covering more than 25 key technological innovations and their implications for writing practices and pedagogical uses. Drawing on these chapters, the second part of the book explores the theoretical underpinnings of digital writing technology such as writing and learning, writing quality, formulation support, writing and thinking, and writing processes. The authors provide insightful analysis on the impact of these developments and offer valuable insights into the future of writing. Overall, this book provides a cohesive and consistent theoretical view of the new realities of digital writing, complementing existing literature on the digitalization of writing. It is an essential resource for scholars, educators, and practitioners interested in the intersection of technology and writing