Contextual meanings: an investigation of their persuasive power in research article introductions

The thesis explores the persuasive power of contextualisaton in research article (RA) introductions. Contextualisation is understood within the framework of systemic functional grammar (SFL). It refers to the interpersonal working of meanings at the interface of discourse semantics and lexicogrammar, as these meanings frame and shape discourse participants and processes, to evoke particular understandings that serve the text's social purpose. A corpus of six RA introductions from the disciplines of history, social science and inorganic chemistry was selected. Analysis included transitivity, periodicity, Theme and appraisal. The thesis argues that in the corupus, contextual meanings fulfil crucial interpersonal tasks, such as framing inquiry, engaging communities, establishing research importance and foregrounding critical issues. Findings suggest contextual meanings work in several ways, with varying densities and on multiple levels, to create interpersonal impacts. Analysis indicates the conglomeration of contextual meanings at particular points is a significant indication of persuasive risk, where precise meaning is required, such as in research claims. It is intended the research will be pedagogically useful in informing development of resources for students who struggle with academic English and experience difficulty, and even failure, in effectively foregrounding their work

The Piratical Ethos: Textual Activity and Intellectual Property in Digital Environments

The Piratical Ethos: Textual Activity and Intellectual Property in Digital Environments examines the definition, function, and application of intellectual property in contexts of electronically mediated social production. With a focus on immaterial production - or the forms of coordinated social activity employed to produce knowledge and information in the networked information economy - this project ultimately aims to demonstrate how current intellectual property paradigms must be rearticulated for an age of digital (re)production. By considering the themes of Piracy , Intellectual Property , and Distributed Social Production this dissertation provides an overview of the current state of peer production and intellectual property in the Humanities and Writing Studies. Next, this project develops and implements a communicational-mediational research methodology to theorize how both discursive and material data lend themselves to a more nuanced understanding of the ways that technologies of communication and coordination effect attitudes toward intellectual property. After establishing both a methodology and an interdisciplinary grounding for the themes of the work, this dissertation presents a grounded theoretic analysis of piratical discourse to reveal what I call the piratical ethos , or the guiding attitudes of individuals actively contesting intellectual property in piratical acts of distributed social production. Congruently, this work also investigates the material dynamics of piratical activity by analyzing the cultural-historical activity systems wherein piratical subjectivity emerges, emphasizing the agenic capacity of interfacial technologies at the scales of user and system. Exploring the attitudes of piratical subjects and the technological genres that mediate piratical activity, I contend that the conclusions drawn from The Piratical Ethos can assist Writing Studies researchers with developing novel methodologies to study the intersections of intellectual property and distributed social production in digital worlds

Can A True Faith-Based Education Be Delivered Online?

Can a faith-based education be as effective when delivered online as when it is delivered face-to-face? An in-depth look at the early adopters of the online technology reveals that it can be if the Christian university commits itself to developing an online learning community and to interweaving faith principles into crucial areas of its online program. The three key areas of faith integration upon which hinges the success of such programs are the integration of faith into course material, faith integration in the relationships among students, and faith integration in the faculty student relationships. Consistent attention to these three areas validates the online Christian education model, complements the missions of Christian institutions, supports the integration of faith and learning, and enables institutions to reach audiences that may not be currently accessible

Reviews

Martin Oliver (ed.), Innovation in the Evaluation of Learning Technology, London: University of North London, 1998. ISBN: 1–85377–256–9. Softback, 242 pages, £15.00

The Writing Observation Framework: A Guide for Refining and Validating Writing Instruction

The Writing Observation Framework (WOF) is a new tool for enhancing writing instruction in schools. The WOF organizes principles of writing instruction In a way that improves the evaluation of teachers\u27 writing practices, encourages a shared philosophy of the writing process and its instruction, and assists schools in demonstrating the integrity of their writing programs

Quality Enhancement Themes: the First Year Experience. Curriculum Design for the First Year

This report outlines the work and outcomes of a practice-focused development project 'Curriculum design for the first year'. The project was one of nine funded by the Quality Assurance Agency for Higher Education (QAA) under the First-Year Experience Enhancement Theme of the Scottish quality enhancement agenda. The stages of this curriculum design project included: completing a literature review; running staff workshops to gather and disseminate information; holding student focus groups to gather students, views and experiences of the curriculum; collecting case studies of interest to the sector; and reporting findings to the sector. Key findings from the literature are presented in this report. They include the need to adopt student-centred active learning strategies (Harvey, Drew and Smith, 2006; Oliver-Hoyo and Allen, 2005; Barefoot, 2002) and the importance of providing early formative feedback to students (Davidson and Young, 2005; Barefoot, 2002). Many suggestions for improving learning and teaching strategies have been adopted at module level, but could be implemented strategically across the breadth of a programme curriculum. Kift and Nelson (2005) supported this view and argued that it is equally important to support these principles with systemic university-wide change, including administrative and support programmes that are also integrated with the curriculum and student needs