'It’s hard to define good writing, but i recognise it when i see it’: can consensus-based assessment evaluate the teaching of writing?

In a Higher Education environment where evidence-based practice and accountability are highly valued, most writing practitioners will be familiar with direct requests or less tangible pressures to demonstrate that their teaching has a positive impact on students’ writing skills. Although such evaluations are not devoid of risk and the need for them is contested, it can be argued that it is better to engage with them, as this can avoid the danger of overly simplistic forms of measurements being imposed. The current paper engages with this question by proposing the conceptual basis for a new measurement tool. Based on Amabile’s Consensual Assessment Technique (CAT), developed to assess creativity, the tool develops the idea of consensual assessment of writing as a methodology that can provide robust data through systematic measurement. At the same time, I argue consensual assessment reflects the evaluation of writing in real life situations more closely than many of the methodologies for writing assessment used in other contexts, primarily large scale tests. As such, it would allow writing practitioners to go beyond ethnographic methods, or self- reporting, in order to obtain greater insight into the ways in which their teaching helps change students’ actual writing, without sacrificing the complexity of writing as social interaction, which is fundamental to an academic literacies approach

The use of biographical material in contemporary British theatre.

The thesis addresses the contrast between the popUlarity of plays with historical characters, i.e. characters that recognisably resemble historical figures, on the British stage and the lack of academic literature that deals with this issue. On the basis of such a practical observation, a working definition is established, in which the existence of such a characters, or the reflection about the process of life-writing are included, and the consequences of the use of biographical material are outlined. A crucial effect is the establishment of a very different relationship between the world of the play and the world outside the theatre in which it is produced and received. This question is discussed in the light of different theories that deal with the idea of reference and a functional approach that concentrates on the way in which different modes of reference, such as fact or fiction, are used is suggested. On this basis scripts and productions of biographical plays are analysed with regard to the way in which they present the relationship between themselves and the past lives they portray. In addition, comments by playwrights and practitioners are presented. The second section focuses on the reception of biographical theatre, establishing a theoretical model in which its particular features are described. It is then applied to the reactions of a small group of spectators who were interviewed about various biographical plays and to published reactions to life writing in the theatre. Finally the conclusions suggest that the questions that are raised in the particular context of biographical theatre go beyond this immediate field, as the relationship between performances and the world is of importance for all theatre. The theoretical and methodological framework that is established in this thesis could therefore contribute to other areas of theatrical research as well

Collaborative writing communities for Learning Development research and practice

This workshop discussed how collaborative reflection and writing provides us, as a group of Learning Developers, with insights into our role and sense of identity. The wider potential for using collaborative writing to develop topics of mutual interest was also explored. Our reflections on the collaborative writing process arose from our first-hand experience of collaborative writing (Bickle et al., 2021). Therefore, we aimed to introduce participants to the tools we used for our writing and encourage them to experience the tools themselves to stimulate a discussion on the potential and challenges of collaborative writing for LD research and practice. We hoped to increase participants’ understanding of collaborative writing through practice and reflection and provide ideas on how others can initiate a collaborative writing community. The introduction briefly outlined the insights we gained from our study, focussing particularly on the way collaborative writing served as a tool to examine and broaden our identities as Learning Developers. It also introduced the methodologies for creating (collaborative writing) and analysing (collaborative autoethnography) data. Next, participants were invited to try out collaborative writing activities and reflect on their potential use as part of their own practice. We used a Google document (Figure 1) to collect their spontaneous responses to short writing prompts related to the challenges and potential of collaborative writing. Finally, at the end of the session, participants left with tips and techniques on how to develop a collaborative writing group of their own

Collaborative writing communities for Learning Development research and practice

This workshop discussed how collaborative reflection and writing provides us, as a group of Learning Developers, with insights into our role and sense of identity. The wider potential for using collaborative writing to develop topics of mutual interest was also explored. Our reflections on the collaborative writing process arose from our first-hand experience of collaborative writing (Bickle et al., 2021). Therefore, we aimed to introduce participants to the tools we used for our writing and encourage them to experience the tools themselves to stimulate a discussion on the potential and challenges of collaborative writing for LD research and practice. We hoped to increase participants’ understanding of collaborative writing through practice and reflection and provide ideas on how others can initiate a collaborative writing community. The introduction briefly outlined the insights we gained from our study, focussing particularly on the way collaborative writing served as a tool to examine and broaden our identities as Learning Developers. It also introduced the methodologies for creating (collaborative writing) and analysing (collaborative autoethnography) data. Next, participants were invited to try out collaborative writing activities and reflect on their potential use as part of their own practice. We used a Google document (Figure 1) to collect their spontaneous responses to short writing prompts related to the challenges and potential of collaborative writing. Finally, at the end of the session, participants left with tips and techniques on how to develop a collaborative writing group of their own

Emerging from the third space chrysalis: Experiences in a non-hierarchical, collaborative research community of practice

This article discusses the creation of a research-focused virtual community of practice (vCoP) for geographically-dispersed third space professionals, motivated by desires for enhanced professional collaboration, visibility and identity. The authors used collaborative autoethnography (CAE) to evaluate their personal reflections as vCoP participants. Data were gathered in two collaborative writing activities and analysed using thematic analysis (TA). The TA identified two connected themes, which capture the vCoP members’ aspirations to transcend their current roles and be research-active through connecting with like-minded professionals. Collaborative writing activities, including authoring this paper, cultivated elements of academic identity such as independence and purpose. A non-hierarchical and supportive vCoP environment allowed the members to work beyond time and institutional constraints to foster the evolution of the community and an emerging sense of professional identity beyond that typically associated with third space roles. The paper offers a model of collaboration that could help groups in similar situations

John Clare and place

This chapter tackles issues of place in the self-presentation and critical reception of John Clare, and pursues it across a number of axes. The argument centres on the placing of Clare both socio-economically and ‘naturally’, and limitations exerted upon perceptions of his work. Interrogating criticism this chapter finds a pervasive awkwardness especially in relation to issues of class and labour. It assesses the contemporary ‘placing’ of Clare, and seemingly unavoidable insensitivities to labour and poverty in the history industry, place-naming, and polemical ecocriticism. It assesses the ways Clare represents place – in poverty, in buildings, in nature – and, drawing on Michel de Certeau, considers the tactics Clare uses to negotiate his place. It pursues trajectories to ‘un-place’ Clare: the flight of fame in Clare’s response to Byron; and the flight of an early poem in songbooks and beyond, across the nineteenth century