"It's a matter of individual taste, I guess": Secondary School English Teachers' and Students' Conceptualisations of Quality in Writing

This thesis presents an investigation into secondary school English teachers’ and students’ conceptualisations of good writing, and how they might use their understandings of quality in writing for the purpose of improving writing. By focusing on the views and classroom practices of twelve-year-old students and their teachers, the research aims to advance understanding of teachers’ and students’ conceptual thinking about writing quality, and the underlying constructs. The research utilises data from an ESRC-funded project titled Grammar for Writing?: The Impact of Contextualised Grammar Teaching on Pupils’ Writing and Pupils’ Metalinguistic Understanding (grant number RES-062-23-0775). This data was gathered from thirty-one teachers and their Year 8 students over three terms. Lesson observations took place once each term, and were followed by interviews with each project teacher and one teacher-chosen student from each class. Interview questions relating to beliefs about good writing were included in the project schedules and were inductively analysed to discern themes in participants’ responses. Interviews with students took the form of ‘writing conversations’ during which students commented on samples of their own and their peers’ writing. A small-scale follow-up study with three Year 8 classes in one secondary school was used to confirm initial findings and to provide additional data on students’ beliefs about good writing. The research found that teachers’ conceptualisations of writing quality were internally consistent but that variation between teachers was marked. Teachers not only valued different qualities in writing but experienced different degrees of conflict and ambiguity when relating their personal construct of quality to the official, public construct, as embodied in national assessment criteria. The findings support earlier views of teacher judgement as richly textured and complex, drawing on different available indexes, including idiosyncratic conceptualisations of writing quality. Whilst students’ criteria for good writing echoed their teachers’ criteria to some extent, there was also evidence of students drawing on their own conceptualisations of quality, especially in relation to the intended impact of writing on the reader. Many students expressed a strong awareness of writing for an audience and clearly valued writing as a social practice. They especially valued peer judgement of their writing. However, students’ strategies for improving writing were often difficult to articulate, formulaic and generalised, or circumscribed by limited linguistic subject knowledge. The study is significant in offering an insight into teachers’ and students’ conceptualisations of writing quality and how these might be brought into play in the writing classroom. The findings may have particular resonance since they are reported at a time of radical change to assessment policy and practice in secondary schools in England

Re-thinking grammar: The impact of embedded grammar teaching on students' writing and students' metalinguistic understanding

publication-status: Publishedtypes: ArticleThis paper reports on a national study, involving a mixed-method research design comprising a randomised controlled trial (RCT), text analysis, student and teacher interviews and lesson observations. It set out to investigate whether contextualised teaching of grammar, linked to the teaching of writing, would improve student outcomes in writing and in metalinguistic understanding. The RCT involved 744 students in 31 schools in the south-west and the Midlands of England, and was a blind randomisation study. Classes were randomly allocated to either a comparison or intervention group, after the sample had been matched for teacher linguistic subject knowledge (LSK). The statistical data were complemented by three interviews per teacher and three interviews with a focus student in each class, plus three lesson observations in each class, giving a data-set of 93 teacher interviews, 93 student interviews and 93 lesson observations. In addition, the final pieces of writing produced for each scheme of work were collected. The statistical results indicate a significant positive effect for the intervention, but they also indicate that this benefit was experienced more strongly by the more able writers in the sample. The regression modelling also indicates that teacher LSK was a significant mediating factor in the success of the intervention. The qualitative data provide further evidence of the impact of teacher knowledge on how the intervention was implemented and on students' metalinguistic learning. It also reveals that teachers found the explicitness, the use of discussion and the emphasis on playful experimentation to be the most salient features of the intervention. The study is significant in providing robust evidence for the first time of a positive benefit derived from the teaching of grammar, and signals the potential of a pedagogy for a writing which includes a theorised role for grammar. © 2012 Copyright Taylor and Francis Group, LLC

The Two Variables in The Triple System HR 6469=V819 Her: One Eclipsing, One Spotted

A complete BV light curve, from 14 nights of good data obtained with the Vanderbilt University-Tennessee State University (VU-TSU) automatic telescope, are presented and solved with the Wilson-Devinney program. Third light is evaluated, with the companion star brighter by 0.58m in V and 0.11m in B. The eclipses are partial. Inferred color indices yield F2 V and F8 V for the eclipsing pair and G8 IV-III for the distant companion star. After removing the variability due to eclipses, we study the residual variability of the G8 IV-III star over the ten years 1982 to 1992. Each yearly light curve is fit with a two-spot model. Three relatively long-lived spots are identified, with rotation periods of 85.9d, 85.9d, and 86.1d. The weak and intermittent variability is understood because the G8 IV-III star has a Rossby number at the threshold for the onset of heavy spottedness

A mouse model with a frameshift mutation in the nuclear factor I/X (NFIX) gene has phenotypic features of Marshall-Smith syndrome

The nuclear factor I/X (NFIX) gene encodes a ubiquitously expressed transcription factor whose mutations lead to two allelic disorders characterized by developmental, skeletal, and neural abnormalities, namely, Malan syndrome (MAL) and Marshall–Smith syndrome (MSS). NFIX mutations associated with MAL mainly cluster in exon 2 and are cleared by nonsense-mediated decay (NMD) leading to NFIX haploinsufficiency, whereas NFIX mutations associated with MSS are clustered in exons 6–10 and escape NMD and result in the production of dominant-negative mutant NFIX proteins. Thus, different NFIX mutations have distinct consequences on NFIX expression. To elucidate the in vivo effects of MSS-associated NFIX exon 7 mutations, we used CRISPR-Cas9 to generate mouse models with exon 7 deletions that comprised: a frameshift deletion of two nucleotides (Nfix Del2); in-frame deletion of 24 nucleotides (Nfix Del24); and deletion of 140 nucleotides (Nfix Del140). Nfix+/Del2, Nfix+/Del24, Nfix+/Del140, NfixDel24/Del24, and NfixDel140/Del140 mice were viable, normal, and fertile, with no skeletal abnormalities, but NfixDel2/Del2 mice had significantly reduced viability (p Nfix Del2 was not cleared by NMD, and NfixDel2/Del2 mice, when compared to Nfix+/+ and Nfix+/Del2 mice, had: growth retardation; short stature with kyphosis; reduced skull length; marked porosity of the vertebrae with decreased vertebral and femoral bone mineral content; and reduced caudal vertebrae height and femur length. Plasma biochemistry analysis revealed NfixDel2/Del2 mice to have increased total alkaline phosphatase activity but decreased C-terminal telopeptide and procollagen-type-1-N-terminal propeptide concentrations compared to Nfix+/+ and Nfix+/Del2 mice. NfixDel2/Del2 mice were also found to have enlarged cerebral cortices and ventricular areas but smaller dentate gyrus compared to Nfix+/+ mice. Thus, NfixDel2/Del2 mice provide a model for studying the in vivo effects of NFIX mutants that escape NMD and result in developmental abnormalities of the skeletal and neural tissues that are associated with MSS

Supporting Less-Proficent Writers through Linguistically-Aware Teaching

This is the author accepted manuscript. The final version is available from Taylor & Francis (Routledge) via the DOI in this record.Whilst historically there has been a widespread consensus that teaching grammar has no impact on students’ attainment in writing, more recent research suggests that where a functionally-oriented approach to grammar is meaningfully embedded within the teaching of writing, significant improvements in writing can be secured. A recent study ((Myhill et al 2012), using a functionally-oriented approach, which found a statistically significant positive effect of such an approach, also found that the approach appeared to benefit higher-attaining writers more than lower-attaining writers. The study reported here set out to investigate specifically whether functionally-oriented approach to teaching grammar in the context of writing might support less proficient writers. A quasi-experimental design was adopted, repeating the principles of the parent study but with the intervention adapted to meet the identified writing needs of less proficient writers. The statistical analysis indicated a positive effect for the intervention group (p<0.05), and an effect size of 0.33 on students’ sentence structure and punctuation. The study demonstrates that explicit attention to grammar within the teaching of writing can support learners in developing their writing, but taken with the parent study, it also highlights that pedagogical choices need to be well-matched to writers’ needs.This parent study referred to in this article was supported by the Economic and Social Research Council.Funding Agency under Grant ES/FO15313/1. The study reported in this article was funded by Pearson

The ratio of monocytes to lymphocytes in peripheral blood correlates with increased susceptibility to clinical malaria in Kenyan children.

BACKGROUND: Plasmodium falciparum malaria remains a major cause of illness and death in sub-Saharan Africa. Young children bear the brunt of the disease and though older children and adults suffer relatively fewer clinical attacks, they remain susceptible to asymptomatic P. falciparum infection. A better understanding of the host factors associated with immunity to clinical malaria and the ability to sustain asymptomatic P. falciparum infection will aid the development of improved strategies for disease prevention. METHODS AND FINDINGS: Here we investigate whether full differential blood counts can predict susceptibility to clinical malaria among Kenyan children sampled at five annual cross-sectional surveys. We find that the ratio of monocytes to lymphocytes, measured in peripheral blood at the time of survey, directly correlates with risk of clinical malaria during follow-up. This association is evident among children with asymptomatic P. falciparum infection at the time the cell counts are measured (Hazard ratio (HR)  =  2.7 (95% CI 1.42, 5.01, P  =  0.002) but not in those without detectable parasitaemia (HR  =  1.0 (95% CI 0.74, 1.42, P  =  0.9). CONCLUSIONS: We propose that the monocyte to lymphocyte ratio, which is easily derived from routine full differential blood counts, reflects an individual's capacity to mount an effective immune response to P. falciparum infection

A mouse model with a frameshift mutation in the nuclear factor I/X (NFIX) gene has phenotypic features of Marshall-Smith Syndrome

The nuclear factor I/X (NFIX) gene encodes a ubiquitously expressed transcription factor whose mutations lead to two allelic disorders characterized by developmental, skeletal, and neural abnormalities, namely, Malan syndrome (MAL) and Marshall–Smith syndrome (MSS). NFIX mutations associated with MAL mainly cluster in exon 2 and are cleared by nonsense-mediated decay (NMD) leading to NFIX haploinsufficiency, whereas NFIX mutations associated with MSS are clustered in exons 6–10 and escape NMD and result in the production of dominant-negative mutant NFIX proteins. Thus, different NFIX mutations have distinct consequences on NFIX expression. To elucidate the in vivo effects of MSS-associated NFIX exon 7 mutations, we used CRISPR-Cas9 to generate mouse models with exon 7 deletions that comprised: a frameshift deletion of two nucleotides (Nfix Del2); in-frame deletion of 24 nucleotides (Nfix Del24); and deletion of 140 nucleotides (Nfix Del140). Nfix+/Del2, Nfix+/Del24, Nfix+/Del140, NfixDel24/Del24, and NfixDel140/Del140 mice were viable, normal, and fertile, with no skeletal abnormalities, but NfixDel2/Del2 mice had significantly reduced viability (p < 0.002) and died at 2–3 weeks of age. Nfix Del2 was not cleared by NMD, and NfixDel2/Del2 mice, when compared to Nfix+/+ and Nfix+/Del2 mice, had: growth retardation; short stature with kyphosis; reduced skull length; marked porosity of the vertebrae with decreased vertebral and femoral bone mineral content; and reduced caudal vertebrae height and femur length. Plasma biochemistry analysis revealed NfixDel2/Del2 mice to have increased total alkaline phosphatase activity but decreased C-terminal telopeptide and procollagen-type-1-N-terminal propeptide concentrations compared to Nfix+/+ and Nfix+/Del2 mice. NfixDel2/Del2 mice were also found to have enlarged cerebral cortices and ventricular areas but smaller dentate gyrus compared to Nfix+/+ mice. Thus, NfixDel2/Del2 mice provide a model for studying the in vivo effects of NFIX mutants that escape NMD and result in developmental abnormalities of the skeletal and neural tissues that are associated with MSS

A mouse model with a frameshift mutation in the nuclear factor I/X (NFIX) gene has phenotypic features of Marshall-Smith syndrome

The nuclear factor I/X (NFIX) gene encodes a ubiquitously expressed transcription factor whose mutations lead to two allelic disorders characterized by developmental, skeletal, and neural abnormalities, namely, Malan syndrome (MAL) and Marshall-Smith syndrome (MSS). NFIX mutations associated with MAL mainly cluster in exon 2 and are cleared by nonsense-mediated decay (NMD) leading to NFIX haploinsufficiency, whereas NFIX mutations associated with MSS are clustered in exons 6-10 and escape NMD and result in the production of dominant-negativemutant NFIX proteins. Thus, different NFIX mutations have distinct consequences on NFIX expression. To elucidate the in vivo effects of MSS-associated NFIX exon 7 mutations, we used CRISPR-Cas9 to generate mouse models with exon 7 deletions that comprised: a frameshift deletion of two nucleotides (Nfix Del2); in-frame deletion of 24 nucleotides (Nfix Del24); and deletion of 140 nucleotides (Nfix Del140). Nfix(+/Del)2, Nfix(+/Del24), Nfix(+/Del140), Nfix(Del24/Del24), and NfixDel140/Del140 mice were viable, normal, and fertile, with no skeletal abnormalities, but Nfix(Del2/Del2) mice had significantly reduced viability (p < 0.002) and died at 2-3 weeks of age. Nfix Del2 was not cleared by NMD, and Nfix(Del2/Del2) mice, when compared to Nfix(+/+) and Nfix(+/Del2) mice, had: growth retardation; short stature with kyphosis; reduced skull length; marked porosity of the vertebrae with decreased vertebral and femoral bone mineral content; and reduced caudal vertebrae height and femur length. Plasma biochemistry analysis revealed Nfix(Del2/Del2) mice to have increased total alkaline phosphatase activity but decreased C-terminal telopeptide and procollagen-type-1-N-terminal propeptide concentrations compared to Nfix(+/+) and Nfix(+/Del2) mice. Nfix(Del2/Del2) mice were also found to have enlarged cerebral cortices and ventricular areas but smaller dentate gyrus compared to Nfix(+/+) mice. Thus, Nfix(Del2/Del2) mice provide a model for studying the in vivo effects of NFIX mutants that escape NMD and result in developmental abnormalities of the skeletal and neural tissues that are associated with MSS. (c) 2023 The Authors. JBMR Plus published by Wiley Periodicals LLC on behalf of American Society for Bone and Mineral Research

Making meaning with grammar: a repertoire of possibilities

The place of grammar in an English or literacy curriculum has long been a source of debate, one in which professionals, politicians and the public have often engaged with unbridled enthusiasm. As such, the debate has sometimes been characterised more by ideology or polemic, than by intellectual engagement with the core ideas. In part, this is because grammar has become inextricably intertwined with notions of correctness and standards. Indeed, Hancock (2009) argues that \u27Grammar is error and error is grammar in much of the public mind.\u27 You can be certain that if the question of grammar is raised, 90% of contributors to the discussion will focus on the niceties of grammatical accuracy, be they dangling participles, split infinitives, or here in England, the linguistics sins of \u27estuary English\u27. Frequently, the debate is not even about grammar but about accent and pronunciation: estuary English, for example, is more about a particular accent than about grammatical variations from Standard English. And before long, the accuracy of our grammatical usage becomes a touchstone by which we measure the morals of the nation. Get your grammar wrong and the very fabric of the nation crumbles around our ears. Nearly a hundred years ago, the Newbolt Report argued for the importance of a corrective approach to language to banish the \u27evil habits of speech contracted in home and street\u27 (Newbolt, 1921) and in the 1980s, British Conservative politician, Norman Tebbitt, linked \u27bad English\u27 with involvement in crime. The tendency to associate grammatical correctness with \u27a more general \u27struggle\u27 against dark social forces, and specifically as a means to counter the anarchy of the (working class) home and street\u27 (Cameron, 1995, p. 96) is a persistent one

A new investigation OP photometric changes in RW Persei

We have obtained new photoelectric observations of RW Per, and carried out photometric solutions for these data, for earlier photoelectric observations, and for archival photographic observations. We conclude that no third light exists in this binary, and that the original nodal variation explanation for historical changes in the depth of primary eclipse is therefore incorrect. We suggest a revised nodal variation hypothesis. We also note that these changes could have been produced by a gradual increase in the polar radius of the hot star, perhaps related to a change in that star\u27s rotational velocity