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Developing a winning grant proposal
\"In a world of tightening budgets and increased competition for grant money, Developing a Winning Grant Proposal provides the guidelines, strategies, plans, and techniques to craft a fundable grant proposal. A user-friendly, engaging, and up-to-date guide, this book covers the entire process from the inception of a good idea, to the formulation of a strong proposal, to the next steps once a proposal is funded. Providing a basic overview and helpful tools for busy faculty and researchers, this is a must-have guide for anyone interested in the mechanisms that successful grant writers employ. Special Features Include:Appendices with a \"Model of a Funded Proposal\" and a \"Basic Toolbox for Grant Seekers\"Checklists for self-evaluating the efficacy of each portion of the grant proposalCoverage of complex issues in a concise and clear manner, perfect for grant writers facing tight time constraints\"-- Provided by publisher.
Book
Rethinking the Writing Process: What Best-Selling and Award-Winning Authors Have to Say
Increasing attention has been directed recently to literacy education as a means for disciplinary learning and career readiness. All the while, concepts of print have dramatically changed because the majority of reading and writing now occurs in digital formats. Therefore, it is an ideal time to investigate the complexities of the writing process to determine how current writers hone their skills and how pedagogical practices can reflect those elements of writing. To unearth ways in which students can develop the writing proficiencies necessary for academic and career success, this investigation set out to determine the writing processes and practices of prolific best‐selling and award‐winning authors. Using a questionnaire containing both open‐ended and multiple‐choice items, findings reveal that successful writers maintain degrees of plasticity in terms of how their story, content, and voice unfold. Their processes for writing are not only purposefully pragmatic and highly individualized but also do not always progress linearly through the five elements of the writing process. Recommendations are made to assist classroom teachers of writing in their pedagogical planning, instruction, and assessment.
Journal Article
Intersections of Literacy and Teaching With the Disciplines and Professions
A project to invite experts in various disciplines to converse with literacy professors and teachers with over 30 participants resulted in several insights about disciplinary literacy and student learning in the disciplines and professions. The authors suggest that such conversations or partnerships strengthen student learning for college, career, and civic life. The authors differentiate between professions and disciplines, highlighting how informed citizenship is an important outcome of teaching the literacies of the disciplines. The authors explore the purposes of communication within and between the disciplines. Insights and recommendations are presented.
Journal Article
Writing Administrative Textual Genres in Scholarly and Professional Contexts in Spain
Textual genres in the field of Administration can be difficult to write for both university students and public administration employees, since they call for specific linguistic characteristics, which vary according to the genre and the recipient. This article gathers the results of an empirical study examining the perception of writing administrative textual genres for the general public among two groups in the academic and professional fields. The participating groups were made up of students enrolled at a Spanish state university and the staff of a local administration of reference. Data were based on a quantitative analysis of two surveys carried out among over 2000 people. The analysis allowed researchers to identify that the genres most frequently requested and those with which writers struggled the most, in both academic and professional contexts, were: report (informe), requisition (requerimiento), resolution (resolución), agreement (contrato) and minute (acta). It also revealed that the biggest challenges faced by both sets of people when having to write those genres were: unawareness of the proper structure and lexical choice. These findings confirm that both students and administrative professionals face issues when writing the textual genres specific to their field. Likewise, they suggest that there is some correspondence between university curricula and professional practice in terms of writing administrative genres.
Journal Article
Writing Competences in Norwegian Vocational Education and Training: - How Students and Apprentices Express their Professional Competences
This article analyzes the writing competence of Norwegian students and apprentices in three professions: Healthcare, industrial mechanics and electricians. The research forms part of a large-scale assessment project in vocational education and training (VET). A subset of 108 written test-answers were subjected to an explorative analysis focusing on generic and professional writing competencies. A more text-based and trans-contextual working life for many professions requires not only profession-specific communicative competency, but also a stronger engagement in generic literacy practices. The need for written communication with customers, clients and colleagues across workplaces and countries has increased and the use of understandable language when communicating with non-peers is required. In the study, we found that the generic writing competency declined during apprenticeship, but on the other hand that the use of professional-specific terminology increased. We also found that writing competence seemed to be contextualized according to different traditions, text cultures and discourses across the three professions. The article questions the prevalence of text-based examinations in VET and analytical categories for measuring writing competence that do not take into account a multimodal character of professional communication.
Journal Article
Expert versus novice academic writing: a Multi-Dimensional analysis of professional and learner texts in different disciplines
This study employs Douglas Biber’s Multi-Dimensional analysis (1988) in order to estimate the degree of similarity and difference between expert and novice academic writing in different disciplines. The Multi-Dimensional analysis was applied to two kinds of corpora: an approximately 700,000-word corpus of L2 students’ writing and a 3,700,000-word corpus of professional writing in six sciences (business studies, computer science, economics, history, law, and political science). It was found that there are significant differences in the realisation of Biber’s dimensions between the disciplines under consideration, as well as between the learners’ and experts’ texts. The results show that the novice writing is less narrative, more explicit, more opinionated and less abstract compared to the texts written by professionals.
Journal Article
Smart (Studies) Now
\"Smart (Studies) Now\" rethinks the significance of Christopher Smart for authors, critics, and students. While writers from Frances Burney to Allen Ginsberg have rated this elusive author highly, critical appreciation has lagged, often focusing on his madness, or treating him as a hack who got lucky once. This essay extends attention from the linguistic and formal power of Smart's religious verse to highlight his generic range and cross-corpus coherence. Three imperatives to advance Smart studies are formulated: clarity about Smart's influence on authors across various periods, attention to the value and relevance of his complete corpus, and availability of a robust sample of his poetry and prose for classroom use.
Journal Article
“Getting Started”: A Pilot Introductory Narrative Writing Session for Interprofessional Faculty in Academic Health Sciences
We designed and implemented a pilot introductory narrative writing session with the two-fold goal of fostering the dissemination of faculty writing for submission to peer-reviewed journals and other publication venues while simultaneously creating a framework for establishing collaborative and empathic interprofessional teams by enhancing narrative-related competencies.
The session was open to interprofessional faculty at our academic health sciences center. Participants were accepted via a competitive application process, with group size limited to 18 individuals due to the workshop-style format. Learners were reflective of our diverse campus regarding sex, race/ethnicity, department, rank, and professional role. The session began with an experiential seminar providing instruction on writing theory and practice, discussion questions, and reflective writing prompts. The seminar was followed by a writing workshop. We conducted a mixed-methods evaluation to gauge participant satisfaction and educational efficacy.
The mixed-methods evaluation revealed that faculty reported high satisfaction with the session as a designated space to contemplate, discuss, practice, share, and critique narrative writing. All learners (18, 100%) rated it \"very good\" or \"excellent\" in overall quality and value as well as in relevance to personal growth. Participants reported growth in communication (13, 72%), self-reflection (12, 67%), active listening (12, 67%), writing confidence (11, 61%), perspective-taking (11, 61%), writing skills (10, 56%), and empathy (8, 44%).
Faculty valued the session as a venue for improving their writing skills and sharing with a diverse group of colleagues about the significance of narrative in relation to their professional lives.
Seminar outcomes suggest that narrative-based education for interprofessional health sciences faculty can be effective in achieving the two-fold goal of enhancing writing competencies while simultaneously fostering essential skills for building collaborative and empathic teams to promote high-quality education, research, and whole person clinical care.
Journal Article
Literacy Leadership From the Classroom: Learning From Teacher Leaders
Teaching is a profession that requires ongoing professional development and learning. This ongoing learning can take place in professional learning communities, in structured professional development settings, and in literacy coaching contexts. This department highlights the ongoing professional development of literacy teachers.
Journal Article