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"place writing"
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Moriarty returns a letter
Brothers Reggie and Nigel Heath are back in a case that would confound even Sherlock himself. An exhibition of vintage Sherlock Holmes letters has opened at the Marylebone Hotel. As Reggie and his beloved Laura embark on a pre-wedding trip, someone from Reggie and Nigel's past--someone whom they thought was long gone--reappears, causing a whole slew of new problems for the siblings.
Book
Contextualizing the 4Rs Heuristic with Participant Stories
Purpose: This article explores the strategies technical and professional communicators use in addressing issues of social injustice in their daily lives, including academic workplaces and communities. In embracing a storytelling approach and Black Feminist epistemology, we explore
the limits of traditional heuristics, illustrating the need to couple storytelling and lived experience with heuristic frameworks.
Method: This study employs a qualitative, narrative inquiry methodology and semi- structured interview data collection approaches.
Results: Two elements of Walton, Moore, and Jones' (2019) 4Rs heuristic were expanded upon and further articulated through participant stories. To help people develop the ability to recognize injustice, data identified three sources for building expertise: lived experience, reading
and proximity to lived experience, and accumulation within and across experiences. Revealing injustices occurred through both planned, often written, responses and in-the-moment responses.
Conclusion: Stories and lived experience can augment our understanding of how
heuristics work in context and provide a source of critical imagination for those attempting to use heuristics.
Journal Article
Between the salt and the ash
A writer's quest to understand the deep past and
uncertain future of his homeland. After inheriting the
miner's safety lamp that belonged to his great-grandfather,
Jake Morris-Campbell sets out on a pilgrimage across his
homeland. Travelling from the Holy Island of Lindisfarne to
Durham Cathedral, he asks what new ways might be made through
the old north. This region, a hub of early Christian Britain
and later strongly defined by industry and class, now faces an
uncertain future. But it remains a unique and starkly beautiful
part of the country, with a deep history that is intimately
entwined with the idea of Englishness. Jake’s journey
along the ‘Camino of the North’ sees him explore
the shifting nature of individual and regional identity across
thirteen-hundred years of social change. At the same time, it
challenges him to reconsider his own calling as a writer and
how it relates to the lives of the people he meets along the
way.
Between the salt and the ash asks what stories the
North East can tell about itself in the wake of Christianity
and coal. Rejecting the damaging trope of ‘left
behind’ communities, Jake uncovers neglected seams of
culture and history, while offering a heartfelt celebration of
the place he calls hyem.
eBook
A virtual island journey
The Covid lockdowns of 2020 and 2021 led many people to reassess their relationship to places. This article attempts, during this time of restricted movement, to imaginatively deep-map an island in the mouth of the Shannon in west Clare where my grandmother was born and raised. My deepmapping of the island is by necessity virtual, assembled piecemeal from memories, daydreams, family recollections, historical fragments and that powerful, semi-enchanted sense of co-presence that can be found online. Unable to make a physical journey, I rely on the accretive and associative techniques of contemporary place writing. The article uses montage, juxtaposition, thick description, dense detail, imaginative reconstruction and the essayistic blending of undisciplined bits of knowledge, all of which do some of the work of conventional linear argument. As in place writing, the micro-study of a small, special place becomes a way of thinking more widely about our relationship to the earth in a time of environmental and public health emergency. The article is both my own experiment in place writing and an argument for the fresh perspectives that place writing can bring to cultural geography.
Journal Article
Plagiarism and Copyright: An Analysis of Technical Communication Textbooks
Purpose: Students enroll in college to gain expertise for the workplace. Students are trained in academia to avoid plagiarism by citing sources and refraining from copying others' written works. However, in workplace writing and technical communication, common workplace practices
reuse, repurpose, and remix content of works authored by others. Unfortunately, this causes a significant disconnect between what students learn and how this learning applies in the workplace. The following questions guided the study:
1. How do the latest editions of widely
used technical communication textbooks in the United States teach students about plagiarism, collaboration/authorship, copyright, and ethics? 2. How do the approaches used in textbooks align with workplace practices? Method: In the first phase of the
analysis, each textbook was searched to locate any depictions of plagiarism, collaboration/authorship, copyright, and ethics as they relate to the workplace. Then a qualitative content analysis was conducted using a rating scale developed incorporating suggestions researchers made on how to
best teach plagiarism and copyright infringement avoidance.
Results: Each of the eight texts was rated on each criterion with a possible total of 30 points. Most texts scored 10 or less, one scored 12, and two of the texts scored 15 or above. The extent to which introductory
textbooks address each of the criteria was generally abysmal. The texts largely did not address common types of workplace writing and how copyright and plagiarism apply in those situations.
Conclusion: The majority of widely used introductory technical communication textbooks
do not thoroughly and clearly explain plagiarism, collaboration/authorship, copyright, and ethics in workplace writing. Additionally, these textbooks do not present context-specific scenarios to which students can apply this information. However, several of the texts do provide examples of
workplace activities that contradict academic views of authorship.
Journal Article
Genre Chameleon: Email, Professional Writing Curriculum, and Workplace Writing Expectations
Purpose: Inspired by the National Commission on Writing's 2004 job market survey, we sought to verify that our professional writing curriculum met the needs of local employers, and to test if a demand exists for a writing major. Our study explores workplace genre conventions
in light of responses.
Method: Using a grounded theory approach, we gathered data in two stages using a mixed-methods design of interviews and questionnaires.
Results: Seventy-three percent of respondents indicated that their respective companies require
greater than three quarters of salaried employees to produce formal workplace writing. Further, most respondents (92%) affirmed that prospective professional/ salaried employees are \"almost always\" adversely affected by poorly written materials. Respondents defined \"poor writing\" in prospective
and new hires in a variety of ways. All respondents chose Email as a \"daily genre of writing\" that eclipses the popularity of any other genre. Applicants and new hires were perceived negatively if \"formal\" written email skills were absent.
Conclusion: New hires' genre convention
mistakes are interpreted as lack of training or skill, or knowledge errors. We posit that novices must adapt to the company writing culture, learning the communicative threshold concepts as they would other aspects of company culture. We posit email has a new, descriptive grammar, altogether-a
set of rules deployed in individual workplaces that may not carry over to the next employer. So, we propose that email be taught and recognized in workplaces as what we have termed a \"chameleon genre,\" a genre that does whatever its users want it to do.
Journal Article
Workplace Writing in L2 Experiences Among Millennial Workforce: Learning to Write in English
The challenges confronted by the Millennial workforce across the transition from higher education to workplaces are well acknowledged globally. Institutions of higher learning (IHLs) have a responsibility to prepare graduates to become a functional workforce. Among the real-world skills to be taught is workplace writing, which is fundamental in work organizations. This paper aims to explore learning to write in English for the workplace as experienced by millennial workforces. A descriptive phenomenological research design was employed in order to gain an in-depth understanding of the Millennial workforce’s lived experiences in workplace writing. Seven of them were selected based on a set of criteria. A two-tiered method of interviews was employed to establish the context, relay specific details of the participants’ experience and contemplate the meaning of their experiences. In addition, self-portrait descriptions were used to triangulate the data. The findings revealed that the millennials experienced both learning for and about workplace writing in both settings: IHLs and workplaces. They further revealed the practicality of English writing and business writing courses they had taken at IHLs. They have also experienced learning at their workplace through participating in trainings, social interaction, first-hand experiences and intrinsic motivation. These findings can be used as an instructional guideline for ESL workplace writing courses in IHLs. The appropriate instructions and contents could be convenient not only to improve teaching and learning but also promote a more meaningful learning to the graduating students which in turn, creates a powerful workforce who is able to command by today’s workplace standards.
Journal Article
Rachel Lichtenstein’s Narrative Mosaics
Rachel Lichtenstein’s books, along with her multimedia art, represent her explorations of her British Jewish identity and her place in British Jewish culture as an imaginative odyssey. Her work represents research, stories, and traces from London’s Jewish past and multicultural present as well as from Poland and Israel, her family’s accounts, and the testimony of recent immigrants and long-time residents. Lichtenstein is a place writer whose artistic projects subject her relationship to the Jewish past and East End to critical interrogation through a metaphorical method composed of fragments that represent varied segments of Jewish history and memory as well as wandering as a narrative of personal exploration.
Journal Article
Epicenter: Deep Mapping Place in Fiction and Nonfiction
Susy Hinton grew up fifty miles from me, in the same era I did, and in my junior high school we were also divided into socs and greasers, but teen angst and bullying and lost love and gang violence may take place anywhere.Because of my reading experiences, I believed these were the kinds of places fit for fiction.When we're talking about deep mapping place in nonfiction, we're talking about uncovering layers, sometimes seemingly disparate layers, of archeology, natural history, oral history, autobiography, science, folklore, memories, personal reportage, weather-much that is known broadly, much that isn't known.When I began to write a novel about the 1921 Tulsa Race Riot, reading archived black newspapers from the era gave me insight not only into the prevalence of lynchings in early-day Oklahoma, the daily degradations of Jim Crow, but also a sense of our thriving black communities.[...]I was thinking, too, of how the power of place is inseparable from the character of its people, how what I know about that little postage stamp of native soil, as Faulkner called it, is hardly a smidgen compared to the knowledge of my parents or grandparents, but that is a part of the excavation that cannot be researched or studied into life.
Journal Article
Learning the Language of Home: Using Place-based Writing Practice to Help Rural Students Connect to Their Communities
The idea of \"place\" extends beyond the locations where people live. Place is a narrative which shapes identity and culture and provides an understanding of experience. By exploring place and the connections which evolve from place, an intriguing context begins to take a shape that inspires transformational ideas and actions. This article investigates how place-based writing practices affect rural middle school students’ connections with their home community as evidenced through their writing. This study follows the critical pedagogy of place theoretical framework and works to support best practices in rural education research. A qualitative case study design was used to conduct this study in a rural middle school in North Carolina.
Journal Article