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Graduate Creative Writing Programs
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The ways in which we approach the process of writing can tell us much about our confidence, linguistic and textual knowledge, and our desire to please self or others through language. School writing often focuses on the process and product of writing, rather than the conditions that shape how we make decisions when writing for an authentic purpose and audience. This paper uses reflexivity theory, including an innovative Reflexive Writing Instrument (RWI), along with critical discourse analysis, to interrogate elementary students’ decisions-making modes in writing and how these align with teachers’ views, classroom experiences and writing outcomes. Findings show that students can have different perceptions than their teachers about their approach to writing, but the conditions that teachers enable can influence students’ decision-making modes. We argue that the RWI can be used to prompt reflexive writing dialogues so that formative assessment can be nuanced to support individual s
This article presents a qualitative study of the differential uptake of SFL-inspired metalanguage and SFL-based pedagogy by two senior secondary history teachers in Australia. The teachers were involved in design-based research aimed at improving disciplinary writing for high stakes examinations. While both attended the same training seminar and had similar access to support from researchers during the project, their uptake of the metalanguage and pedagogy differed. One teacher rejected most of the SFL metalanguage but enthusiastically adopted joint writing practices from genre-based pedagogy, using her own metalanguage. The other did not adopt joint writing but enthusiastically engaged in explicit teaching of metalanguage and clause-level grammar. While struggles arose during the process of critical SFL praxis with these teachers, both also communicated positive outcomes for student confidence and ability to write for examination, which they attributed to an explicit focus on teaching
Himelhoch, Lambert and Wayner awarded Truman Scholarship for public service
by the Office of Communications
April 21, 2021 1:01 p.m.
Princeton University students Malka Himelhoch, Jessica Lambert and Claire Wayner have been awarded Truman Scholarships, which provide up to $30,000 toward graduate school and the opportunity to participate in professional development programs to prepare for careers in public service.
Himelhoch, a member of the Class of 2021, received her award in 2020, as one of 62 recipients among 773 candidates nationwide. Lambert and Wayner, members of the Class of 2022, are among the 62 recipients for 2021, chosen among 845 candidates nationwide.
The award “recognizes college juniors with exceptional leadership potential who are committed to careers in government, the nonprofit or advocacy sectors, education or elsewhere in the public service,” according to the Truman Scholarship Foundation.
Khan, McEnany and Orlovsky awarded Goldwater Scholarships
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