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Journal ArticleDOI

‘Embodied writing support’: The importance of the body in engaging students with writing

01 Jun 2014-Journal of Writing in Creative Practice-Vol. 7, Iss: 2, pp 283-300
About: This article is published in Journal of Writing in Creative Practice.The article was published on 2014-06-01. It has received 11 citations till now. The article focuses on the topics: Professional writing & Embodied cognition.
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Journal ArticleDOI
TL;DR: This article explored students' experience of such informal learning spaces, through focus groups and walk-with-interviews, and found that the creation of different types of learning atmosphere, should be understood as a multi-sensory experience, and actively constructed by learners themselves.
Abstract: Changes in pedagogy to emphasise independent study and group work have increased the need for informal learning spaces on campuses. University libraries have been quick to respond to this need, partly because of the decline in book lending and partly because of technology enablers. Furthermore, new types of buildings that combine many types of facility, including libraries and informal learning spaces, are being built. This research aimed to explore students’ experience of such informal learning spaces, through focus groups and walk with interviews. It was found that the creation of different types of learning atmosphere, should be understood as a multi-sensory experience, and actively constructed by learners themselves. Informal learning spaces are important destinations for students, who have favourite places to study, where they often work alongside companions and find motivation to work in the presence of others.

45 citations


Cites background from "‘Embodied writing support’: The imp..."

  • ...After all, such basic learning tasks as writing (Clughen 2014) and reading (Mangen 2014; McLaughlin 2015) are in significant ways embodied....

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  • ...The thoughts we have when walking are different from those we have when sitting; hence, many authors have found walking stimulates creativity (Clughen 2014)....

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  • ...This aligns with studies of basic learning activities such as reading and writing that increasingly stress its embodied nature (Mangen 2014; McLaughlin 2015; Clughen 2014)....

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Journal ArticleDOI
TL;DR: The authors investigated how students develop their academic writing across language codes and registers in the multilingual contexts of a Swedish university and found that students' linguistic ideologies and their experiences can enable or restrict their capacity to draw on their varied repertoires.

35 citations

Journal ArticleDOI
TL;DR: This review paper examines some of the main theoretical influences prompting a reappreciation of the importance of the body and how it may be conceived as relevant to information studies (IS) by placing this increased recognition of theBody in its historical and social context.
Abstract: This review paper examines some of the main theoretical influences prompting a re-appreciation of the importance of the body and how it may be conceived as relevant to Information Studies (IS). It starts by placing this increased recognition of the body in its historical and social context. It then examines, in turn, how the body is viewed in the phenomenology of Merleau-Ponty; practice theory; embodied cognition; and sensory studies. Existing and potential influences in Information Studies are discussed. Most work that reexamines the place of the body reflects the influence of Merleau-Ponty, but he has had relatively little direct impact on IS. Practice theory does deal with the body and this has already been picked up quite strongly in IS Work in the area of embodied cognition has the potential to fundamentally change our view of the relation of the mind and the body, and information as an aspect of that. Sensory studies offers a powerful framework for examining the cultural shaping of the senses as a source of information. The implications of the bodily turn for methodology are briefly discussed.

19 citations

Journal ArticleDOI
TL;DR: In this article, the authors argue that the increasingly online nature of composition is not conducive to plagiarism detection, and argue that Turnitin and Grammarly can be used to detect plagiarism.
Abstract: This article discusses and challenges the increasing use of plagiarism detection services such as Turnitin and Grammarly by students, arguing that the increasingly online nature of composition is h...

14 citations

Journal ArticleDOI
TL;DR: The authors argue that by using the affective domain as a pedagogic springboard, subject lecturers can formulate more collaborative, supportive and emotionally sensitive communities of writing practice for students.
Abstract: After working in Further Education (FE) and Higher Education (HE) in the United Kingdom for over thirty years, and completing a doctoral thesis on the subject of lecturers’ perceptions of academic writing in HE (French 2014), it became very clear to me that many students and lecturers (although that is a subject of another paper) experience the processes of producing academic writing in very physical and emotional ways. In this paper, I will be discussing how my students often articulated the intensity and emotional nature of their academic writing experiences using words like ‘fear’, ‘frustration’, ‘outrage’, ‘exhaustion’ and ‘yearning’. This emotion and strength of feeling drew me to consider the relationship between the development of a positive writing identity and the affective domain. Subsequently, in my practice as a tutor in HE, I incorporated the affective domain into my work and seek here to stimulate debate with subject lecturers about how important emotions, even negative emotions like confusion and anxiety, can be to the development of a positive academic writing identity for students. The paper argues that, by using the affective domain as a pedagogic springboard, subject lecturers can formulate more collaborative, supportive and emotionally sensitive communities of writing practice.

13 citations


Cites background from "‘Embodied writing support’: The imp..."

  • ...In doing so, it draws on the work of Clughen (2014) who writes of how authors, more commonly than academic writers, have written about the intense physicality and emotionalism of writing as a process or form of labour....

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