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Aim: To evaluate the experience and effectiveness of six semi-structured writing retreats on research publication quantity and quality for nursing and midwifery academics and research students. Background: Research publications are necessary to develop a track record to gain competitive funding and for promotion. Publications also improve the standing of universities because their performance is measured in-part by research outputs. However, there are challenges to writing for publication, especially for new nursing and midwifery academics and research students. Therefore, four of the authors initiated semi-structured writing retreats to support nursing and midwifery academics and research students to overcome these challenges. Methods: A mixed methods exploratory sequential design consisting of two distinct phases and data collection methods. In phase one, an online evaluation was administered to collect participant experiences which were then analysed using content analysis. In phase two, data about the quantity and quality of publications arising from each retreat was collected, and descriptive statistics performed. Results: A total of 70 participants responded to the online evaluation. Qualitative analysis of their responses demonstrated that the writing retreats were highly valued as they offered a collaborative environment with dedicated time to focus on writing for publication. Quantitative analysis identified 81 publications were planned over the six writing retreats. Of these, 60 have been published, 5 are under review, 5 have not yet been submitted, and 11 were abandoned. Conclusions: Findings demonstrated that our six semi-structured writing retreats enabled and developed nursing and midwifery academics and research students writing for publication. Semi-structured writing retreats are a research investment that enabled preparation of high-quality publications by offering protected time to write, expert peer review and collaboration and networking opportunities. [ABSTRACT FROM AUTHOR]

Abstract Aim To evaluate the experience and effectiveness of six semi-structured writing retreats on research publication quantity and quality for nursing and midwifery academics and research students. Background Research publications are necessary to develop a track record to gain competitive funding and for promotion. Publications also improve the standing of universities because their performance is measured in-part by research outputs. However, there are challenges to writing for publication, especially for new nursing and midwifery academics and research students. Therefore, four of the authors initiated semi-structured writing retreats to support nursing and midwifery academics and research students to overcome these challenges. Methods A mixed methods exploratory sequential design consisting of two distinct phases and data collection methods. In phase one, an online evaluation was administered to collect participant experiences which were then analysed using content analysis. In phase two, data about the quantity and quality of publications arising from each retreat was collected, and descriptive statistics performed. Results A total of 70 participants responded to the online evaluation. Qualitative analysis of their responses demonstrated that the writing retreats were highly valued as they offered a collaborative environment with dedicated time to focus on writing for publication. Quantitative analysis identified 81 publications were planned over the six writing retreats. Of these, 60 have been published, 5 are under review, 5 have not yet been submitted, and 11 were abandoned. Conclusions Findings demonstrated that our six semi-structured writing retreats enabled and developed nursing and midwifery academics and research students writing for publication. Semi-structured writing retreats are a research investment that enabled preparation of high-quality publications by offering protected time to write, expert peer review and collaboration and networking opportunities.

Within the Department of Medicine (DOM) in a large tertiary academic health care facility in midwestern United States, we have developed an educational offering that incorporates an academic writing program (AWP) blending the approaches of a writing accountability work group, a writing workshop, and didactic writing courses. The purpose of this AWP was to assist healthcare professionals (HCP) with their manuscript writing skills to enhance academic productivity. We report our evolving journey and experiences with this AWP. To date, it has been offered 3 times to 25 HCP over the course of 3 years. Among those responding to a post program follow up survey (N = 11), 8 (73%) indicated that they completed the project that they were working on during the AWP and went on to publish the manuscript (N = 5) or were in the process of submission (N = 2). Some indicated they has also gone on to present posters (N = 2) or were in the process of presenting posters (N = 2) or had received grants (N = 1) or were awaiting grant notice (N = 1). A number of attendees have continued to use and share the tools presented during the AWP. Based on input from attendees and increased requests for this AWP, this educational program has been deemed a success and expansion of this program is currently underway. [ABSTRACT FROM AUTHOR]

This essay suggests that our understanding of writing workshop pedagogy has been limited by a divide between composition and creative writing, and by the ways we've narrated this pedagogy in our respective fields, leaving us with little knowledge of what actually happens in writing workshops. To open new possibilities within workshop pedagogy, the author argues, we need to tell our workshop stories differently: not as method or myth, but as a complex classroom scene. [ABSTRACT FROM AUTHOR]

The phenomenal-structural approach has already demonstrated its interest in many fields of psychological practice. We would like to provide an illustration of its current deployment in a therapeutic writing workshop conducted in a general hospital and bringing together patients from various backgrounds. To propose an opening on the expression of the imagination through writing allows a decentralization of the symptom favoring the expression of the personality structure and therefore a highlighting of its fragilities as of its resources. The session presented here is based on two texts that refer to two different personalities who nevertheless respond in echo. We will analyze through a fine study of language and expression the psychic movements at work and their deployment throughout the text, in order to identify global trends in personality structure. The spatio-temporal supports, the essential mechanisms of the link and the break and finally the psychic conflict will be explored as close as possible to the lived reality of the people. [ABSTRACT FROM AUTHOR]

Students seem to encounter various challenges when writing bachelor's and master's theses, indicating a need to support them in their writing processes. In this study, academic writing workshops for students writing bachelor's and master's theses were developed and investigated during three years of a participatory action research project. The study uses a more-than-human approach to students' thesis writing to explore how academic writing workshop practices are produced. Based on diffractive analytical engagements, this study conceptualizes the workshop practices as the enactment of academic writing workshop-ing in the spacetimemattering of the workshops. The workshop-ing recognizes the workshops as active doings with students and writing tutors in social and material realities; workshop-ing is an enacted practice, rather than preexistent or preceding. The study contributes to the existing literature with insights about how different entanglements matter in thesis writing practices and how workshop-ing can become productive in supporting students' thesis writing. [ABSTRACT FROM AUTHOR]

This study explores student perspectives about the challenges and affordances of participating in two dialogic teaching initiatives (writing group and writing workshop) implemented in Argentina to improve doctoral students' academic writing. It seeks to understand if these pedagogical initiatives can open, widen, and deepen dialogic spaces that, in turn, can help advance the dissertation writing process. Data analysis yielded two categories as the most relevant to the initiatives' dialogic aspect: draft exchange and participants' disciplinary backgrounds. Exchanging drafts and interdisciplinary background of the participants seem to be major conditions to open spaces of dialogue, where members encounter new voices and viewpoints that can contribute to improve the drafts. Both categories are also associated with negative feelings, which seem to be attenuated as participants become increasingly involved in the dialogic spaces inaugurated by these pedagogical initiatives. [ABSTRACT FROM AUTHOR]

This paper looks into the 2022 writing workshop sponsored by the British Academy with Nigerian and Ghanaian participants. It was focussed on the present status of modern buildings, which are quickly replaced by newer ones, eroding the prevailing vernacular of the landscape of African university campuses. A new approach was adopted to documenting the stories of these buildings, which had existed prior to the time, by Africans, not foreigners. Postgraduate students were co-opted to participate in a five-day writing workshop across three universities in Nigeria. The teams were headed by Early Career Researchers (ECRs) led by a Nigerian Co-Investigator (Co-I), similar to a workshop held in Ghana just a week before. The Principal Investigator (PI) was based in the United Kingdom and assisted by two co-investigators, one from Nigeria and one from Ghana. For the Nigerian contingent, the loci group comprised four participants per group (12 participants in each of the three universities in Lagos, Jos, and Enugu campus). At each university, the participants selected modern buildings on the campus to write about, guided by the ECRs. Scheduled meetings were arranged for expert presentations, site visits, and group meet-ups to discuss their working papers. Recommendations were made for architectural histories and criticisms to be introduced into the students’ curriculum, from which publications and documentation of these buildings can be carried out concurrently. Grants and awards can also be targeted at universities both locally and globally to further improve this approach. Emphasis on the cultural point of view was encouraged in the writing exercise to preserve the heritage aspects of the buildings.

Biographies are one of our best tools for diversifying the curriculum. In this article, we describe The Biography Clearinghouse, a free resource designed to inspire teachers to use high‐quality biographies in their classrooms. We then elaborate on curricular possibilities in K‐8 classrooms. We end with a discussion of the Investigate, Explore, and Create framework established by The Biography Clearinghouse and provide examples of teaching suggestions using two picturebook biographies and a chapter book biography. [ABSTRACT FROM AUTHOR]

This article documents the authors' modification and implementation of anti‐racist writing workshop (ARWW) practices in the context of an online, drop‐in writing club, Pens Out. We sought to understand how teens perceive writing practices that are not white‐normed — specifically, centring relationships instead of prizing individuality, embedding choice instead of replicating one authorial view and observing writerly craft instead of errors. As white‐identifying educators and researchers, we engaged in practitioner inquiry to understand how programme participants who live in a predominately white region experience these practices. We asked: How do attendees understand and describe experiences with writing workshop pedagogies that seek to de‐centre whiteness? This question has become increasingly important as politicians in the United States restrict anti‐racist educational practices and content. We used conventional content analysis to observe themes across five participants' semi‐structured interviews. Findings indicated that participants' relationships with each other produced inspiration and reciprocity, writing expectations from inside and outside the club affected choice and risk taking, and observing craft multimodally encouraged sharing and reciprocity. What we discovered can help teachers and leaders of K12 writing workshops implement ARWW practices and increase allyship while discussing and questioning hegemonic ideals in K12 schooling. [ABSTRACT FROM AUTHOR]

This paper looks into the 2022 writing workshop sponsored by the British Academy with Nigerian and Ghanaian participants. It was focussed on the present status of modern buildings, which are quickly replaced by newer ones, eroding the prevailing vernacular of the landscape of African university campuses. A new approach was adopted to documenting the stories of these buildings, which had existed prior to the time, by Africans, not foreigners. Postgraduate students were co-opted to participate in a five-day writing workshop across three universities in Nigeria. The teams were headed by Early Career Researchers (ECRs) led by a Nigerian Co-Investigator (Co-I), similar to a workshop held in Ghana just a week before. The Principal Investigator (PI) was based in the United Kingdom and assisted by two co-investigators, one from Nigeria and one from Ghana. For the Nigerian contingent, the loci group comprised four participants per group (12 participants in each of the three universities in Lagos, Jos, and Enugu campus). At each university, the participants selected modern buildings on the campus to write about, guided by the ECRs. Scheduled meetings were arranged for expert presentations, site visits, and group meet-ups to discuss their working papers. Recommendations were made for architectural histories and criticisms to be introduced into the students' curriculum, from which publications and documentation of these buildings can be carried out concurrently. Grants and awards can also be targeted at universities both locally and globally to further improve this approach. Emphasis on the cultural point of view was encouraged in the writing exercise to preserve the heritage aspects of the buildings. [ABSTRACT FROM AUTHOR]

There is some evidence that reflective writing can have positive learning and teaching outcomes. Although there is some discussion in the literature about the merits of standalone creative writing workshops, to our knowledge there is not much evidence on the effects of a reflective writing workshop offered as part of a formal university module, with the aim to enhance and complement learning and encourage students to connect with the wider scholarly community through their writing. Brief testimonials were analysed using thematic analysis. The writing workshop appeared to provide a space to write freely while negotiating power structures in academia, a space to develop an individual writing voice and a writing habit. The publishing part of the workshop was also not taken up as much, which emphasizes the importance of focusing on the process rather than product in education. [ABSTRACT FROM AUTHOR]

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Le placement confronte l'adolescent au défi de se reconstruire à partir d'une histoire infantile parfois traumatique mais également de se subjectiver dans un environnement souvent ponctué de ruptures. Les événements de vie et les incohérences dans les environnements de placement participent alors au déploiement des pathologies du traumatisme relationnel précoce ou narcissiques-identitaires qui ont comme point d'encrage un rapport particulier à l'agitation et au clivage du moi. Ces phénomènes résultent d'un défaut dans la formation de la fonction contenante des enveloppes tant psychiques qu'environnementales, qui ne peuvent assurer leur fonction protectrice et représentative, compliquant alors l'émergence des processus de pensée et d'élaboration de l'expérience subjective. Sur le plan thérapeutique, les dispositifs groupaux à médiation par l'écriture semblent particulièrement adaptés à la mobilisation des enveloppes, car constitués d'une diversité de feuillets dont les interactions peuvent faciliter la reprise des processus de symbolisation, l'émergence des structures contenantes de la pensée et de ses contenus. En effet, la rencontre permise entre le sujet et l'ensemble de ces enveloppes (groupales, sensorielles, narratives ...) contribue à la latéralisation du transfert et à consolider un espace de contenance groupal et psychique. Nous avons mené une thérapie à médiation auprès de sept adolescents confiés à l'Aide sociale à l'Enfance et accueillis en Maison d'Enfants à Caractère Social (MECS). Le dispositif a été conçu de sorte à fournir aux adolescents le matériel nécessaire à un processus de création libre et non dirigé, fondé sur la règle de l'association libre. Nous utilisons la méthodologie de l'étude de cas unique et de l'analyse de cas contrasté, adossée à une analyse clinique des processus groupaux et de symbolisation, dans le but de mettre en évidence les interactions qui existent entre les enveloppes psychiques et leurs implications sur les processus représentatifs et l'évolution de l'organisation subjective de ces adolescents au cours de la thérapie. Romane, David et Karene sont trois adolescents qui ont participé à l'atelier d'écriture. L'étude des processus individuels et des interactions entre les sujets et le groupe montrent que les ruptures, les rigidités et les porosités dans les enveloppes peuvent être interprétées à la fois comme des phénomènes désorganisateurs de la subjectivité, mais également comme préalables à la consolidation d'une fonction contenante tant d'un point de vue groupal que psychique, qui autorise par la suite l'émergence des processus de pensée. Les enveloppes prennent différentes formes au cours de l'atelier, qui révèlent l'organisation de la subjectivité de ces adolescents et les processus qui bousculent également l'espace groupal. Une capacité première à la porosité semble favoriser l'émergence de processus de transformations, alors qu'au contraire, l'absence de cette capacité poreuse des enveloppes semble inscrire durablement le sujet dans une position de passivité et de repli vis-à-vis de la relation. De plus, la présence conjointe des caractéristiques malléables du médium et l'adaptabilité du thérapeute concourent à favoriser l'incursion de l'adolescent dans le champ de la représentation via les processus narratifs. Cette capacité narrative, lorsqu'elle est rendue accessible, autorise également une reprise des liens entre les adolescents au sein du groupe, source d'un apaisement et d'une possible co-créativité. Les différents feuillets de cadre qui constituent la médiation par l'écriture en font un médium particulièrement pertinent auprès des populations confiées à l'Aide Sociale à l'Enfance, et constituent des scènes supplémentaires, des virtualités symbolisantes prêtes et disponibles pour accueillir à la fois les processus, les mettre en image, mais aussi les traiter pour qu'ils puissent être réappropriés. Adolescents who have been placed in foster homes are confronted with the challenge of reconstructing themselves from a traumatic childhood history. The placement also confronts them with often unstable or incoherent environments. Negative life events and inconsistencies in the environments then participate in the development of pathologies based on early traumatic relationships. These pathologies can lead to agitation and ego splitting. This phenomenon results from a disruption in the formation of psychological and environmental envelopes. When these envelopes cannot ensure their protective and representative functions, the emergence of the processes of thought is complicated. From a psychotherapeutic point of view, group therapeutic activities based on writing seem particularly adapted to the mobilization of envelopes. These group activities are made up of a diversity of envelopes whose interactions can facilitate the remobilization of symbolization processes, the emergence of the containing structures of thought and its contents. Indeed, the relationship between the subject and these envelopes (group, materials, narrative...) contributes to the lateralization of the transference. These envelopes also lead to the formation of a containing group and psychic space. We conducted a therapeutic writing activity with seven adolescents entrusted to the child welfare services and placed in foster care. The activity was designed to provide the adolescents with the necessary material for a free and undirected creative process, based on the rule of free association. We use the methodology of the single case study and the analysis of contrasted cases, combined with a clinical analysis of group and symbolization processes. The aim of this analysis is to highlight the interactions that exist between the psychic envelopes and their implications for the representative processes and evolution of the subjectivity of these adolescents. Romane, David, and Karene are three adolescents who participated in the writing therapy. The study of the individual processes and interactions between the subjects and the group show that the ruptures, rigidities, and porosities in the envelopes can be interpreted both as disorganizing phenomena of subjectivity, but also as prerequisites for the consolidation of a containing function, which subsequently enables the emergence of thought processes. The envelopes take different forms during the therapy, revealing the organization of these adolescents' subjectivity and the processes that also shake up the group space. A primary capacity for porosity seems to favor the emergence of transformative processes, while on the contrary, the absence of this capacity seems to durably inscribe the subject in a position of passivity and withdrawal from the relationship. Moreover, the simultaneous presence of the malleable characteristics of the medium and the adaptability of the therapist contribute to the promotion of these adolescents' representative capacity via narrative processes. This narrative capacity also allows for links to be formed between the adolescents within the group, a source of appeasement and of possible co-creativity. The various envelopes that constitute therapeutic writing make it a particularly relevant medium with populations entrusted to the child welfare system. These envelopes constitute a variety of sources of symbolization. [ABSTRACT FROM AUTHOR]

Writing support is one facet of doctoral education with implications on student retention, persistence, and completion. Previous research suggests focus has been given to undergraduate writing, while little attention has been paid to support graduate writing overall and even less at the doctoral level (Rose & McClafferty, 2001). After observing student struggles with doctoral-level academic writing, members of the faculty determined a need to better support writing development from coursework through the final dissertation in an online Global Leadership PhD program. In this article, we describe the development and implementation of a multi-day, interactive, and synchronous online writing workshop collaboratively offered by faculty and staff to address challenges experienced by pre-dissertation students, as well as those in the dissertation stage of the program. Students had demonstrated a wide variety of challenges, including trouble writing using conventional standards, difficulty organizing their thoughts, understanding and applying appropriate APA formatting, and minor proofreading errors in their writing. These challenges are often exacerbated by differences in priorities from instructors, creating confusion for the student on how to best address these challenges and become more proficient in their writing. Following a description of the practice, we include a discussion on student evaluations of the workshop and make recommendations for the application of similar support initiatives. [ABSTRACT FROM AUTHOR]

This paper describes a research project conducted with international doctoral students documenting student and faculty members' experiences in a writing workshop. The purpose of this study was to understand the complexities associated with international students' academic writing competencies and develop a supportive culture as they pursue their education in the US. Participation in the writing workshop aided students in progressing through the four stages of Burch's learning model. The findings suggest that, intensive writing experiences improve writing abilities, perceptions of writing, and knowledge of when to pursue writing assistance. In addition, the workshop supported the researchers in gaining insight into their international students' experiences leading towards improved pedagogy for this student population. [ABSTRACT FROM AUTHOR]

Suite à la tragique explosion du 4 août 2020 au Liban, l'auteur présentera son intervention en deux parties. Une première partie lors de l'intervention immédiate auprès des secouristes, une partie qui décrit l'importance du cadre mis en place par téléphone dans la langue des sauveteurs. La deuxième partie est une approche thérapeutique sur le long terme (toujours en cours au moment de la rédaction de l'article), utilisant l'écriture comme outil thérapeutique pour les traumatismes et le deuil. La mise en place d'un dispositif de soutien et/ou de supervision par téléphone des secouristes et des soignants montre son efficacité lorsque le cadre du pays lui-même est défaillant, voire inexistant. Le cadre apporté permettant un cadre à penser. Pour le suivi de patients à dix-huit mois après l'explosion avec, pour outil, l'écriture à visée thérapeutique semble favoriser la mise en place d'une mise en abîme de cadre nécessaire suite à un effondrement extérieur et intérieur, là où le corps et le psychisme sont blessés. Une ligne conductrice sera celle de l'impact d'un évènement tragique dans la sphère individuelle et dans la sphère collective. Du drame individuel au drame collectif et inversement, ainsi que de l'importance du multilinguisme pour le thérapeute face à la sidération traumatique possible chez les patients. Une tragédie comme celle du 4 août 2020 est un traumatisme pouvant fragiliser l'espace intime. Le traumatisme, cet indicible, est difficile à raconter. La psychothérapie en plusieurs langues, étayée par l'écriture thérapeutique, semble avoir un rôle réparateur et structurant là où l'effondrement est extérieur et intérieur. Following the tragic explosion of August 4, 2020 in Lebanon, the author will present his intervention in two parts. A first part during the immediate intervention with the rescuers, a part which describes the importance of the framework set up by telephone in the language of the rescuers. The second part is a long-term therapeutical approach (still in progress at the time of writing the article), using writing as a therapeutical tool for trauma and bereavement. The setting of a telephone support and/or supervision for rescuers and caregivers shows its effectiveness when the framework of the country itself is weak or non-existent. Thus, the framework provided allowing a framework to think. Regarding the follow up of patients eighteen months after the explosion, writing as a therapeutical tool seems to favor the setting up in the abyss of the framework that is needed following an external and internal collapse, where the body and psyche are injured. A guiding line will be that of the impact of a tragic event in the individual sphere and in the collective sphere. From individual drama to collective drama and vice versa. As well as the importance of multilingualism for the therapist regarding the traumatic sideration that could occur with patients. A tragedy like that of August 4, 2020 is a trauma that can weaken the intimate space of a person. The trauma is unspeakable, difficult to tell. Psychotherapy in different languages, supported by writing as a therapeutical tool, seems to have restorative and structuring role where the collapse is external and internal. [ABSTRACT FROM AUTHOR]

In the wake of the Covid‐19 pandemic, challenges with adolescent mental health are on the rise, making the need for spaces where teens share their emotions and experiences all the more vital. This single‐case study explores the impact of writing on one young woman's (Celia) mental health during Girl Power, a gender empowerment poetry writing workshop for adolescent girls. Celia's poems, interviews, and discussions illustrate the complexity of the intersections of mental health with friendship, body image, and identity as a girl, revealing the benefits of a supportive community for writing for self and catharsis. This article concludes with practical implications for the healing power of writing both in and out of the classroom. [ABSTRACT FROM AUTHOR]

Writing is generally considered to be difficult by most students. Having a limited understanding on what to write or the fear of making grammatical or spelling errors is often a major problem for students when they are instructed to write an essay or an article. Such difficulties are respective for Sundanese language classes in West Java. This study aims to investigate a number of fundamental problems of writing in Sundanese classes at a Junior High School. It also seeks to address the problems in the area of teaching writing in Sundanese classes by providing a comprehensive picture of the practice of a writing workshop model in the selected class. The study is classroom action research taking place in a public Junior High School in West Java, specifically in a Sundanese language class. The participants of the study were 36 students of 9th grade (comprising 14 male students and 22 female students) in 2018-2019 academic years. There were 3 cycles involved in this action research implemented throughout a semester. The findings revealed that the use of the writing workshop model in teaching writing in Sundanese could improve the students' writing skills. The writing workshop model, which focuses on personal analysis and peer-feedback in the essay writing process, facilitated 9th grade students in producing, evaluating, and presenting essays within their respective groups. A supportive social environment in groups allowed for students' enjoyment in writing. This environment thus led students to be exposed to varied topics and linguistic expressions in multisocial contexts. This study suggests that there are potential benefits from implementing the writing workshop model in the practice of teaching writing. Therefore, language teachers are suggested to apply this model in their classroom. Through this model, students will be more engaged in their writing classes and learn writing in more meaningful, fun, creative, and dialogic ways. [ABSTRACT FROM AUTHOR]

The contribution proposes some considerations on the relevance of a classical work of linguistic education, ...ho nuotato fino alla riga. Bambini alla conquista della scrittura [I swam up to the line. Children master writing] of Elisabeth Bing more than forty years after the release of the Italian translation (1977), which is now published again.

In this paper, I use narrative methodology to examine and interpret the experiences of Shaun, a 4th grade student in the United States, navigating his own reluctance and disaffection with writing in school - in a writing workshop that sought to foster language experimentation, choice, and agency. From the perspective of a participant-observer and classroom volunteer, I describe the challenges of my own work with Shaun, emphasizing the twists and turns of Shaun's experience and highlighting especially the relational factors, or "relational narrating," through which he ultimately came to produce writing on his own. The paper conceptualizes writing as a process of "becoming" rather than as final products and endpoints, and the analysis considers the role of "imaginative co-investments" in writing, between peers, as shaping factors supporting writer identity and practice. [ABSTRACT FROM AUTHOR]

There is a feeling in the Learning Development community – and in academia more generally – that discipline staff see the academic writing of students as a problem better ‘fixed’ by others. However, staff at a writing workshop held within a learning and teaching conference revealed positions that were more nuanced, inflected, compassionate and ‘responsible’ than this. Writing collaboratively around the words produced by staff at our workshop, led to new insights into ways that staff could support student writing as an emergent practice. We decided to collect and share the many ways that discipline staff might be encouraged to harness writing in their own curriculum spaces: a staff guide on supporting writing and other forms of learning and assessment emerged. In this paper we discuss collaborative writing as a method of inquiry as we explore the contested terrain of academic writing, challenge the notion of ‘writing skills’, and model a more emergent form of exploratory writing.

This chapter explores the complexities of leading the improvement of literacy instruction at a secondary school populated by a majority of culturally diverse, at-risk, and low-income students. The principal's narrative charts the journey to evaluate the campus' comprehensive needs and human capital. In an effort to build teacher capacity and foster authentic learning experiences, the school leader partners with an instructional specialist and a nonprofit organization, WITS Houston (WITS), Houston. The unique professional development program designed by WITS allows teachers to connect directly with writers in order to cultivate their own voices as authors and create more culturally relevant writing instruction for students. After navigating the challenges of program implementation and the COVID-19 pandemic, the campus successfully launches the WITS Collaborative as a multitiered approach to school improvement and literacy intervention. To catalog the experience, the principal details the objectives of the partnership, preparatory considerations, tensions regarding enactment, and the implications for the field. [ABSTRACT FROM AUTHOR]

Notre propos est d’exemplifier et d’analyser quelques alternances codiques telles qu’elles se présentent dans le slam et le rap « lyrique » de Gaël Faye, avant d’explorer les potentialités didactiques des ateliers d’écritures plurilingues qui peuvent s’inspirer de certains de ces textes à haut potentiel de créativité. En effet, la créativité qui s’y tisse s’avère non seulement lexico-phaséologique mais aussi sonore, voire corporelle si les corps en présence se trouvent convoqués dans cet espace ouvert à tous les possibles.

This paper focuses on the partnership between Writopia Lab and PS 89, a K-8, Title 1 School in the Bronx, to explore concrete ways of inviting joy and play into the classroom while interacting with the embedded obstacles within our education culture. [ABSTRACT FROM AUTHOR]

In this article, we try to analyze a corpus which is composed of the playful activities suggested in the three French textbooks in order to show the importance of these tools in the developement ok skills of algerian learners. On the one hand, we seek to apprehend the representations that the designers of these textbooks have of playful dimensions in the teaching/learning of the FFL. On the other hand, we want to determine the place granted to the playful activities, the impact as well as the prospects for the teaching exploitation for fun in language class. We take account of the requirements of the teaching approaches and the aims of the teaching of French in Algeria within the framework of the new reform.

For many years, research has supported the value of using real-life experiences as teaching opportunities (Noobanjong & Louhapensang, 2017; Powell, 2015). This is just as true of teaching writing as of anything else. In fact, when learners use writing (such as journaling) to share their experiences, they benefit in several ways, including their communication skills (Khanmohammad & Eilaghi, 2017). Writing workshops have been shown to be effective approaches to coaching writing at several different levels (Williams, 2014). Such workshops provide the opportunity to reflect on drafts, collaborate with peers and work through the writing process. They are, therefore, a highly effective context in which to integrate writing about real-life experiences. This, in turn, allows students to develop their writing and their content knowledge. In order to investigate the integration of real-life writing practices into the writing workshop, we focused on one important real-life setting: nature. We created a nature-based writer's workshop, Writing in Nature, for students in the upper-elementary/middle grades (ages 10-12). During the two-session workshop, we provided students with a natural setting. Then, we led them in a writing workshop. Results showed high student engagement and interest, both in the topic and in writing. Our findings suggest that using a natural setting for writing workshops is an effective real-life context for increasing engaged time, teaching content, and developing writing skills. [ABSTRACT FROM AUTHOR]

Teaching French or teaching in French seems not to find out a way nowadays. The teachers deliver a teaching from books which doesn’t allow to learners to develop competences. The most important is still focussed on the transmission of knowledge that does not always train for real life. In this teaching, all the process which makes a text from the meeting between the language, the writing and the thinking, is missing. Whereas, settling scriptural tools will not only help the learner to work again, but it will allow him to acquire a lot of useful competences to his training as a human being. Here is a challenge offered by the learning of writing in the workshops. Key-words:

Aim: To test the feasibility of a remote writing programme, Writing to Improve Nursing Science (WINS), for nursing scholars in low‐ and middle‐income countries and assess its impact on scholarly writing and dissemination. Background: The ability to write and publish scholarly manuscripts is critical for successful nursing research careers. Yet, there is a lack of resources to appropriately mentor nurse scholars in this area. This is especially true for low‐ and middle‐income countries with fewer resources and a dearth of doctorally prepared nursing faculty. Introduction: We adapted an existing university‐based writing class to mentor 10 nurse scientists through the writing and publication process utilizing three components: online didactic training, remote one‐to‐one mentorship and an in‐person peer‐reviewed writing workshop. Methods: Ten nurse faculty from 10 countries selected via competitive application developed manuscripts with remote mentorship and online training for 6 months. Then, an in‐person workshop was held to conduct peer reviews of manuscripts. Mentorship continued for an additional year until the manuscript was either published or the participant no longer wished to pursue publication. Results: All participants prepared a manuscript and were trained in manuscript writing, editing, and the peer review and submission process. To date, four manuscripts have been published. Discussion: The Writing to Improve Nursing Science Program is a feasible model to increase publications among nursing faculty or students globally and allow the sharing of resources across countries. Conclusion and implications for nursing policy: Innovative solutions for sharing of intellectual resources, such as this program may contribute to improving the evidence base globally. Nursing research policies should include a mentorship component to increase publications to improve nursing practice and related patient outcomes. [ABSTRACT FROM AUTHOR]

The objective of this article is to characterize how the production process of expository texts is dynamized in a writing workshop for students of the fifth grade of Primary Basic of the virtual modality. The design was based on virtual ethnography, since it focused on studying the culture of a virtual educational community, analyzing the context and the discourses that took place among the members, bearing in mind that their links were mediated by technology. Several moments were raised which gave clarity on the components of the study. The moments were design and formulation of the proposal; in the second, participants, informants and data sources were defined with their techniques; in the third, fieldwork was carried out to interpret the identified problem; in the fourth, the construction of the final report that includes analysis of the results, conclusions and recommendations. The results show the analysis and interpretation of some strategies implemented by the teacher during the development of the workshop, the computer tools used, the activities carried out, the communication between classmates and students - teacher, the production of a type of text (expository), taking into account all the process required to achieve this and thus improve their communicative competence. [ABSTRACT FROM AUTHOR]

Our analysis focuses on the writing workshop and its contribution to the adjustment of the representation that our learners have made about the writing in French language as a foreign language. Being cognition act writing is considered as a changeable peripheral element and the representation of the French as a central core very difficult to change. Writing workshop as a teaching device operates this change on the peripheral element by using a specific process where writing is never associated with fear shame or complex. Writing is rewriting the text exploit his mistakes and draft in order to improve his text. That why this article proposes to find out the contribution of writing workshop in the development of scriptural skills of our learners in the French language as a foreign one.

In the article "No Need to Reinvent the Wheel: Reading Instruction in a Time of Change" published in English in Texas in 2017, the authors, Ann D. David and Katrina Jansky, viewed reading instruction through five touchstones: time, choice, relevance, talk, and routines and rituals. This article expands on those touchstones by examining writing instruction, offering classroom practices that can support a diverse range of student writers and bring back joy and pleasure to the writing classroom. [ABSTRACT FROM AUTHOR]

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Introduction: Clinician-educators often need specific direction in writing to publish their scholarly works. Faculty writing workshops and retreats, as well as helpful articles, address the "how-to" of writing but not the "pitfalls" of publishing. We describe an innovative, interactive workshop we crafted for the medical education profession, using our material from didactic presentations on writing given locally and internationally and incorporating education, rhetoric, and social science theories. Methods: Using baseball as a metaphor, we present the material in three sections: "Know the Playing Field" (publication ethics, journal selection/timing, accountability, boundaries), "Learn New Strategies" (publication standards, rhetorical statement, IMRAD), and "Score the Home Run!" (finalizing and submitting the manuscript, responding to reviewers). Results: It has been given in numerous venues, adapted to cover time constraints ranging from 1.5 hours to 3 hours, presented to audiences ranging from Executive Directors to medical trainees, and adjusted in response to feedback, demonstrating its flexibility. In every instance, it has been lauded for its educational value; participants have rated the overall quality of the workshop, as well as individual components, as good or excellent (all above 4 on 1-5 scale) and lessons learned as very useful and most useful. Conclusion: We offer it as a practical and flexible framework for adaptation by other institutions.

Copyright of Synergies Algérie is the property of GERFLINT (Groupe d'Etudes et de Recherches pour le Francais Langue Internationale) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Although writing skills are vital to a successful career in business, graduate students receive little instruction on how to develop such skills. In a pilot study, we designed and conducted a writing workshop, teaching graduate students to persuasively communicate business decisions. The one and half a day workshop focused on three topics: "thesis writing", "how to structure and develop a persuasive essay", and "language mechanics", along with homework, inclass writing assignments, and prompt feedback. Professional writing techniques were also introduced, which helped students learn how to compose a multi-paragraph persuasive essay in a tuned context. Students' response towards the workshop was extremely positive. [ABSTRACT FROM AUTHOR]

Conferencing gives teachers and students opportunities to discuss student writing and provide feedback in individual settings. Practitioner guides offer suggestions on how conferences can be conducted, but little is known about what types of interactions occur. Two case studies, including a cross-case analysis, were conducted to describe key components of effective conferences in one sixth grade classroom. Results showed that a structured and predictable pattern emerged in which students identified the purpose for the conference, examined a main issue of content with their teacher, and planned for the future. These students took ownership of their writing conferences by directing the conferences, maintaining a serious tone, and establishing a safe and positive atmosphere. [ABSTRACT FROM AUTHOR]

This paper presents a critical description of a successful experience on writing at Basic Education, aiming to present and to analyze how the writing workshop methodology works as a teaching proposal for collaborative learning. Consisting of production, reading, reflection and textual reconstruction phases, this proposal is based on the Socio-Discursive Interactionism principles, which take the language as an interactional activity of social subjects, with specific purposes. This study has a qualitative perspective and explanatory and methodological aims, in order to clarify the workshop process and its interfaces with the collaborative learning. The final considerations point out the Writing Workshop as a teaching alternative able to helping in the authoring process and reducing learning disabilities from students at Basic Education. It seals, thus, a commitment to offering a contribution to the writing didactics field. [ABSTRACT FROM AUTHOR]

Today's curriculum is driven by standardized tests and is frequently narrowed to information that is tested. Though numerous researchers express this attitude and oppose teaching to the test, many districts urge test preparation through prompts and formula writing in place of teaching writing using best practices. In this manuscript, the author's present information that indicates Writing Workshop is key to developing proficient writers who can pass standardized tests as well as write for authentic purposes. [ABSTRACT FROM AUTHOR]

Writing centers in universities across Japan are on the rise. These centers are commonly understood to be for remedial language help, deterring students confident with their language ability from attending. Over the past few years the number of student appointments at our writing center had been decreasing. Students were expressing no need for the center since, in their understanding, it was meant only for correcting grammar. To increase awareness of the writing center, we decided to conduct workshops to provide basic frameworks for learning aspects of writing outside of grammar. Since running the workshops, reservations for tutorials have been increasing, suggesting the workshops to be successful.