Hypersocial-Interactive Writing: An Audience of Readers-as-Writers

2014 ◽  
Vol 2 (2) ◽  
pp. 17-43
Author(s):  
Rik Hunter ◽  
Keyword(s):  
Interactive Writing

Interactive Writing with Young Children

2000 ◽  
Vol 76 (6) ◽  
pp. 358-364 ◽  
Author(s):  
Nigel Hall
Keyword(s):  
Young Children ◽  
Interactive Writing

Learning to Write With Interactive Writing Instruction

2017 ◽  
Vol 71 (5) ◽  
pp. 523-532 ◽  
Author(s):  
Cheri Williams
Keyword(s):  
Writing Instruction ◽  
Interactive Writing

scholarly journals Review of the Interactive Writing Lesson Provided for Turkish Hearing-Impaired University Students

2018 ◽  
Vol 8 (6) ◽  
pp. 116
Author(s):  
Guzin Karasu
Keyword(s):  
Balanced Literacy ◽  
Hearing Impaired ◽  
Interactive Writing ◽  
Student Group ◽  
Skill Levels ◽  
Level Of Knowledge ◽  
Second Year ◽  
Academic Year ◽  
Instruction Approach ◽  
Hearing Impaired Students

When the literature about the writing expression of hearing-impaired students is reviewed, it is seen that there arestudies in which the effectiveness of several approaches and the writing process are analysed, assessment andevaluation aspects are considered and comparisons are made with the level of skills of non-impaired peers. On theother hand, there is a need for researches regarding the method of implementation of writing lessons. In this study, it isexplained how the pre-writing stage for the writing of a text is performed with hearing-impaired students throughInteractive Writing. The study, based on the action research method, was conducted during the Fall term of the2015-2016 academic year, at the Integrated School for the Handicapped of Anadolu University, located in Eskisehirprovince of Turkey. Participants of the study were seven hearing-impaired second-year students enrolled to theComputer Operating department. During the study, nine lessons were made based on the principles and components ofthe Balanced Literacy Instruction Approach (BLIA). Among the nine lessons, four of them were performed withinteractive writing. When the language skill levels of the hearing-impaired students group of the study was considered,Interactive Writing was determined to be the most effective writing component for the group. However, the mosteffective writing component can be different for another hearing-impaired student group. Writing levels of the students,the types and amount of support they need and their level of knowledge about the text to be written were decisive in thedetermination of writing components.

scholarly journals Exploring Audience Engagement and Critical Narrative Intervention With the Celling Sex Film

2021 ◽  
pp. 152483992110404
Author(s):  
Caterina Kendrick ◽  
Katie MacEntee ◽  
Sarah Flicker
Keyword(s):  
Young Women ◽  
Professional Lives ◽  
Interactive Writing ◽  
Health Organizations ◽  
Audience Engagement ◽  
Team Members ◽  
Narrative Intervention ◽  
Audience Responses ◽  
Diverse Community ◽  
Participatory Analysis

Young women who trade sex experience high rates of stigma that exacerbate existing health inequities. The products of participatory visual methodologies show promising potential for challenging stigma. In total, 15 young women who trade sex created individual brief videos to share their experiences. Following a participatory analysis, the videos were edited into one composite movie to highlight key messages. Eight facilitated screenings (cohosted by participant filmmakers and research team members) were organized with diverse community and health organizations. Audiences were led through a series of interactive writing, drawing, viewing, and discussion activities. Sessions were audio recorded, transcribed verbatim, and inductively analyzed to assess the impacts of the film on audiences. Audience reactions were categorized into four overarching themes to describe main impacts: consciousness raising, commitments to practice and organizational change, effectiveness of the approach, and limitations. Audience responses demonstrated that facilitated screenings can challenge harmful stereotypes and help viewers consider pathways to enact positive change in their personal and professional lives. However, changing deep-rooted patterns of stigma takes time, dedication, and accountability.

Strategic and Interactive Writing Instruction (SIWI)

2008 ◽  
Vol 156 ◽  
pp. 299-326
Author(s):  
Kimberly A. Wolbers
Keyword(s):  
Treatment Group ◽  
American Sign Language ◽  
Writing Instruction ◽  
Comparison Group ◽  
Control Group ◽  
Interactive Writing ◽  
School Students ◽  
Control Group Design ◽  
Univariate Analyses

This study investigates the effects of using Strategic and Interactive Writing Instruction (SIWI) with deaf, middle school students who use American Sign Language as their L1 and written English as L2. Using a pretest-posttest control group design, the research explores whether students receiving SIWI made significantly greater gains compared to those not receiving SIWI on a number of variables. There were 33 total students, 16 in the treatment group and 17 in the comparison group. The intervention lasted a total of 8 weeks, during which time the treatment group collaboratively constructed two report papers using SIWI components, and the comparison group continued with their typical literacy instruction. The pre and posttest measures were scored, according to rubrics, for evidence of primary traits, contextual language, and conventions. The multivariate analysis of variance (MANOVA) and follow-up univariate analyses were statistically significant. Furthermore, effect sizes (d) were large to very large, ranging from 1.27 to 2.65, indicating SIWI to be an effective approach with deaf L2 writers.

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