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The puzzling nuanced status of who free relative clauses in English: a follow-up to Patterson and Caponigro (2015)
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In: ENGLISH LANGUAGE & LINGUISTICS, vol 26, iss 1 (2022)
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| 2 |
The puzzling nuanced status of who free relative clauses in English: a follow-up to Patterson and Caponigro (2015)
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Skills-Based Grading: A novel approach to teaching formal semantics
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In: Proceedings of the Linguistic Society of America; Vol 6, No 1 (2021): Proceedings of the Linguistic Society of America; 869–881 ; 2473-8689 (2021)
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| 4 |
Contrast and Verb Phrase Ellipsis: Triviality, Symmetry, and Competition
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| 5 |
Dialects "haven’t got" to be the same: Modal microvariation in English.
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| 6 |
Transparent free relatives with "who": Support for a unified analysis
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In: Proceedings of the Linguistic Society of America; Vol 4 (2019): Proceedings of the Linguistic Society of America; 40:1–6 ; 2473-8689 (2019)
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| 7 |
Dialects "haven’t got to" be the same: modal microvariation in English
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In: Proceedings of the Linguistic Society of America; Vol 4 (2019): Proceedings of the Linguistic Society of America; 31:1–15 ; 2473-8689 (2019)
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| 8 |
Objectless locative prepositions in British English
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In: Proceedings of the Linguistic Society of America; Vol 4 (2019): Proceedings of the Linguistic Society of America; 48:1–15 ; 2473-8689 (2019)
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| 9 |
Ellipsis in tautologous conditionals: the contrast condition on ellipsis
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In: Semantics and Linguistic Theory; Proceedings of SALT 28; 584-603 ; 2163-5951 (2018)
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| 10 |
Participant switching verb phrase ellipsis
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In: Stockwell, Richard. (2017). Participant switching verb phrase ellipsis. UCLA: Linguistics 0510. Retrieved from: http://www.escholarship.org/uc/item/6rp673v3 (2017)
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| 11 |
Creative play: welcoming students into a community of practice in creative writing through a participatory action research project
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Abstract:
This paper reports on an attempt to engage undergraduate students in extra-curricular writing activities in order to induct them into the tacit knowledge and understanding of a writing community. Using Etienne Wenger‘s notion of communities of practice as a model for considering learning it argues that in order to welcome students into a community they need to be empowered so that they construct their identity as members of that subject group. A study of the literature surrounding communities of practice, and Participatory Action Research (PAR) led to the adoption of PAR as a mode of consultation with students and as an instrument for change. Students’ views on their experience of the extra-curricular activity are presented and the subsequent progress made in revising the provision is reported, along with the extension of the consultation to include the student view on their curriculum and an attempt to accommodate some of those views in revised delivery. The paper concludes with the proposal that the use of PAR may be a useful tool in promoting autonomy amongst undergraduate students and that Creative Writing tutors may be uniquely well placed to exploit it.
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Keyword:
W800 Imaginative Writing; W900 Others in Creative Arts and Design
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URL: http://nrl.northumbria.ac.uk/id/eprint/25531/
http://nrl.northumbria.ac.uk/id/eprint/25531/1/Creative%20play%204%20January2016.docx
https://doi.org/10.1080/14790726.2016.1142569
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