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This paper argues that people differ in their underlying orientation to the experience of using writing media. Such differences can be mapped onto a continuum, at one pole of which ‘Planners’ regard writing primarily as a tool to record or communicate ideas whilst at the other extreme ‘Discoverers’ tend to see themselves as engaging with the medium as a way of discovering what they think. This phenomenological dimension may play a subtle, neglected but perhaps important part in influencing writers' preferences for, and sense of ease in using, particular tools.
... The goal is in-depth understanding of and meaningful insight into some aspect of the experience that cannot be fully understood from an external, thirdperson perspective. There have been many North American empirical studies of the phenomenology of writing: handwriting versus typewriting (Chandler, 1992;Haas, 1996), perception of errors in writing (Williams, 2011), freewriting (Elbow, 1989), genre and transfer across the lifespan (Dippre, 2019), motivation in problem-solving (Williams, 2011), qualitative methodology (Prior, 2014), and digital writing (van Manen and Adams, 2009). Moreover, continental theoretical literature on the phenomenology of writing is vast, e.g., Derrida's (2001) Writing and Difference. ...
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This article discusses the relationship between motivation and genre in the context of academic writing, aiming to further bridge the gap between information-processing (IP) cognitive approaches and socio-cultural or dialogical approaches to understanding cognition. The author takes one significant recent article bridging the gap, Graham’s Writers Within Communities (WWC) model, as a starting point and attempts to add concepts from genre as social action and Deci and Ryan’s Self-Determination Theory (SDT). The article explores how genre as social action is intimately connected with motivation and how SDT’s principles of competence, autonomy, and relatedness align with the phenomenological perspective on genre and motivation. The author suggests that these theories provide a more comprehensive understanding of writing motivation, emphasizing that the perception of genre as social action is a crucial motivator for writers and that self-determination is vital to authentic self-regulation in academic writing. The article illustrates the uses of the additional theories with an interview-based case study of a dissertation writer. It ends by discussing the possible implications of this theoretical research for empirical research on student motivation from both IP cognitive and sociocultural perspectives.
... Does it matter if we type on an iPad with a virtual touch keyboard or a real keyboard on a laptop when it comes to memory performance? Some researchers (Chandler, 1992;Hensher, 2012;Keim, 2013, andMcCullough 1996) have claimed that writing by hand is more stimulating to the mind than writing on the keyboard is. It is not yet A study in cognitive neuroscience comparing handwriting and keyboard writing (Longcamp et al., 2008;Longcamp, Boucard, Gilhodes, &Velay, 2006;Longcamp, Tanskanen, & Hari, 2006;Wamain, Tallet, Zanone&Longcamp, 2012) as well as the "embodied cognition" ...
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In this study, we were interested in determining how writing mode affects word memory and recognition. Handwriting using a pen on paper, typing on a regular laptop keyboard, and typing on an iPad touch keyboard were chosen as the three writing modes. Using a completely counterbalanced and in-subjects experimental design, 36 women ranging in age from 19 to 54 participated. Participants were asked to jot down words that were read aloud to them in each of the three writing modes using a wordlist paradigm. By handwriting, on a keyboard, and on an iPad virtual keyboard, we assessed our participants' verbal recall and recognition abilities. For the purposes of this study, the data were analysed using non-parametric statistics. This study's findings show that writing modality has an overall effect, and further analyses show that participants had much stronger free recall of words written in the handwriting condition than words written in either of the keyboard conditions. The writing mode had no influence on recognition in this circumstance. According to the results shown in the graph below, handwriting may have certain cognitive advantages over writing on a computer keyboard when it comes to word recall components. Findings are investigated for their educational and cognitive value in this study.
... The goal is in-depth understanding and meaningful insight into some aspect of the experience that cannot be fully understood from an external, third-person perspective. It has a long history in the human sciences and composition: in studies of handwriting versus typewriting ( Chandler, 1992 ;Haas, 1996 ), perception of errors in writing ( Williams, 1981 ), freewriting ( Elbow, 1989 ), and digital writing ( van Manen & Adams, 2009 ). ...
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This case study investigates the phenomenon of graduate students writing with unfamiliar digital tools in semi-public writing environments. The increase in the prevalence of writing with unfamiliar tools in semi-public environments, such as networked computer classrooms and university testing centers, makes it worthy of investigation. We use phenomenological interviews to examine the writing experiences of a group of graduate students writing in a classroom on unfamiliar computers equipped with a tool that tracked their keystrokes and eye movements. Though some of the writers had positive experiences with the tool's output and their reflective conversations about writing it prompted, they all had challenging experiences adjusting to the hardware, the physical requirements of the tool, and overcoming surveillance anxiety prompted by it. Some students who wrote in the semi-public environment using an unfamiliar tool benefitted but all were challenged by situational awareness, new hardware, new haptic interactions, surveillance anxiety, and lack of control. The study indicates a need to explore and address the factors of situation awareness, an adjustment period, and surveillance anxiety in situations where individuals are writing with unfamiliar tools in semi-public environments.
... In Extract 1, typing is opposed to handwriting. Handwriting is both individual and cultural, a product of inculcation and of volition with a corresponding difference between mechanical reproduction and calligraphic design (Chandler 1992 This disinvestment and substitution of gesture has two repercussions. In the first place, digital mediation loses differentiation. ...
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In developing countries, digital media have created uneven nexuses of literacy, power and societal adjustment. Whilst literacy and power have been the subject of much research in South Africa, often supporting a conception of digital media as a resource (the access to and advantages of specific devices or applications), this study also sought to reflect on personal and societal change as bodily and ontological experience. The aim was to contribute to redefining what the digital media represents in education, and to do so through an exploration of the journey of a tertiary education student who used digital media to negotiate his academic and interpersonal environment. This constituted a local, ethnographic investigation into digital media through the narrative analysis of a series of accounts told by the participant over 2 years. The accounts were firstly examined in terms of the three axes of gesture, gaze and audition, and instrumentalisation. These three axes had resulting implications for conceptions of digital media as resource or as bodily and ontological experience. The agentive implications of the accounts were then discussed in terms of the same three axes in order to question orality and community, gestural experimentation, embedding and the co-constitution of the human and the technical. The findings were that digital media engage the body and that aspects of one’s being in the world, such as culture, community and disorders such as attention deficit hyperactivity disorder (ADHD), can fundamentally inform and transform what digital media mean and how we interact with them.
... Processor) ¢Uƒ°üaedG Qô hC G ,áÑJɵμdG ¢SQGóŸG ' á«∏YÉØH ΩΩóîà°ùJ ∫GõJ ' »àdGh ,ΩΩó≤dG òaee k'ɪ©à°SG ÌcC 'Gh á©FÉ°ûdG Ö«dÉ°SC 'G øe .¢Uƒ°üÿG ¬Lh ≈⋲∏Y ¿OQC 'G 'h ,áeÉY »Hô©dG øWƒdG iƒà°ùe ≈⋲∏Y π«° †ØJ ¤E G ÖJɵμdG ƒYóJ IÒãc k ÉHÉÑ°SC G ∑Éaeg ¿C G (Chandler, 1992) ôdófÉL ôcP óbh ègÉaeŸG áeóN ' ܃°SÉ◊G ∞Xh ÉeóaeY ¬fC G ôcPh ,iôNC G IGOC G øe áHÉàc IGOC G ΩΩGóîà°SG Ö∏ZC G ' ¢UÉN πµμ°ûH áÑ∏£dGh ,ΩΩÉY πµμ°ûH º¡«©é°ûJh ÜÉàµμdG ¬«LƒJ " á«°SGQódG OGƒŸGh ádB 'Gh ábQƒdGh º∏≤dG) ájó«∏≤àdG äGhOC 'G øe k'óH ¢Uƒ°üaedG Qô ΩΩGóîà°SG ≈⋲∏Y ⁄É©dG ∫hO AGôLE Gh ,¬Yƒfh §ÿG ºéM ' ºµμëàdG :πãe IójóY äÓ«¡°ùJ øe ¬eó≤j ÉŸ ,(áÑJɵμdG hC G í°ùŸG hC G Ö£°ûdG ¤E G áLÉ◊G ¿hO AÉ°ûj âbh …C G ' ájQhö †dG äÉë«≤aeàdGh äÓjó©àdG . á«fÉK Iôe áHÉàµμdG IOÉYE G ≈⋲àM k ɪFGO IôaGƒàe á∏«°Sh ¿Gó©j ábQƒdGh º∏≤dG ¿C G (Petrosky, 1990) »µμ°ShÎH ôcPh áfôe á∏«°Sh º∏≤dÉa .∂dP ...
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This book offers an account of contemplative reflection in qualitative social research. Focusing on the experiences of the researcher – including sensory and emotional experiences – and the work of the mind in the investigative process, it considers the means by which the researcher’s basic assumptions can be analyzed and bracketed, so as to shed light on the process by which knowledge is produced. Through an exploration of the methods of meditation, auto-observation and self-reports, epoché, “contemplative memoing,” and the contemplative diary, the author explores the essential role of subjectivity in qualitative research, providing inspiration for more mindful research. As such, it will appeal to scholars of sociology, anthropology, and geography with interests in phenomenology, research methods, and the role of the mind in the research process. Contemplation is an essential part of social research. We researchers are not always aware of the importance of contemplation in developing our innovative ideas on topics, research methods, and analysis techniques. It sometimes happens that we contemplate and see what happens between thoughts that are trying to cling to abstract concepts and categories. Researchers want to be conceptual as much as possible. This is science. Generalizations and distance from the researched reality are imprinted in the gene of the scientific attitude and the perspective of each scientist. However, there is something beyond the concepts that we experience, and we are aware that we experience it. Even when we know about the experiences, we do not usually testify about them in our books and papers. They are lived experiences that sometimes give joy and surprise but also anger, sadness, or fear when we, as social scientists, observe the social phenomena that influence individual and collective activities and attitudes. During our scientific proceedings, the everyday life attitude is bracketed. It does not belong to the scientific repertoire of methods or perspectives that we should assume while observing social reality according to the defined research goals, procedures of collecting data, and procedures of analysis. We divide, a priori, our process into research stages, and we pretend to think differently than in everyday life and use different procedures during the various stages of the research. However, in the dynamic of field study, we can observe that the stages are mixed, and our mind also mixes the sequences of the stages of collecting data and analyzing them. It also mixes the kinds of knowledge – commonsense and scientific. We even state new research goals during an already planned schedule of investigation. We often experience a serendipitous effect that is difficult to include in the already planned and structured goals of our research. We figure out how to get around the methods, the schedules, and the plans of strictly planned research. We experience wars or pandemics, which change the plans of our research and our perspectives completely. Moreover, we can also experience many emotions during our research process, while applying the conceptual and theoretical filters to our observation or refusing serendipity as a gift of fate. During our research, we should keep the rational mind on alert at all times. But it often is blurred with emotions and body feelings. We experience the liquid fear, which is difficult to control because of its unknown reasons (Bauman 2006).
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Anselm Strauss was a symbolic interactionist that continued the line of Blumer and the Chicago School of sociology. He wrote a significant book on the symbolic interactionist concept of identity and transformation of identity (1959). Important achievements were also in the sociology of occupations and work. He did a great input to the sociology of medicine. He created with Barney Glaser graduate and Ph.D. course in UCSF, where Kathy Charmaz took her grounded theory classes (Charmaz & Keller 2016). She was under the influence of A. L. Strauss (1987) even if she later disagreed with him. Disagreement with men-tors in Academia often means the strong influence of these teachers.
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This paper presents the results of a research proiect on the impact of word processing on faculty writing behaviour. A case study methodology was used to conduct the research. Data from 120 faculty members (N = 150) were collected through questionnaires and interviews. Final results indicate that faculty are increasingly adopting word processing for writing (69%) and are changing their writing behaviour in this process: they do more revisions, write most of their works online, use computer-mediated communication to support their writing and use spelling checkers on a regular basis. The major Expected Benefit identified by respondents is the ease of text revision: this feature is the primary cause for the adoption of word processing among faculty. The major Expected Disadvantages are the amount of learning required at the time, both initially and on an on-going basis, that is consumed. Unexpected Outcomes of word processing were also identified, such as more concern with page layout, reusing previously written text, and excessive writing. The existence of “personal side effects”, linked to the use of computers for word processing, calls for a flexible approach to the introduction of this technology. In particular, those who have not yet adopted the technology may be more likely to experience negative side effects. Therefore, the study concludes, rather than a bandwagon gathering momentum, a better analogy might be that of a train easing into the station, decreasing its speed to maximize comfort for the passengers.