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Publisher: Equinox Publishing   (Total: 30 journals)   [Sort by number of followers]

Showing 1 - 30 of 30 Journals sorted alphabetically
Australian Religion Studies Review     Hybrid Journal   (Followers: 5)
Buddhist Studies Review     Hybrid Journal   (Followers: 11, SJR: 0.101, CiteScore: 0)
Bulletin for the Study of Religion     Hybrid Journal   (Followers: 14)
Communication & Medicine     Hybrid Journal   (Followers: 4, SJR: 0.167, CiteScore: 0)
Comparative Islamic Studies     Hybrid Journal   (Followers: 15)
Fieldwork in Religion     Hybrid Journal   (Followers: 14, SJR: 0.101, CiteScore: 0)
Gender and Language     Hybrid Journal   (Followers: 13, SJR: 0.184, CiteScore: 0)
Health and Social Care Chaplaincy     Hybrid Journal   (Followers: 7)
Implicit Religion     Hybrid Journal   (Followers: 2, SJR: 0.1, CiteScore: 0)
Intl. J. of Speech Language and the Law     Hybrid Journal   (Followers: 8, SJR: 0.285, CiteScore: 1)
J. for Research into Freemasonry and Fraternalism     Hybrid Journal  
J. for the Cognitive Science of Religion     Full-text available via subscription   (Followers: 8)
J. for the Study of Religion, Nature and Culture     Hybrid Journal   (Followers: 10, SJR: 0.236, CiteScore: 0)
J. of Cognitive Historiography     Full-text available via subscription   (Followers: 3)
J. of Contemporary Archaeology     Full-text available via subscription   (Followers: 4, SJR: 0.517, CiteScore: 1)
J. of Glacial Archaeology     Full-text available via subscription   (Followers: 1)
J. of Interactional Research in Communication Disorders     Hybrid Journal   (Followers: 6)
J. of Islamic Archaeology     Full-text available via subscription   (Followers: 4)
J. of Mediterranean Archaeology     Hybrid Journal   (Followers: 23, SJR: 0.699, CiteScore: 1)
J. of Research Design and Statistics in Linguistics and Communication Science     Full-text available via subscription   (Followers: 3)
J. of World Popular Music     Full-text available via subscription   (Followers: 5, SJR: 0.144, CiteScore: 0)
Jazz Research J.     Hybrid Journal   (Followers: 5)
PentecoStudies: An Interdisciplinary J. for Research on the Pentecostal and Charismatic Movements     Hybrid Journal   (Followers: 3, SJR: 0.134, CiteScore: 0)
Perfect Beat     Hybrid Journal   (Followers: 3, SJR: 0.192, CiteScore: 0)
Pomegranate : The Intl. J. of Pagan Studies     Hybrid Journal   (Followers: 6, SJR: 0.111, CiteScore: 0)
Popular Music History     Hybrid Journal   (Followers: 13)
Religions of South Asia     Hybrid Journal   (Followers: 9, SJR: 0.1, CiteScore: 0)
Religious Studies and Theology     Hybrid Journal   (Followers: 7, SJR: 0.111, CiteScore: 0)
Sociolinguistic Studies     Hybrid Journal   (Followers: 2, SJR: 0.152, CiteScore: 0)
Writing & Pedagogy     Hybrid Journal   (Followers: 10)
Journal Cover
Writing & Pedagogy
Number of Followers: 10  
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 1756-5839 - ISSN (Online) 1756-5847
Published by Equinox Publishing Homepage  [30 journals]
  • Autoethnographic writing inside and outside the academy and ethics
    • Published writers of fictional or semi-fictional works entering the academy as doctoral candidates express surprise at the requirements of formal human ethics reviews. Admitting an element of the autoethnographic exists in their writing, they may insist that they possess what Freeman called ‘narrative integrity’. This paper considers the ethics of autoethnography as they apply to both the academy, chiefly within the PhD by artefact and exegesis, and the world of published writers, seeking possible solace from such scholarly concepts as ‘relational ethics’, or ‘ethic of care’. Drawing methodologically on our experience as doctoral supervisor and student and with the permission of writer/students whose stories are inseparable from this work, this study unpacks in ethical terms the problems reported by students whose methodology involves evocative or performative autoethnography. As interpretatist methodologists, autoethnographers maintain it provides insights into the interplay between the personally engaged self and mediated cultural descriptions. Methodologically, it enacts the self and others as data. This connection between the personal and the social makes it difficult for autoethnographers to speak of themselves without speaking of others. Examining autoethnography involves a close scrutiny of the boundaries between the self and the other, a process that is both enlightening and essential for supervisory dyads in creative writing methodologically informed by autoethnography. These aspects of the ethics of autoethnography are crucial, but little attention has been paid to the problematic notion that practiceled research is emergent in practice and that its autoethnography requires a retrospective approach, looking backwards as well as forwards. The reality of applying this methodology in practice-led research clashes with the pro-active nature of ethics procedurals required by universities. The paper identifies nine praxical problems that arise from such clashes, and considers best-practice principles for responding to these problems, drawing strongly on indigenous research. Finally, it offers conclusions relating to consent, transparency and the need to open a dialogue around best practice in autoethnographic research in the academic field of Writing.2017-09-06T09:30:03Z
      DOI: 10.1558/wap.27739
      Issue No: Vol. 9, No. 2 (2017)
  • Interdisciplinary postgraduate writing: Developing genre knowledge
    • Humanities departments across European universities have established an increasing number of interdisciplinary, international master’s programmes that culminate in thesis projects. Yet, the challenges of such interdisciplinary research-based writing have been largely neglected in EAP research. This article investigates how postgraduate students in interdisciplinary fields express and develop genre knowledge during an EAP course for Humanities students preparing for their thesis writing. In two case studies, the article qualitatively explores students’ perspectives on their writing along the related dimensions of disciplinary positioning and genre knowledge. Students’ explicit expressions of such knowledge in course tasks and interviews are analysed. In addition, students’ research-based writing is compared to trace manifestations of this knowledge. The results highlight the students’ use of individual reference points to evaluate writing within their heterogeneous research fields. In terms of their research-based writing, the cases illustrate two related trajectories, namely, the development from writer to topic focus and the combination of themes into a coherent argument. Tracing the textual developments reveals the significance of mapping interdisciplinary studies on the interrelated epistemological, thematic and discoursal levels in postgraduate writing. Developing an awareness of these levels requires an understanding of the situatedness of postgraduates’ writing in interdisciplinary, departmental and biographical contexts.2017-05-02T11:04:54Z
      DOI: 10.1558/wap.30568
      Issue No: Vol. 9, No. 2 (2017)
  • Learner revision practices and perceptions of peer and teacher feedback
    • A number of studies have used interviews to find out L2 learners’ perceptions of different feedback practices. Usually, learners who have been interviewed have experienced a number of different feedback practices. The purpose of the present study is to investigate learner revision practices and perceptions of peer and teacher feedback after having received feedback from only one source. In this study, learners received either teacher feedback alone or only peer feedback for one year. Twelve students were then interviewed to investigate their revision practices and perceptions of both peer and teacher feedback. The narrative analysis of the interview data showed that participants were very concerned about ‘correcting’ their drafts. Students in both groups had similar levels of comprehension of feedback; however, those in the peer feedback group were more forthcoming about asking their peers when they did not understand. Students in the teacher feedback group felt that they did not have enough time between drafts for the revisions they wanted to make. It was also found that students in the peer feedback group seemed to benefit more from reading their peers’ writing than from receiving peer feedback.2017-09-03T03:20:36Z
      DOI: 10.1558/wap.33157
      Issue No: Vol. 9, No. 2 (2017)
  • Secondary school students’ source reporting and evaluation in
           project writing
    • In Hong Kong schools, source-based writing has risen in prominence in recent years with the incorporation of inquiry project-based learning (PjBL) into the curricula. Understanding how school students write from sources in this context will constitute a crucial step toward identifying potential problems and targeting educational strategies. In this paper we report an exploratory study of how junior secondary school (Forms 1–3) students reported sources in their research-based group project reports in the Liberal Studies subject in the environment of a Wiki online platform. Our analyses of a sample of 30 project reports focused on discovering how the students used reporting verbs and expressions to report information from sources, and how they expressed positive and critical evaluation of their sources. Our study addressed a gap in the literature by examining school students’ source-use practices in their first language, with valuable pedagogical insights generated and avenues of future research suggested.2017-09-03T03:45:09Z
      DOI: 10.1558/wap.31391
      Issue No: Vol. 9, No. 2 (2017)
  • Tackling text types through grammar
    • This article addresses the challenge of writing instruction in a standards-based environment where students are accountable for mastering different genres and text types. The Common Core State Standards (CCSS), now adopted by the majority of states in the USA, provide exemplars of successful papers in the different disciplines, but offer no guidelines for teaching, particularly to inexperienced writers or English language learners. Since a text in any genre can be developed in a limitless variety of ways, students need a methodology for analyzing effective texts, and for developing their own. This article proposes that focusing on grammatical choice offers an entry point into understanding the craft of Explanations and Arguments. To illustrate, four samples of high school writing are analyzed from the published CCSS exemplars: two Explanations and two Arguments, all with very different purposes and development. The analysis demonstrates the central role that grammar plays in constructing these differences. Specifically, the analysis focuses on information management across noun groups for the Explanations, and on verb choice and modality for the Arguments. Drawing on functional grammar insights, this article proposes a pathway for students from the analysis of model texts to the effective construction of their own.2017-09-03T03:17:09Z
      DOI: 10.1558/wap.31813
      Issue No: Vol. 9, No. 2 (2017)
  • Outside the box: Incorporating high stakes creative writing assignments
           into non-major literature courses, a case study
    • There has been little scholarly work looking at the use of creative writing pedagogy within non-creative writing courses. However, ‘Outside the box: Incorporating high stakes creative writing assignments into non-major literature courses, a case study’ demonstrates promising findings when incorporating high stakes creative writing assignments into the curriculum for core English literature courses. This article gives an overview of the Progressive history of ‘creative’ writing in the academy and then outlines contemporary sources that reference the burgeoning field of Creative Writing Studies and how creative writing pedagogy may be used more broadly in classrooms in a variety of disciplines. Then the case study details the assignments and experience of teaching a high stakes creative assignment in a non-major literature course at an undergraduate liberal arts institution. Using 25 representative student responses from among 50 total students over multiple semesters, the article concludes by asserting the findings that the inclusion of a high stakes creative assignment – in this case an original short story that is workshopped by peers and then revised – results in students who note increased confidence and creativity, and who state making connections between the relevance of writing instruction and workshopping to their lives outside of the classroom. While further, more formalized study would be beneficial on this topic, this study provides a useful perspective not just to teachers within the English department but also has ramifications for interdisciplinary scholarship.2017-09-06T22:03:20Z
      DOI: 10.1558/wap.29618
      Issue No: Vol. 9, No. 2 (2017)
  • Language use in social network sites: The influence of orality in the
           digital writing of Mexican bilinguals
    • The language used in digital communication has erroneously been considered a simple extension of spoken language. However, research has established that writers in digital environments reshape orthographies to construct identities and audiences and with the help of other social-semiotic resources such as images, sounds, and hyperlinks, they create new meanings (Androutsopoulos, 2015; Knobel and Lankshear, 2008; Mills, 2010). Such research has not thoroughly examined bilingual populations, who employ their often vast repertoire of language varieties to similar ends. The goal of this article is to explore a specific case of how orality influences writing in the digital spaces of members of a social network of Mexican bilinguals. By studying how these bilinguals communicate on Facebook, we can observe how in relationship to the semi-public platform, they create new meanings through linguistically innovative audience-based writing. This practice aids them in maintaining their bilingualism and their bilingual identity.2017-09-03T03:43:12Z
      DOI: 10.1558/wap.30281
      Issue No: Vol. 9, No. 2 (2017)
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Tel: +00 44 (0)131 4513762
Fax: +00 44 (0)131 4513327
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