The solipsism of writing

'Ett korthus, en trasmatta och skrivandets

solipsism'

A house of cards, a rag mat and

the solipsism of writing

Magnus Gustafsson

Division for Language and Communication

140131

A change of emphasis..

Engineering

product

Improving

knowledge

production

Integrating

Language and

Content

Technical

communication

Awareness of

situation, genre,

terminology, structure,

style, and audience

…requiring high resolution alignment

Decide / Revise learning outcomes

Revise / define Activities

Assessment revision / design

Criteria definition /

revision

Feedback re-design

Content revision / definition

Student profile analysis

Consider medium of instruction

Puzzle

Adaptation to contexts

Physics:Lay audience

Data commentary,

Nanoletters lab report,

Debate

Mechanical

engineering: CDIO-focus

Design reports

Industry

Chemistry:Technical report;

Lab instructions,

Concept seminars

IT programme:

Separate, isolated

but „large‟ courses

Assignment design

by us

Different emphases relative ILOs

Integration of language into content Enhancing student learning

through communication

Learning to write

Writing to learn

Language proficiency

Technical communication

Barrie. (2007). ”A conceptual framework for the teaching and learning of generic graduateattributes”. Studies in Higher Education. 32(4), 439-458

Barrie’s generic attributes model

• Conceptions

– Precursor

– Complement

– Translation

– Enabling

• Methods

– Remedial

– Associated

– Teaching content

– Teaching process

– Engagement

– Participatory

Teaching

Learning

An integrated approach

“we support a shift away from a 'prerequisites model', where 'communication skills' are conceptualized as prerequisites and somebody else's responsibility, as indicative of an uncritical academic and disciplinary socialization model. Instead, our research promotes a model of critical understanding of the teaching and learning of discipline-specific academic literacies”

Gustafsson. et al. (2011). Collaborating for content and language integrated learning: The situated character of faculty collaboration and student learning. Across the Disciplines, 8(3).

Outcomes, activities, and

assessment aligned for

enhancing student learning of

disciplinary content and

discourse

– targeted language and

discourse awareness

– targeted genres and

audiences

– targeted content

knowledge depth

A house of cards / Houses of cards

• Fragile set-up of

activities

• Multiple „outcome

spaces‟

• Model strength and

validity

Toward rag matting!

The data speak for themselves

Anything you could think of there’s the data. You could look at it

and have your answer. (Jason, 1994, II. 512-515)

(Winsor 1996:32)

Rag mat theory I

Rag matting ;-)

• In general, quantum mechanics does not predict a single definite result for an observation. Instead, it predicts a number of different possible outcomes and tells us how likely each of these is. That is to say, if one made the same measurement on a large number of similar systems, each of which started off in the same way, one would find that the result of the measurement would be A in a certain number of cases, B in a different number, and so on. One could predict the approximate number of times that the result would be A or B, but one could not predict the specific result of an individual measurement. Quantum mechanics therefore introduces an unavoidable element of unpredictability or randomness into science. Einstein objected to this very strongly, despite the important role he had played in the development of these ideas. Einstein was awarded the Nobel prize for his contribution to quantum theory. Nevertheless, Einstein never accepted that the universe was governed by chance; his feelings were summed up in his famous statement "God does not play dice". Most other scientists, however, were willing to accept quantum mechanics because it agreed perfectly with experiment. Indeed, it has been an outstandingly successful theory and underlies nearly all of modern science and technology.

Linking and qualifying

• In general, quantum mechanics does not predict a single definite result for an observation. Instead, it predicts a number of different possible outcomes and tells us how likely each of these is. That is to say, if one made the same measurement on a large number of similar systems, each of which started off in the same way, one would find that the result of the measurement would be A in a certain number of cases, B in a different number, and so on. One could predict the approximate number of times that the result would be A or B, but one could not predict the specific result of an individual measurement. Quantum mechanics therefore introduces an unavoidable element of unpredictability or randomness into science. Einstein objected to this very strongly, despite the important role he had played in the development of these ideas. Einstein was awarded the Nobel prize for his contribution to quantum theory. Nevertheless, Einstein never accepted that the universe was governed by chance; his feelings were summed up in his famous statement "God does not play dice". Most other scientists, however, were willing to accept quantum mechanics because it agreed perfectly with experiment. Indeed, it has been an outstandinglysuccessful theory and underlies nearly all of modern science and technology.

Linking and qualifying

• In general, quantum mechanics does not predict a single definite result for an observation. Instead, it predicts a number of different possible outcomes and tells us how likely each of these is. That is to say, if one made the same measurement on a large number of similar systems, each of which started off in the same way, one would find that the result of the measurement would be A in a certain number of cases, B in a different number, and so on. One could predict the approximate number of times that the result would be A or B, but one could not predict the specific result of an individual measurement. Quantum mechanics therefore introduces an unavoidable element of unpredictability or randomness into science. Einstein objected to this very strongly, despite the important role he had played in the development of these ideas. Einstein was awarded the Nobel prize for his contribution to quantum theory. Nevertheless, Einstein never accepted that the universe was governed by chance; his feelings were summed up in his famous statement "God does not play dice". Most other scientists, however, were willing to accept quantum mechanics because it agreed perfectly with experiment. Indeed, it has been an outstandinglysuccessful theory and underlies nearly all of modern science and technology.

Linking, qualifying, explanation & elaboration

In general, quantum mechanics does not predict a single definite result for an observation. Instead, it predicts a number of different possible outcomes and tells us how likely each of these is. That is to say, if one made the same measurement on a large number of similar systems, each of which started off in the same way, one would find that the result of the measurement would be A in a certain number of cases, B in a different number, and so on. One could predict the approximate number of times that the result would be A or B, but one could not predict the specific result of an individual measurement. Quantum mechanics therefore introduces an unavoidable element of unpredictability or randomness into science. Einstein objected to this very strongly, despite the important role he had played in the development of these ideas. Einstein was awarded the Nobel prize for his contribution to quantum theory. Nevertheless, Einstein never accepted that the universe was governed by chance; his feelings were summed up in his famous statement "God does not play dice". Most other scientists, however, were willing to accept quantum mechanics because it agreed perfectly with experiment. Indeed, it has been an outstandingly successful theory and underlies nearly all of modern science and technology.

Rag matting: the straws!

quantum mechanics does not predict a single definite result for an observation

[it] introduces an unavoidable element of unpredictability or randomness into science

scientists … were willing to accept quantum mechanics because it agreed … with experiment

[it] underlies modern science and technology.

Some rag mats have more straws!

3. Red wine potently inhibits PDGF-dependent proliferation and migration of VSMCPDGF-dependent cell cycle progression was measured by BrdU incorporation. PDGF-BB leads to a concentration-dependent increase in BrdU uptake in VSMC (Fig. 2A). Preincubation with red wine potently inhibits the maximal PDGF response at concentrations similar to those inhibiting PDGFR activation whereas white wine has no effect (Fig. 2B). Moreover, red wine only slightly inhibits serum (FCS) -induced mitogenesis, further indicating the specificity of the inhibitory effect for PDGF. PDGF-BB leads to a dramatic increase in cell migration to ~eightfold of the basal level. When the chemo-attractant is administered in the presence of red wine, PDGF-dependent chemotaxis is almost completely inhibited; coadministration with white wine does not affect the migratory response toward PDGF-BB (Fig. 2C, D).

Rag mat theory II

• The straws have to

be malleable or

flexible as it were

– So moisturise them

in water

– The „insulation‟ of the

weft then helps

protect the straws

Some rag mats have more straws!

3. Red wine potently inhibits PDGF-dependent proliferation and migration of VSMCPDGF-dependent cell cycle progression was measured by BrdU incorporation. PDGF-BB leads to a concentration-dependent increase in BrdU uptake in VSMC (Fig. 2A). Preincubation with red wine potently inhibits the maximal PDGF response at concentrations similar to those inhibiting PDGFR activation whereas white wine has no effect (Fig. 2B). Moreover, red wine only slightly inhibits serum (FCS) -induced mitogenesis, further indicating the specificity of the inhibitory effect for PDGF. PDGF-BB leads to a dramatic increase in cell migration to ~eightfold of the basal level. When the chemo-attractant is administered in the presence of red wine, PDGF-dependent chemotaxis is almost completely inhibited; coadministration with white wine does not affect the migratory response toward PDGF-BB (Fig. 2C, D).

On writing and solipsism

Solipsism…

“the philosophical idea that only one's own mind

is sure to exist. As an epistemological position,

solipsism holds that knowledge of anything

outside one's own mind is unsure.”

Possibly an exaggeration, but for a few

minutes I will be considering context

and audience adaptation as a

threshold concept and think of

solipsism at the same time…

Learning as troublesome

• Meyer & Land (p.

375): “Threshold

concepts lead not

only to transformed

thought but to a

transfiguration of

identity and

adoption of an

extended

discourse.”

Meyer & Land, (2005) ”Threshold concepts and troublesome knowledge (2): Epistemologicalconsiderations and a conceptual framework for teaching and learning” Higher Education 49: 373-388

A brief look at activity theory first

Russell & Yañes. 2003. “„Big Picture People Rarely Become Historians': Genre

Systems and the Contradictions of General Education” in Writing Selves/Writing

Societies, Bazerman & Russell

Activity theory: ’Beth’ struggles!

Russell & Yañes. …

’Literacy’ / ’proficiency’ in activity systems!

An activity systems explanation: Talk is cheap!

Russell & Yañes. 2003 …

How demanding is the writing?

Language for academic

purposes (LAP) as simple

• „Short-lived‟

• Narrow audience

• Limited purposes

• Limited number of genres

• Low stakes (relatively)

• Guided

LAP as foreign or artificial

• Artificial purposes

• Contrived contexts

• Non-audience

• Feedback discourse

• Grading horizon

• Transfer issues between

communities

Purpose(s)

• Project courses:

– ”Provide a context for the study. Separate the study and the report. Focus on what you intend to do and why there is a need for it.”

– “The purpose, which is brief and concise, motivates the project and explains why it is done. Describes what meeting the technical goals will lead to”

• Bachelor writing guidelines:

– “The introduction places the report into a wider context and

points to its relevance and newsworthiness. It functions as an

introduction to the entire report and should give the reader the

necessary information required to understand its contents.”

• Theses

– ”The introduction places the report into a wider context and points to itsrelevance and newsworthiness.The introduction should present the keyterms used and make it clear how the thesis contributes to the field by explaining the research objectives, arguing that the research is important and placing the study in the context of previous research.”

Scenarios Place Students in

Domain-Specific Roles

• Rather than you, students‟ audience

becomes workplace readers or listeners

• Rather than discussing a topic to show what

they know, students must use what they know

to help their audience perform a practical

task

• Consequently: the usefulness of

communications becomes the focus of

teaching and evaluation

Learning as troublesome: Unparking the TC

• Wherein lies the TC in this?– The full / genuine

understanding ofaudience and context adaptation

– The tendency towrite for one‟s ownperspective

– Is this different? TC in terms ofproficiency / literacy

Meyer & Land, (2005) ”Threshold concepts and troublesome knowledge (2): Epistemologicalconsiderations and a conceptual framework for teaching and learning” Higher Education 49: 373-388

Solipsism relative peer response

“What we need most as writers is not evaluation of the quality of

our writing or advice about how to fix it, but an accurate account of

what goes on inside readers‟ heads as they read our words”

In Peter Elbow and Patricia Belanoff in A Community of

Writers: A Workshop Course in Writing. NY: McGraw-Hill,

1989, 1995.

Learning to write

Writingto learn Writing

Product

Process

Reporting:

exams

reports

essays

posters

articles

Studying:

(b)logs,

journals

notes,

wikis

e-mail

Solipsism and the clown of writing!

Enhanced learning – a smiling clown!

Solipsism and disciplinary discourses

Wolff, K. (2013). „Reservoirs‟ and „Repertoires‟: Epistemological and Discursive Complexities in

Multidisciplinary Engineering Practice. Journal of Academic Writing Vol. 3 No. 1.

Solipsism and levels of representation

InstructionsCase / Lab / Project notes

Problem Methods

Case / Lab assignment

Project report, article

Oral presentation

ActivitiesLiterature Evaluation

On a closing blackbird note

V:

I don't know which to

prefer

The beauty of inflections

Or the beauty of

innuendos

The blackbird whistling

Or just after

Wallace Stevens. Thirteen Ways of Looking at a Blackbird.

[this was not what Stevens had in mind but …]

THANK YOU FOR LISTENING!

What can we talk about now?