What it means to stay: reterritorialising the Black Atlantic in Erna Brodber's writing of the local

The emphasis on migratory subjectivities within postcolonial studies has come from many directions—Bhabha, Gilroy, Appadurai, Boyce Davies—and their convergence has created a critical practice in which diaspora studies takes centre stage. More specifically the way in which the Caribbean person is given emblematic status as the metropolitan migrant is made clear in James Clifford's declaration that ‘We are all Caribbeans now…in our urban archipelagos'. This paper examines the serious impact on the critical reception of Caribbean writings that has been made as a result of the fact that metropolitan diasporas are now the privileged places in which to be properly ‘postcolonial’. It is my aim to show how Erna Brodber's culturally specific studies have enormous value in the face of the more general and flattened enunciations of diaspora and creolisation which are being circulated at a theoretical level. I shall look at two fairly recent pieces of writing by Brodber: a pamphlet entitled ‘The people of my Jamaican village (1817 – 1948)’ and an essay entitled ‘Where are all the others?’ in the book Caribbean Creolisation1

Facts, scope, style: a guide to writing papers for IEEE transactions on consumer electronics

In a previous article, I wrote a brief piece on how to enhance papers that have been published at one of the IEEE Consumer Electronics (CE) Society conferences to create papers that can be considered for publishing in IEEE Transactions on Consumer Electronics (T-CE) [1]. Basically, it included some hints and tips to enhance a conference paper into what is required for a full archival journal paper and not fall foul of self-plagiarism. This article focuses on writing original papers specifically for T-CE. After three years as the journal’s editor-in-chief (EiC), a previous eight years on the editorial board, and having reviewed some 4,000 T-CE papers, I decided to write this article to archive and detail for prospective authors what I have learned over this time. Of course, there are numerous articles on writing good papers—some are really useful [2], but they do not address the specific issues of writing for a journal whose topic (scope) is not widely understood or, indeed, is often misunderstood.

Formulaic sequences in native and non-native argumentative writing in German

Whereas there is substantial scholarship on formulaic language in L1 and L2 English, there is less research on formulaicity in other languages. The aim of this paper is to contribute to learner corpus research into formulaic language in native and non-native German. To this effect, a corpus of argumentative essays written by advanced British students of German (WHiG) was compared with a corpus of argumentative essays written by German native speakers (Falko-L1). A corpus-driven analysis reveals a larger number of 3-grams in WHiG than in Falko-L1, which suggests that British advanced learners of German are more likely to use formulaic language in argumentative writing than their native-speaker counterparts. Secondly, by classifying the formulaic sequences according to their functions, this study finds that native speakers of German prefer discourse-structuring devices to stance expressions, whilst British advanced learners display the opposite preferences. Thirdly, the results show that learners of German make greater use of macro-discourse-structuring devices and cautious language, whereas native speakers favour micro-discourse structuring devices and tend to use more direct language. This study increases our understanding of formulaic language typical of British advanced learners of German and reveals how diverging cultural paradigms can shape written native speaker and learner output.

Making the tacit explicit: children's strategies for classroom writing

A key highlight of this study is generating evidence of children ‘making aware the unaware’, making tacit knowledge explicit. The research explores the levels of awareness in thinking used by eight 7–8 year-old children when engaged in school-based genre writing tasks. The focus is on analysing children’s awareness of their thought processes, using a framework originally devised by Swartz and Perkins (1989), in order to investigate ways in which children can transform their tacit knowledge to explicit within the writing process. Classroom ‘think aloud’ protocols are used to help children ‘manage their knowledge transfer’, to speak the unspoken. In their framework Swartz and Perkins distinguish between four levels of thought that they view as hierarchical and ‘increasingly metacognitive.’ However, there is little evidence in this study to show that levels of awareness in thinking are increasingly progressive and observations made during the study suggest that young writers move in and out of the suggested levels of thinking during different elements of a writing task. The reasons for this may depend on a number of factors which are noted in this paper. Evidence does suggest children in this age group are consciously aware of their own and others’ thought processes both with and without adult prompting. By using collaborative talk, their awareness of these thought processes is highlighted enabling the co-construction and integration of new ideas into their existing knowledge base.

Shani Mootoo: writing, difference and the Caribbean

An introduction to the journal is presented in which the author discusses various reports published within the issue including the essays of Donna McCormack on the story of Shani Mootoo's novel "Valmiki's Daughter," one by Rebecca Ashworth on "Cereus Blooms at Night" and one by Emily Taylor on Mootoo's work.

The effects of strategy instruction on writing strategy use for students of different proficiency levels

Learners’ strategy use has been widely researched over the past few decades. However, studies which focus on the impact of strategy instruction on strategy use, and how far learners of different proficiency levels are able to use the strategies taught in an effective manner, are somewhat rare. The focus of this paper is the impact of writing strategy instruction on writing strategy use of a group of 12 second language learners learning to write in English for Academic Purposes classes. Stimulated recall was used to explore whether this impact differed according to the proficiency level of the students, and revealed that for both high and low proficiency learners’ strategy use developed as a result of the instruction. The implications of these findings for strategy instruction design are discussed