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The connection between writing and thinking has been radically reconceptualized in recent years. Whereas the previous view saw writing as recording thought, the new perspective sees writing as developing thinking. The change in views about writing is discussed and implications of the "Writing to Learn" paradigm for instructional and curricular issues in nursing are explored.
Writing for publication with staff nurses can provide CNSs with flexible and creative approaches to the challenges facing nurses in the restructuring health care environment. CNSs experience many rewards and satisfactions from writing and measurable outcomes for practice evaluation. Staff nurses gain clinical knowledge, professional and career development, and the excitement that accompanies completion of a scholarly endeavor. Being in the clinical arena gives the CNS unique opportunities to work with and mentor staff nurses and observe their special capabilities, including those of a potential writing partner. How one CNS selected writing partners and supported these staff nurse colleagues through the writing-for-publication process is described in this article.
To investigate the attitudes of medical students concerning the educational value of case write-ups and write-up evaluations and the usefulness of write-up evaluations in assessing clinical skills, the author surveyed 140 students at McGill University after they had completed a 10-week clinical course in internal medicine. He also surveyed internal medicine course directors at the 16 Canadian medical schools to determine their assessments of write-up evaluation practices in their departments. There was broad agreement among the students and directors that case write-ups and their evaluations are useful for learning, but there were major concerns about the variability of the criteria and standards for evaluation. Recommendations are presented.
Bad scientific writing involves more than stylistic inelegance: it is often the outward and visible form of an inward confusion of thought. The scientific literature at its present standard distorts rather than forms the graduate student's view of scientific knowledge and thought, and corrupts his ability to write, to read, and to think. Strong educational measures are needed to effect reform. I advocate a course on scientific writing as an essential feature in every scientist's training. Such a course delves deep into the philosophy and method of science if it deals with logic, precision, and clarity; on how these qualities can be achieved in writing; and on how such achievement strengthens the corresponding faculties in thinking.
It has been suggested that the inverted hand position of left-handers during writing indicates the left hemisphere of their brain is linguistically specialized and that the writing of these left-handers may be controlled via ipsilateral pathways. Electroencephalograph alpha asymmetry measures at central and parietal leads, as well as dichotic tests, differentiated right-handers from left-handers, but not inverters from noninverters. Electroencephalograph differences between hand posture groups did appear, but only at occipital leads during reading and writing tasks. Regardless of hand posture or speech lateralization, the right central region of the brain is significantly involved in the control of left-handed writing.
Though a few case studies reported a dissociation between intact writing of Arabic and impaired writing of alphabetical script, a detailed experimental analysis of such a dissociation is still lacking. We report a follow-up study of a patient with a parieto-occipital lesion who is affected by severe peripheral agraphia for letters, but not for Arabic digits. While letters in writing to dictation are frequently illegible, distorted, or consist in meaningless strokes, Arabic digits are well-formed and fluently produced. In a series of tasks, including copying of letters with tachistoscopic presentation and handwriting on a digitizing tablet, several processing levels are assessed in order to localize JS' functional writing impairment and to determine different processing routes for letters and for numbers. Overall, the results of the experimental investigation suggest a notation specific deficit in the activation of graphomotor patterns for letters, but not for digits. The study thus adds evidence to the so far reported dissociations between Arabic and alphabetical scripts.
Inherent in Levy and Reid's (1978) neurological model for the control of writing hand/posture were implications pertaining to the capacity of people to vary their hand/posture when writing. These implications were formulated into the writing variation hypothesis. The skill with which right-normal, left-inverted, and left-normal writers were able to write using hand/postures other than their preferred one was examined. The resulting performance was incompatible with Levy and Reid's neurological model. Whether or not subjects wrote with their preferred hand seemed more important than which posture they used.
You have selected a topic, gathered resources, and identified your target audience. The next step is to begin to write and organize your ideas. Initiating the actual writing process can be intimidating, especially for a novice author. This portion of the writing for publication series focuses on helping the writer to organize ideas and get started.
Finger function tasks designed to elicit soft neurological signs or to measure sensory-motor integration were administered to 100 first-, 100 second- and 100 third-grade children as part of a multivariate study of normal writing acquisition in an unreferred sample. The finger-succession task--a measure of motor planning and programming of complex, sequential movements--had the best reliability and validity for assessing handwriting and composition. However, of the developmental measures, the alphabet task--requiring the child to retrieve and produce alphabet letters in sequence, thereby integrating orthographic symbols and motor output--had the best concurrent validity for assessing handwriting, spelling and composition. The authors recommend that clinicians use the finger-succession and alphabet tasks for early identification of 'at-risk' children in order to prevent severe writing disabilities later in development.
This article considers the sociocultural perspective as a framework for writing instruction. Four assumptions of the perspective are examined and illustrated: Writing is a holistic cognitive activity; cognitive processes are learned in dialogic interactions with others; cognitive development occurs in students' zones of proximal development; and knowledge construction is a social and cultural phenomenon.
This paper describes the introduction of a new elective, "Writing About Medicine," into the Mount Sinai School of Medicine (MSSM) curriculum, part of a new trend of developing humanities programs at medical schools. This paper will first survey two exemplary programs at other schools, and discuss their impact on students. It will then detail the development of "Writing About Medicine," including its purpose and format. Finally, it will present focus group data evaluating the course and elaborate on its role in the MSSM educational process.
This study was designed to investigate some writing disorders shown by children who have been taught by different methods of reading and writing. Methods differ in that some emphasize the processes of decoding bottom-up (e.g., syllabic and phonic method) while others stress top-down processes, that is, they put greater emphasis on meaning (e.g., global-natural method). A longitudinal study using a sample of 260 school children was performed. The children were of both sexes from public and private schools and from different socioeconomic backgrounds. It was found that the pupils who learn by a global-natural method make errors that relate more to reproductive aspects of information. In contrast, the pupils who learned by the phonic and syllabic methods made more errors of meaning.
A progressively dysgraphic patient is described, whose deficit involved, at different stages, the post-allographic, the allographic and the orthographic representation of words. The patient's roughly comparable difficulties in oral and written spelling and in dictation by composition, as the disease progressed, showed that the damage was no longer limited to output mechanisms but also involved more central processes. The nature of the errors (phonologically based), their identical distributions for words and non-words, the inability to write under articulatory suppression, the normal repetition and the impairment in reading and lexical decision suggest that the patient cannot rely on the orthographic representation of words and instead makes use of a phonological representation by spelling through the phonological buffer.
The scientific literature is exploding in quantity even as it stands still in literary quality. In this brief guide, I suggest a few small steps that the individual can take to make his or her writing clear, straightforward, and digestible.
This study of analysts' writing consists of two parts. In the following paper, I describe the difficulties facing the practicing analyst who wishes to lecture and publish his findings and ideas, whether or not he intends to cite clinical examples. I make some suggestions directed toward overcoming those (largely internal) obstacles. In a second paper, I shall discuss a special problem, concern over how our lecturing or publishing affects the analytic progress of our patients, especially with respect to analysis of the transference.
This study investigated the texts attributed to Manase Gensaku (1549-1631, the second Mamase Dosan), successor to the first Manase Dosan (1507-1594). The investigation yielded the following results:(1) "Saiminki," "Sankyoshiyo Bassui" and "Iden Fukyuroku," said to have been authored by Manase Gensaku, constitute the first Manase Dosan's works. Manase Gensaku is thought to have revised "Saiminki," recompiled "Sankyoshiyo Bassui," and published "Iden Fukyuroku."(2) Manase Gensaku's medical writings, "Denshin Hoho," "Keitokuho" and "Jozanho," have the same contents.(3) Late in his life, Manase Gensaku wrote the pharmaceutical volumes, "Kyushin Zappo," "Iho Joboku" and "Iho Kenko." These books described pharmaceuticals that were described by Manase Dosan, as well as pharmaceuticals that were being developed at that time.(4) "Iho Meikan," the most important work of Manase Gensaku, contains descriptions of almost all of the pharmaceuticals described by the first Manase Dosan.(5) The principal aim of Manase Gensaku was the production of straightforward, compact and convenient medical texts that could be used by clinicians. This was because most of Manase Dosan's medical texts were too extensive to be useful for practicing clinicians of the time.(6) In addition to working on aspects of internal medicine investigated by Manase Dosan, Manase Gensaku made radical improvements in disciplines such as materia medica, regimens, acupuncture and moxibustion.
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