Activating argumentation schema to write argumentatively and tactfully

To argue tactfully is a goal in argumentative writing, which entails balanced argumentation schema. Although computer-supported collaborative learning (CSCL) has been widely acknowledged as language learning mediation, especially in writing, few studies investigate its effectiveness in activating the balanced argumentation schema. This study explores the effectiveness of QQ group discussion, a kind of CSCL mediation most popular in China, in argumentative writing by means of quasi-experiment and interview. Fifty-six second-year college students in an English Department participated in this study. The experimental group were asked to have a pre-writing QQ group discussion on a disputable topic while the control group had an in-class face-to-face discussion (a regular teaching method for English majors). Content analysis of the essays was made to investigate the use of Counterargument elements, Qualifier and Concession. The results show that the two groups had no difference in the use of Counterargument-claim and Rebuttal. However, the experimental group surpassed the control group in Counterargument-data, Concession and Qualifier, which signifies more argumentativeness and tactfulness. In the delayed post-test this group still performed better. The interview transcriptions were coded and analyzed by inductive content analysis with the functions of QQ discussion as the themes. The result not only supported that of the experiment, but also revealed why and how QQ mediation could help activate the balanced argumentation schema. It is suggested that CSCL mediation should be promoted in argumentative writing instruction so that the students could write argumentatively and tactfully.

Does it Appear to 'Resemble' Reality? on the Ethics of Psychoanalytic Writing

This paper explores the intricate nexus of writing and psychoanalysis by addressing a key question: In what and how many directions should analytic writing be ethical? The author structures the argument across three axes. First, in an introduction, writing's role as a psychoanalytic invariant is emphasized. Then, an exploration ensues, delving into writing as praxis, navigating complex technical choices, from micro- to macro-perspectives in clinical vignettes, their autobiographical essence, their relevance as models for theory, self-revelation, etc. Lastly, a succinct epilogue considers the relationship between aesthetics and ethics in psychoanalytic writing.

To Reveal or Not to Reveal, That Is the Wrong Question: Thoughts about Clinical Writing in Psychoanalysis

This paper plays with the possibilities of writing about psychoanalytic work in different ways with different levels of disclosure about both patient and analyst. Various issues around anonymity, confidentiality, consent and identity are explored, highlighting the many questions that come up. These issues of how to write psychoanalytically are also addressed from the point of view of culture and the sociopolitical gestalt of our time.

Could coping with your inner critic be the key to unlocking your scholarly writing?

INTRODUCTION

Though various barriers to productive writing habits exist in academia, scholarship is a critical part of faculty expectations. One barrier that has not been well addressed in the literature is the presence and interference of a negative inner critic, an internal voice or dialogue that criticizes work, halts creativity, and paralyzes writing.

COMMENTARY

The purpose of this commentary is to describe the limited evidence-base and anecdotal strategies shown to support increased writing productivity by acknowledging and navigating the inner critic. With strategies such as proper identification, acknowledgment, strong mentor-mentee relationships, personifying the inner critic, embracing a growth mindset, and considering the distinct phases of writing, faculty can cope with their critical inner voice and reclaim control of their scholarly writing productivity.

IMPLICATIONS

With such a heavy emphasis on writing productivity for faculty, faculty are encouraged to more formally explore and implement professional development strategies to help navigate their inner critic and bolster writing productivity.

A new schizophrenia screening instrument based on evaluating the patient's writing

Formal Thought Disorder (FTD) is a defining feature of schizophrenia, which is often assessed through patients' speech. Meanwhile, the written language is less studied. The aim of the present study is to establish and validate a comprehensive clinical screening scale, capturing the full variety of empirical characteristics of writing in patients with schizophrenia. The 16-item Screening Instrument for Schizophrenic Features in Writing (SISFiW) is derived from detailed literature review and a "brainstorming" discussion on 30 samples written by patients with schizophrenia. One hundred and fifty-seven participants (114 patients with an ICD-10 diagnoses of schizophrenia; 43 healthy control subjects) were interviewed and symptoms assessed with the Positive and Negative Syndrome Scale (PANSS) and the Scale for the Assessment of Thought, Language, and Communication (TLC). Article samples written by each participant were rated with the SISFiW. Results demonstrated significant difference of the SISFiW-total between the patient group and healthy controls [(3.61 ± 1.72) vs. (0.49 ± 0.63), t = 16.64, p<0.001]. The inter-rater reliability (weighted kappa = 0.72) and the internal consistency (Cronbach's alpha coefficient = 0.613) were acceptable, but correlations with the criterion (PANSS and TLC) were unremarkable. The ROC analysis indicated a cutoff point at 2 with the maximal sensitivity (93.0 %)/specificity (93.0 %). Discriminant analysis of the SISFiW items yielded 8 classifiers that discriminated between the diagnostic groups at a perfect overall performance (with 90.4 % of original and 88.5 % cross-validated grouped cases classified correctly). This instrument appears to be practicable and reliable, with relatively robust discriminatory power, and may serve as a complementary tool to existing FTD rating scales.

Writing a manuscript for publication in a peer-reviewed scientific journal: Guidance from the European Society of Clinical Pharmacy

Publishing in reputable peer-reviewed journals is an integral step of the clinical pharmacy research process, allowing for knowledge transfer and advancement in clinical pharmacy practice. Writing a manuscript for publication in a journal requires several careful considerations to ensure that research findings are communicated to the satisfaction of editors and reviewers, and effectively to the readers. This commentary provides a summary of the main points to consider, outlining how to: (1) select a suitable journal, (2) tailor the manuscript for the journal readership, (3) organise the content of the manuscript in line with the journal's guidelines, and (4) manage feedback from the peer review process. This commentary reviews the steps of the writing process, identifies common pitfalls, and proposes ways to overcome them. It aims to assist both novice and established researchers in the field of clinical pharmacy to enhance the quality of writing in a research paper to maximise impact.

Predictors of middle school students' perceptions of automated writing evaluation

This study examined middle school students' perceptions of an automated writing evaluation (AWE) system, MI Write. We summarize students' perceptions of MI Write's usability, usefulness, and desirability both quantitatively and qualitatively. We then estimate hierarchical entry regression models that account for district context, classroom climate, demographic factors (i.e., gender, special education status, limited English proficiency status, socioeconomic status, grade), students' writing-related beliefs and affect, and students' writing proficiency as predictors of students' perceptions. Controlling for districts, students reporting more optimal classroom climate also reported higher usability, usefulness, and desirability for MI Write. Also, model results revealed that eighth graders, students with limited English proficiency, and students of lower socioeconomic status perceived MI Write relatively more useable; students with lower socioeconomic status also perceived MI Write relatively more useful and desirable. Students who liked writing more and more strongly believed that writing is a recursive process viewed MI Write as more useable, useful, and desirable. Students with greater writing proficiency viewed MI Write as less useable and useful; writing proficiency was not related to desirability perceptions. We conclude with a discussion of implications and future directions.

Effective Case Reports and Small Case Series

Once the mainstay of scientific journals, in the age of evidence-based medicine, case reports and small series are now considered to represent a lower hierarchy in the medical decision-making process. However, case reports and small series represent the culmination of the time-honored traditional medical education teaching method with the descriptive case presentation. Despite being infrequently cited as references, case reports and small series still offer important contributions to patient care. The authors present a review of the strengths and weaknesses of case reports and small series and discuss ways to incorporate this form of literature into structured medical education.

Ten Ways to Improve Getting a Scientific Manuscript Accepted

BACKGROUND

Scientific publication is the cornerstone to academic and private practice advancement in patient management and outcomes. Writing a manuscript requires a certain discipline and skill set that can be achieved with diligence and hard work.

METHODS

Anecdotal and review.

RESULTS

Several factors must be considered in scientific writing and journal manuscript submission and acceptance. Choosing where to submit the manuscript; understanding the instructions to authors; disclosing ethically; formatting correctly; never plagiarizing; supplying high quality appropriate images; creating meaningful tables; curating a pertinent but thorough bibliography; having valid, supported conclusions; and respecting timelines.

CONCLUSION

A discussion of relevant components in manuscript writing and journal submission to improve your chances of acceptance.

Family's preferences for and experiences of writing practices in adult intensive care and its use in early bereavement: A descriptive qualitative study

BACKGROUND

Family partaking in writing practices, such as writing intensive care unit (ICU) patient diaries, personal diaries/journaling, social media, or instant messaging services, during ICU admission may allow the family to unintentionally participate in a form of expressive writing. These writing practices could provide structure for the family authors to explore emotions and manage significant life events, including death of a loved one. Limited studies have explored the family's postmortem experiences and perceived value of writing practices maintained during an ICU admission.

OBJECTIVES

The objective of this study was to explore the family member's preferences for and experiences of writing practices in the adult ICU and its use in early bereavement.

METHODS

descriptive qualitative design using inductive reflexive thematic analysis from a purposeful, convenience sample of 16 bereaved participants from a tertiary referral, adult ICU in Australia who discussed their experiences of and preferences in writing practices. Reporting adheres to the consolidated criteria for reporting qualitative research checklist.

FINDINGS

Six participants maintained writing practices during the ICU admission and 10 did not. Three themes were generated from the data: the decision to maintain writing practices was shaped by past behaviours and perceived utility; moments captured were influenced by the loved ones' clinical status and their ability to access the writing medium; and writing practices have limited utility as a memory making object in early bereavement.

CONCLUSIONS

Based on the generated findings, participants who did not maintain writing practices did not later regret this decision during early bereavement. Participants who did maintain writing practices predominately used a personal diary/journal that they carried with them. As the loved one approached death, the written entries became shorter, then ceased. Most of the written entries were not read during early bereavement, suggesting the writing practices' psychological value might have been predominately gained at the time of writing, rather than during early bereavement.

The relationship between executive functions and writing in children: a systematic review

Writing is a complex task that is acquired in the early primary school years and continues to develop through adolescence and beyond. Studying the cognitive processes that support writing skills during the acquisition phase may be crucial to support this complex skill especially in less-skilled writers. Executive Functions (EF) could have an important role as they are high cognitive control processes that allow individuals to control and plan thoughts and actions in order to achieve a goal. Given that EF have a crucial development during childhood, when the basic writing skills are acquired, this systematic review aims to investigate the contribution of the main EF components to the writing process in children. Search string focused on three main concepts: executive functions, writing, and children. Twenty-six studies were included following the guidelines of the PRISMA Statement. From the analyzed studies, working memory, in comparison to inhibition, cognitive flexibility, and planning, emerged as the most studied and the most related to writing skills. Nevertheless, the results also support the involvement of all EF basic components in writing, with a role that could vary depending on the considered writing process.0.

Modulation of motor surround inhibition during motor tasks

Surround inhibition (SI) in the motor system is important in individuation of actions, but is sometimes difficult to demonstrate. It has also not been evaluated in real life tasks. In this study, we use real life tasks and a new method where excitability of the surround muscle is assessed with respect to its current activity level rather than when it is at rest. Motor evoked potential (MEP) amplitudes were measured in the abductor digiti minimi (ADM) muscle while participants performed several motor tasks: "writing" on paper, "holding a pen" precisely and, "holding a water bottle" against gravity. These MEPs were compared to ADM MEPs amplitudes measured during a fifth finger abduction (ADM being the center muscle). SI was also measured in the traditional way, by comparing ADM MEPs during an index finger flexion and at rest. For the "writing" and "holding a pen" tasks, but not the "holding bottle" task, the MEP amplitudes were significantly smaller when compared to MEP amplitudes when the ADM was the center muscle with the same level of activation. The ADM MEP amplitudes were not different between rest and during index finger flexion. The new method employed here shows, that motor SI can be measured during tonic movements. The findings also show motor SI during two real-life motor tasks: "writing" and "holding a pen". The lack of modulation of MEP amplitude during "holding bottle" task seems to indicate that SI is action specific rather than muscle specific.

The intensive care unit diary as a valuable care tool: A qualitative study of patients' experiences

OBJECTIVES

The aim is to learn about patients' experience of reading the diary, assess attributed meaning and explore patients' experience and memories during their stay in the intensive care unit.

SETTING

Eleven patients who received the diary after a stay in a nine-bed cardiac intensive care unit in Southern Switzerland, from November 2019 to October 2021.

MAIN OUTCOME MEASURES

Descriptive qualitative research was performed using semi-structured interviews, followed by thematic analysis. Three research nurses conducted individual telephone or face-to-face interviews.

FINDINGS

Fifteen sub-themes emerged from the data interviews and were grouped into five main categories: a) the experience in the intensive care unit; b) Post Intensive Care Syndrome symptoms; c) the patient diary; d) new meaning of life; and e) sharing. Patients showed difficulties in remembering and understanding what happened during the hospitalization period. Reading the diary enabled them to understand the impact that the illness had on their daily experience. For some of them, reading the diary was helpful in reacting positively during moments of discouragement.

CONCLUSION

Qualitative approach allowed us to assess how patients perceive the diary in the intensive care unit in a cultural context of Central and Southern Europe, which is still poorly investigated. The diary responded to the person's need to know what happened during a period that they had no memory of. Its use demonstrated important benefits, allowing people to understand the impact that the illness had on everyday life. It allowed them to relate to the difficulties encountered during the healing process. Thus, the diary played an important role during the healing process.

IMPLICATIONS FOR CLINICAL PRACTICE

The diary was appreciated by patients during all stages of recovery from severe and acute illness. Gaps within the narration were avoided, in order to provide patients with a better timeline of the events occurred during the time they were unconscious.

A systematic review on the use of technology to enhance the academic achievements of children with attention deficit hyperactivity disorder in language learning

This review investigates the use of technology for children and adolescents with Attention Deficit Hyperactivity Disorder and their academic achievements in language learning, as well as their attitudes towards technology use. The goal is to integrate this information in order to learn how technology is provided to this population regarding first and second language learning, and also how effective and appropriate its use is and how it is perceived by stakeholders in the learning process. A systematic review was conducted, and after the final screening process, 15 studies were analysed, the majority of which were about first language learning (n = 11). Most studies found that technology use has a positive impact on students' language skills and that students tend to find it more motivating and engaging. While these technologies seem to be promising tools for improving skills, further studies must be conducted, especially in the field of second language learning.

Linguistic Features of Copywriting and Rewriting in the Field of Text Content for Corporate Websites: Semantic Aspect

The study's relevance lies in the distinction between the cognitive processes of human readers and search robots, particularly the contextual understanding and relevance determination capabilities of modern search engines. This study aims to address contemporary challenges related to online textual content, specifically focusing on texts found on corporate websites and corporate blogs. The study employs a comprehensive approach to analyze the creation of texts, considering both copywriting and rewriting techniques. The analysis includes an examination of textual activity on corporate websites and blogs. The research methodology involves investigating linguistic and psycholinguistic aspects, as well as the principles underlying search engines and their role in organic website promotion. The study also delves into the nature of multimedia articles as a distinct format of online content. The major finding of this research lies in the proposed method for assessing the cognitive effectiveness of copywriting and rewriting. The study sheds light on the intricate interplay between multimedia articles and their textual components, showcasing their potential for impactful audience engagement. The analysis of internet copywriting and rewriting in the realm of marketing discourse reveals their significance for search engine tasks and user engagement. In conclusion, this research underscores the practical importance of understanding the cognitive effectiveness of texts generated through copywriting and rewriting. The findings emphasize the role of multimedia articles and their textual elements in influencing audience engagement online. The study highlights the crucial connection between internet copywriting, rewriting, and successful marketing discourse, optimizing content for search engines and enhancing user experience.

[Guide to write a scientific article]

Publishing a scientific article is challenging for early-career researchers and clinicians. Success is not solely determined by robust research methods, but also by clear and logical presentation of results. Without clear communication, disruptive findings can be overlooked. A well-structured manuscript leads the reader logically from the introduction to the conclusion. Maintaining a consistent narrative ensures lasting impact. In this paper, we provide practical guidelines for drafting an effective scientific manuscript. Carefully crafted articles increase the chance of acceptance and improve comprehension among diverse specialists. We emphasize the importance of presenting a clear, relevant, and engaging story within a structured framework, highly valued by editors, reviewers, and readers.

Application of artificial intelligence chatbots, including ChatGPT, in education, scholarly work, programming, and content generation and its prospects: a narrative review

This study aims to explore ChatGPT’s (GPT-3.5 version) functionalities, including reinforcement learning, diverse applications, and limitations. ChatGPT is an artificial intelligence (AI) chatbot powered by OpenAI’s Generative Pre-trained Transformer (GPT) model. The chatbot’s applications span education, programming, content generation, and more, demonstrating its versatility. ChatGPT can improve education by creating assignments and offering personalized feedback, as shown by its notable performance in medical exams and the United States Medical Licensing Exam. However, concerns include plagiarism, reliability, and educational disparities. It aids in various research tasks, from design to writing, and has shown proficiency in summarizing and suggesting titles. Its use in scientific writing and language translation is promising, but professional oversight is needed for accuracy and originality. It assists in programming tasks like writing code, debugging, and guiding installation and updates. It offers diverse applications, from cheering up individuals to generating creative content like essays, news articles, and business plans. Unlike search engines, ChatGPT provides interactive, generative responses and understands context, making it more akin to human conversation, in contrast to conventional search engines’ keyword-based, non-interactive nature. ChatGPT has limitations, such as potential bias, dependence on outdated data, and revenue generation challenges. Nonetheless, ChatGPT is considered to be a transformative AI tool poised to redefine the future of generative technology. In conclusion, advancements in AI, such as ChatGPT, are altering how knowledge is acquired and applied, marking a shift from search engines to creativity engines. This transformation highlights the increasing importance of AI literacy and the ability to effectively utilize AI in various domains of life.

Designing, Conducting, and Reporting Survey Studies: A Primer for Researchers

Survey studies have become instrumental in contributing to the evidence accumulation in rapidly developing medical disciplines such as medical education, public health, and nursing. The global medical community has seen an upsurge of surveys covering the experience and perceptions of health specialists, patients, and public representatives in the peri-pandemic coronavirus disease 2019 period. Currently, surveys can play a central role in increasing research activities in non-mainstream science countries where limited research funding and other barriers hinder science growth. Planning surveys starts with overviewing related reviews and other publications which may help to design questionnaires with comprehensive coverage of all related points. The validity and reliability of questionnaires rely on input from experts and potential responders who may suggest pertinent revisions to prepare forms with attractive designs, easily understandable questions, and correctly ordered points that appeal to target respondents. Currently available numerous online platforms such as Google Forms and Survey Monkey enable moderating online surveys and collecting responses from a large number of responders. Online surveys benefit from disseminating questionnaires via social media and other online platforms which facilitate the survey internationalization and participation of large groups of responders. Survey reporting can be arranged in line with related recommendations and reporting standards all of which have their strengths and limitations. The current article overviews available recommendations and presents pointers on designing, conducting, and reporting surveys.

Disentangling Language Disorder and Bilingualism in Children with Developmental Language Disorder and Autism Spectrum Disorder: Evidence from Writing

Twenty-eight Albanian-Greek bilingual children with Developmental Language Disorder and 28 children with Autism Spectrum Disorder but no language impairment, along with 28 typically-developing, age-, Performance IQ- and socioeconomic status-matched bilingual children were asked to produce two expository texts which were coded for spelling (phonological, grammatical, orthographic) errors, stress and punctuation use. The children's expressive vocabulary, current language use and home language history were also measured. The results show that the bilingual children with Developmental Language Disorder were particularly vulnerable to spelling errors, while their bilingual peers with Autism Spectrum Disorder were rather challenged by stress and punctuation. The evidence speaks in favor of distinct patterns of writing impairment across the bilingual children with Developmental Language Disorder and Autism Spectrum Disorder.

Writing Self-Concept, Text Engagement, and Writing Practices Across Contexts: Comparisons Between School-Age Children on the Autism Spectrum and Their Non-Autistic Peers

PURPOSE

Autistic children demonstrate highly variable written language skills. Existing research has focused on examining autistic children's performance on direct assessments of written language. In contrast, few studies have sought to understand how autistic children conceptualize their writing abilities or engage with writing across different contexts compared to non-autistic peers.

METHODS

This study used a researcher-designed questionnaire to examine writing self-concept, text engagement with different writing activities, and writing practices and beliefs across school and non-school contexts in school-age (10-18 years old) autistic children compared to their non-autistic peers. Data analysis approaches included "multiple indicators, multiple causes" (MIMIC) modeling; correlational and multiple regression analysis; non-parametric Mann-Whitney U tests; and principal components analysis.

RESULTS

Groups did not differ in their writing self-concept ratings. Furthermore, both groups engaged with a variety of different writing activities to a similar extent except for text messages being lower for the autistic group. Five components were extracted via principal components analysis on items related to writing practices and beliefs across contexts; groups did not differ across the components. Overall, the non-autistic group showed more consistent relationships between writing self-concept as well as writing practices and beliefs with performance on a narrative writing task when compared to the autistic group.

CONCLUSION

Results offer a preliminary understanding into how autistic children engage with writing across contexts for a variety of purposes when compared to their non-autistic peers and offer implications for continued research and educational practice.

Contributions of attentional control, hyperactivity-impulsivity, and reading skills to performance on a fourth-grade state writing test

Writing proficiency facilitates higher achievement in educational and professional endeavors, yet most students fail to meet national writing benchmarks by the end of high school. Attentional control and overall reading skill are documented to result in better writing quality; however, most research on these relationships has focused on early elementary students (K-3rd grade. This project evaluated the relationship between attentional control, hyperactivity-impulsivity, word reading, and reading comprehension to overall writing performance on a high-stakes writing test. Participants included 266 fourth-grade struggling readers who completed the Strengths and Weaknesses of ADHD Symptoms and Normal Behavior (SWAN; Swanson et al., 2001, 2012) for attentional control and hyperactivity-impulsivity, the Woodcock-Johnson III (WJ-III; Woodcock et al., 2001) Letter-Word Identification test for word reading, the WJ-III Passage Comprehension test for reading comprehension, and the State of Texas Assessments of Academic Readiness (STAAR) writing test for overall writing. Hyperactivity-impulsivity was not related to word reading (β = 0.02, p > .05), reading comprehension (β = 0.06, p > .05), or writing (β = 0.14, p > .05), whereas attentional control (β = 0.51, p < .01) and reading comprehension (β = 0.55, p < .001) contributed to overall writing. Reading comprehension (β = 0.55, p < .01) had a greater impact on writing than word reading (β = 0.13, p > .05), which suggests that as academic rigor increases in the upper elementary school grades (4th grade and higher), basic skills are less predictive of success on complex tasks such as writing. Implications for increasing writing proficiency through research and practice are discussed.

A longitudinal intervention study of the effects of increasing amount of meaningful writing across grades 1 and 2

The current study examined the effectiveness of a writing is caught approach with young developing writers in Norway. This method is based on the premise that writing competence is acquired naturally through real use in meaningful contexts. Our longitudinal randomized control trial study tested this proposition by examining if increasing first grade students' opportunities to write in various genres for different purposes and for a range of audiences over a two-year time period improved the quality of their writing, handwriting fluency, and attitude towards writing. The study included data from 942 students (50.1% girls) in 26 schools randomly assigned to the experimental treatment, and 743 students (50.6% girls) in 25 schools randomly assigned to the business-as-usual (BAU) control condition. Across Grades 1 and 2, experimental teachers were asked to supplement their typical writing instruction by implementing 40 writing activities designed to increase students' purposeful writing. Increasing experimental students' writing over the two-year period did not result in statistically detectable differences in the writing quality, handwriting fluency, and attitude towards writing of students in the experimental and BAU control conditions. These findings did not provide support for the effectiveness of the writing is caught approach. Implications for theory, research, and practiced are discussed.

The effectiveness and equivalence of different versions of a brief online Best Possible Self (BPS) manipulation to temporary increase optimism and affect

BACKGROUND AND OBJECTIVES

The Best Possible Self (BPS) has been found to be an effective manipulation to temporarily improve optimism and affect. The BPS has been used in different formats. In some versions, participants just write about their best possible future, while in others this is combined with imagery. An imagery only version has not been tested yet. The aim of the current study was to examine the effectiveness of three different versions of the BPS and their equivalence in improving optimism and affect.

METHODS

In an online study format, participants (N = 141) were randomly assigned to one of four conditions: (1) writing and imagery BPS; (2) writing BPS; (3) imagery BPS; and (4) a typical day (TD) control condition.

RESULTS

Results showed that each BPS condition significantly improved optimism (i.e. increased positive future expectancies and decreased negative future expectancies) and affect (i.e. increased positive affect and decreased negative affect). Equivalence testing showed that all online BPS conditions were equivalent in increasing optimism and affect, thereby confirming that both the writing and imagery elements of the BPS can independently from each other increase optimism and positive affect in a healthy population.

LIMITATIONS

Only the immediate effects of the BPS formats on increasing optimism and affect were measured.

CONCLUSIONS

The BPS manipulation can be employed in different ways for potential future exploration, depending on the research question, design and context and/or E-mental health applications for the treatment of individuals suffering from psychological complaints.

Review of Andrea Smorti's Telling to Understand the Impact of Narrative on Autobiographical Memory

Andrea Smorti's Telling to Understand provides an opportunity to mentalise linguistic productions in the light of narrative understanding and the relationality underlying the nature of communication processes. In the post-modern polyglot society, narrative understanding abreacts meanings emerging from the coexistence and interaction of different linguistic universes. In the elicitation of meanings, the different forms of narration become tales that consecutively become stories if inserted into a chronologically ordered system. Such stories are maintained by causal links that guarantee continuity and coherence to the narrative production.

Documentation as composing: how medical students and residents use writing to think and learn

Some educators have described clinical documentation as "scut". Research in medicine has focused on documentation's communicative value and not its function in learning. With time being an important commodity and electronic health records changing how we document, understanding the learning value of documentation is essential. The purpose of this study was to explore how trainee composing practices shape learning. Qualitative methods employing Rhetorical Genre Theory were used to explore clinical documentation practices among medical trainees. Data collection and analysis occurred in iterative cycles. Data included field notes and field interviews from 110 h of observing junior trainees and senior internal medicine residents participating in patient admission and follow-up visits. Analysis was focused on Paré and Smart's framework for studying documentation as composing. From a composing lens, documentation plays a vital role in learning in clinical settings. Junior trainees were observed to be reliant on using writing to support their thinking around patient care. Before patient encounters, writing helped trainees focus on what was already known and develop a preliminary understanding of the patient's problem(s). After encounters, writing helped trainees synthesize the data and develop an assessment and plan. Before and after the encounter, through writing, trainees also identified knowledge and data collection gaps. Our findings highlight clinical documentation as more than a communication task. Rather, the writing process itself appeared to play a pivotal role in supporting thinking. While some have proposed strategies for reducing trainee involvement, we argue that writing can be time well spent.

Using speech-to-text technology to empower young writers with special educational needs

This article reports the first group-based intervention study in the UK of using speech to-text (STT) technology to improve the writing of children with special educational needs and disabilities (SEND). Over a period of five years, thirty children took part in total from three settings; a mainstream school, a special school and a special unit of a different mainstream school. All children had Education, Health and Care Plans because of their difficulties in spoken and written communication. Children were trained to use the Dragon STT system, and used it on set tasks for 16-18 weeks. Handwritten text and self-esteem were assessed before and after the intervention, and screen-written text at the end. The results showed that this approach had boosted the quantity and quality of handwritten text, with post-test screen-written text significantly better than handwritten at post-test. The self-esteem instrument also showed positive and statistically significant results. The findings support the feasibility of using STT to support children with writing difficulties. All the data were gathered before the Covid-19 pandemic; the implications of this, and of the innovative research design, are discussed.

Writing proficiency in English as L2 in Spanish children with dyslexia

Different studies have demonstrated that people with dyslexia have difficulties in acquiring fluent reading and writing. These problems are also evident when they learn a second language. The aim of our study was to investigate if there is a linguistic transfer effect for writing in children with dyslexia when they face tasks in English (L2), as well as the possible influence of other linguistic skills (spelling, vocabulary and reading) in English (L2) and in Spanish (L1). Participants completed a series of tasks both in Spanish and English: a picture naming task, a word reading task, a word spelling task, and a written composition of which we analysed its quality through different variables provided by the Coh-metrix software. Our results revealed that children with dyslexia show similar or parallel performance in written composition in both languages, which could imply a language transfer effect from L1 and L2. Besides, basic language skills are related to the characteristics of written composition to a greater extent in English than in Spanish, suggesting the impact of these on the quality of written composition.

The effect of fine motor skills, handwriting, and typing on reading development

Discussions on the contribution of motor skills and processes to learning to read has a long history. Previous work is essentially divided into two separate strands, namely the contributions of fine motor skills (FMS) to reading and the influence of writing versus typing. In the current 2 × 2 × 3 mixed, single-blind, and randomly assigned experiment, we tested both strands together. A total of 87 children learned to decode pseudowords in either typing or writing conditions in which their FMS were either impaired or not. Decoding gains were measured at pretest, posttest, and follow-up, with FMS and working memory included as participant variable predictors. Findings indicated that FMS and working memory predicted decoding gains. Importantly, children performed best when typing if in the impaired FMS condition. Results have implications for motor representation theories of writing and for instruction of children with FMS impairments.

How to write a successful grant application: guidance provided by the European Society of Clinical Pharmacy

Considering a rejection rate of 80-90%, the preparation of a research grant is often considered a daunting task since it is resource intensive and there is no guarantee of success, even for seasoned researchers. This commentary provides a summary of the key points a researcher needs to consider when writing a research grant proposal, outlining: (1) how to conceptualise the research idea; (2) how to find the right funding call; (3) the importance of planning; (4) how to write; (5) what to write, and (6) key questions for reflection during preparation. It attempts to explain the difficulties associated with finding calls in clinical pharmacy and advanced pharmacy practice, and how to overcome them. The commentary aims to assist all pharmacy practice and health services research colleagues new to the grant application process, as well as experienced researchers striving to improve their grant review scores. The guidance in this paper is part of ESCP's commitment to stimulate "innovative and high-quality research in all areas of clinical pharmacy".

What we learned from Covid-19 about discourse-based learning

Now is an auspicious time to make student-centered discourse a centerpiece of social and civic education, as well as across the curriculum more broadly. We describe here the features of the middle-school program we have developed and implemented for this purpose, emphasizing its concentration on direct student-to-student communication, in contrast to the more common whole-class teacher-led discussion. The Covid-19 epidemic forced us to modify the way in which we implemented the program, eliminating face-to-face contact. What had been an in-person interactive discourse-based workshop we transformed into a remotely-experienced, technology-supported interaction between rotating student pairs. Each participant debated individually with a sequence of individual peers who held an opposing view on a series of social issues. This modified distance-learning approach revealed some unanticipated benefits that we share here. Most notable among them were the enhanced comfort in sharing their views that participants reported they experienced, due to the remote, text-only connection that concealed their personal identities.

Assessing Writing Motivation: a Systematic Review of K-5 Students' Self-Reports

For attaining success in writing, motivation is essential. Crucially, instruction is dependent on knowing the student's capabilities and inner drives. To date, research on writing has yet to establish a consistent framework for assessing writing motivation, and often fails to acknowledge students' self-reports, rather favoring evaluations of students' writing motivation made by others, such as teachers and researchers. This limbo state originates partly from a general skepticism towards the trustworthiness of elementary students' self-reports. Nonetheless, the validity of such self-reports has been acknowledged in adjacent fields, such as reading. Aiming to establish a knowledge base from studies addressing students' voices, the present study adopts the method of a systematic review and investigates how writing motivation has been assessed in empirical studies (1996-2020) through K-5 students' self-reports. Of the 7047 studies identified through database search, 56 met the inclusion criteria and are examined in this review. Results indicate that (a) storytelling is the genre most used to operationalize writing in the investigations, (b) surveys and interview questions measuring students' attitude towards writing are the most common type of self-report used, and (c) students' voices are weighted differently across the studies. Findings suggest that future research should (1) work to counteract existing biases in writing tasks, (2) provide a rationale for their choice/design of measure of motivation, and (3) report clearly whose voices are being heard (e.g., students', teachers', or researchers') and the appropriateness of this choice regarding study purpose, design, and findings.

Supplementary Information

The online version contains supplementary material available at 10.1007/s10648-023-09732-6.

Awareness and knowledge of manuscript writing and research integrity: A cross sectional survey among graduate students

Graduate students face a variety of barriers when writing manuscripts. The major barrier is inadequate writing experience and training. We aimed to evaluate the awareness and the knowledge of the basic principles in manuscript writing and research integrity among graduate students, and to assess the usefulness of workshops to improve their knowledge about manuscript writing process. A cross sectional survey was developed to evaluate the awareness and the knowledge about the manuscript writing steps and the research integrity among graduate students in Jordan. A one-day workshop about manuscript writing and research integrity was conducted. Students (n = 285) completed the questionnaire. Most participants were female masters'; students. Although 83.8% of the students were aware of the general manuscript structure, most of them were not aware of the basic concepts to write most manuscript sections. Only 22.5% of the students were aware of the authorship criteria. Data showed a lack of knowledge of different practices of scientific misconduct. Barriers in manuscript writing included the lack of focused research methodology courses and the lack of professional workshops and the absence constructive mentorship support. The workshop was useful in introducing the key concepts in manuscript writing. The present study revealed a lack of knowledge among graduate students about manuscript writing and scientific misconduct. Professional workshops are useful in improving students' knowledge.

Evaluation of a statewide pharmacy student writing club program: Opportunities to enhance professional writing skills

INTRODUCTION

Skills gained by writing a scholarly manuscript coincide with graduation expectations prior to matriculation into practice. A partnership between The Journal of the Pharmacy Society of Wisconsin and four affiliated pharmacy schools developed student writing clubs (SWC) to fill this need. The objectives of this project were to explore the structure of SWCs and evaluate the experiences of participants.

METHODS

Two investigator-designed, voluntary, anonymous surveys were distributed to each school. A survey for pharmacy students assessed motivations for participating within a SWC, impact on skills, and suggestions for improvement. The second survey to the SWC faculty advisors explored programmatic structure.

RESULTS

Of forty student respondents, most SWC participants felt comfortable with each step of the writing process. Participants were motivated by manuscript publication opportunity (88%), improvement of writing skills (80%), and the addition to their curriculum vitae (60%). Students suggested process improvements including better communication on deadlines, more connections to writing resources, and developing writing workshops for guidance on professional writing. Barriers to participation included unclear expectations (60%) and not feeling prepared or skilled enough (53%). Most importantly, both students and faculty perceived the SWC at each program as a skill-building extracurricular activity that brings value to student pharmacist development.

CONCLUSIONS

Manuscript preparation and publication within a structured environment, such as a SWC, is a valuable skill-building opportunity. Creation of a centralized writing workshop will provide guidance for participants throughout the manuscript process.

Kill Two Birds with One Stone: Convert Didactic Lecture to Active Engaged Learning Using Reflective and Collaborative Writing

A didactic lecture is transformed into active learning by strategically adopting reflective and collaborative writing, which at the same time offers meaningful feedback to both teachers and students. The writing also "activates" learning by engaging students to identify learning objectives and select readings to fill knowledge gaps.

A distanced perspective reduces negative affective responses through rational view in recalling and writing angry experience

Previous research demonstrates that self-distancing helps in regulating negative emotions. Furthermore, adopting a distanced perspective when referring to the self has been shown to be a simple and effective way to regulate emotion. Moreover, previous research has demonstrated several mechanisms whereby the distanced perspective eventually leads to the decrease in negative emotions. Building on this literature, the present research proposed that a rational point of view induced by adopting a distanced perspective would play a critical role in this process. The results from two studies supported the proposition. Specifically, in recalling (Study 1) and writing (Study 2) about anger-provoking events, those who adopted a distanced perspective were more likely to take a rational point of view when reflecting on the event than did those who adopted a self-immersed perspective. Furthermore, such differences in the rational perspective were associated with the corresponding differences in negative affect.

Non-monotonic developmental trend of holistic processing in visual expertise: the case of Chinese character recognition

Holistic processing has been identified as an expertise marker of face and object recognition. By contrast, reduced holistic processing is purportedly an expertise marker in recognising orthographic characters in Chinese. Does holistic processing increase or decrease in expertise development? Is orthographic recognition a domain-specific exception to all other kinds of recognition (e.g. face and objects)? In two studies, we examined the developmental trend of holistic processing in Chinese character recognition in Chinese and non-Chinese children, and its relationship with literacy abilities: Chinese first graders—with emergent Chinese literacy acquired in kindergarten—showed increased holistic processing perhaps as an inchoate expertise marker when compared with kindergartners and non-Chinese first graders; however, the holistic processing effect was reduced in higher-grade Chinese children. These results suggest a non-monotonic inverted U-shape trend of holistic processing in visual expertise development: An increase in holistic processing due to initial reading experience followed by a decrease in holistic processing due to literacy enhancement. This result marks the development of holistic and analytic processing skills, both of which can be essential for mastering visual recognition. This study is the first to investigate the developmental trend of holistic processing in Chinese character recognition using the composite paradigm.

Liver imaging: it is time to adopt standardized terminology

Liver imaging plays a vital role in the management of patients at risk for hepatocellular carcinoma (HCC); however, progress in the field is challenged by nonuniform and inconsistent terminology in the published literature. The Steering Committee of the American College of Radiology (ACR)'s Liver Imaging Reporting And Data System (LI-RADS), in conjunction with the LI-RADS Lexicon Writing Group and the LI-RADS International Working Group, present this consensus document to establish a single universal liver imaging lexicon. The lexicon is intended for use in research, education, and clinical care of patients at risk for HCC (i.e., the LI-RADS population) and in the general population (i.e., even when LI-RADS algorithms are not applicable). We anticipate that the universal adoption of this lexicon will provide research, educational, and clinical benefits. KEY POINTS: •To standardize terminology, we encourage authors of research and educational materials on liver imaging to use the standardized LI-RADS Lexicon. •We encourage reviewers to promote the use of the standardized LI-RADS Lexicon for publications on liver imaging. •We encourage radiologists to use the standardized LI-RADS Lexicon for liver imaging in clinical care.

Including Arts in Rehabilitation Enhances Outcomes in the Psychomotor, Cognitive, and Affective Domains: A Scoping Review

OBJECTIVE

The purpose of this scoping review was to analyze the published literature regarding the use of art in the context of rehabilitation for consideration in physical therapy.

METHODS

The CINAHL, PsycArticles, APA PsycInfo, Art Index, Music Index, Cochrane Reviews, and PubMed electronic databases were accessed. Inclusion and exclusion criteria were established and utilized to determine study eligibility. Study details were extracted from each article by researchers using a systematic format. Summation of journal type, participants, dosing and type of intervention, setting and interventionist, outcome domains, and study results were included.

RESULTS

Out of 1452 studies, 76 were included for extraction. Of these studies, most had outcome measures aligned with the psychomotor and affective domains of learning (n = 66). Very few studies had outcome measures with psychomotor and cognitive domains (n = 2) or psychomotor, affective, and cognitive outcome measures (n = 8). Regarding the arts used, music, dance, or both were used in 77 instances. Fewer studies reported using creative arts therapy, singing, theater, writing, and rhythm (n = 17). Of the 76 studies analyzed, 74 reported a within-group treatment effect.

CONCLUSION

The arts effectively enhance physical therapist practice; therefore, it is recommended that physical therapists continue to seek collaboration with art professionals and explore the use of arts in practice.

IMPACT

Findings demonstrate that combining the arts with physical therapist practice amplifies not only psychomotor but affective and cognitive outcomes as well. The arts have applicability across broad populations (eg, chronic pain, neurologic dysfunction, respiratory conditions). This study supports that physical therapist education and practice should embrace the arts as a collaborative modality to promote enhanced psychomotor, affective, and cognitive outcomes.

Teaching Chinese characters to students in grades 1 to 3 through emergency remote instruction during the COVID-19 pandemic

The current study examined how Chinese characters were taught by primary grade teachers in Macao during online instruction resulting from the COVID-19 pandemic (i.e., emergency remote instruction). A random sample of 313 first to third grade teachers in public and private schools were surveyed about their instructional practices. Most teachers surveyed (72%) reported they taught a lesson about Chinese characters once every 3-4 weeks during emergency remote instruction, and 83% and 81% of teachers indicated they assigned homework for writing and reading characters, respectively, at the same rate. On average, they reportedly spent 97 min per week teaching students to write, read, and understand the meaning of new characters, devoting equal time to each of these skills. They also indicated students practiced writing and reading characters in class for 40 min per week. They further noted students were expected to spend 35 min a day practicing writing and reading characters for homework. While teachers reportedly used a variety of instructional practices for teaching characters (M = 30.38), the typical teacher applied less than one-half (N = 64) of practices assessed. Teachers reported use of asynchronous (online learning activities which can be completed at other times) and synchronous (real-time videos and audio/text) teaching methods and perceptions of adequacy of technical support predicted reported teaching practices. The findings from this study raise questions about the teaching of Chinese characters in Macao during emergency remote instruction.

Faculty writing accountability groups: A protocol for traditional and virtual settings

Publishing is a measure of faculty performance, yet barriers often include getting started, time management, and difficulty finishing. Manuscript submissions also lack deadlines, which creates additional challenges. Writing accountability groups (WAGs) are associated with increased faculty writing productivity. The purpose of this paper is to provide an overview of WAGs, including the process, participants, writing productivity outcomes, benefits, challenges, and unintended consequences. To maintain our writing progress during the COVID-19 pandemic, we moved our WAG sessions to a virtual platform. Our WAG protocol (both face-to-face and virtual) is shared to help other faculty members or doctoral students implement writing accountability groups. We also advocate for hybrid WAG sessions to promote attendance. In addition to facilitation of scholarly writing and improved writing habits, our WAG created opportunities for scholarly communication and networking with colleagues.

Variations of a group coaching intervention to support early-career biomedical researchers in Grant proposal development: a pragmatic, four-arm, group-randomized trial

BACKGROUND

Funded grant proposals provide biomedical researchers with the resources needed to build their research programs, support trainees, and advance public health. Studies using National Institutes of Health (NIH) data have found that investigators from underrepresented groups in the biomedical workforce are awarded NIH research grants at disproportionately lower rates. Grant writing training initiatives are available, but there is a dearth of rigorous research to determine the effectiveness of such interventions and to discern their essential features.

METHODS

This 2 × 2, unblinded, group-randomized study compares the effectiveness of variations of an NIH-focused, grant writing, group coaching intervention for biomedical postdoctoral fellows and early-career faculty. The key study outcomes are proposal submission rates and funding rates. Participants, drawn from across the United States, are enrolled as dyads with a self-selected scientific advisor in their content area, then placed into coaching groups led by senior NIH-funded investigators who are trained in the intervention's coaching practices. Target enrollment is 72 coaching groups of 4-5 dyads each. Groups are randomized to one of four intervention arms that differ on two factors: [1] duration of coaching support (regular dose = 5 months of group coaching, versus extended dose = regular dose plus an additional 18 months of one-on-one coaching); and [2] mode of engaging scientific advisors with the regular dose group coaching process (unstructured versus structured engagement). Intervention variations were informed by programs previously offered by the NIH National Research Mentoring Network. Participant data are collected via written surveys (baseline and 6, 12, 18, and 24 months after start of the regular dose) and semi-structured interviews (end of regular dose and 24 months). Quantitative analyses will be intention-to-treat, using a 2-sided test of equality of the effects of each factor. An inductive, constant comparison analysis of interview transcripts will be used to identify contextual factors -- associated with individual participants, their engagement with the coaching intervention, and their institutional setting - that influence intervention effectiveness.

DISCUSSION

Results of this study will provide an empirical basis for a readily translatable coaching approach to supporting the essential grant writing activities of faculty, fellows, and other research trainees, including those from underrepresented groups.

Scientific Publishing in Biomedicine: Revising a Peer-reviewed Manuscript

Getting feedback from the journals' editorial office upon the peer-review process, revising the manuscript, and responding to reviewers' comments are the essential parts of scientific publishing. The process of revising seems cumbersome and time-consuming as authors must be engaged probably with many comments and requested changes. Authors are advised to approach the reviewer as a consultant rather than an adversary. They should carefully read and understand comments and then decide how to proceed with each requested change/suggestion. In the case of serious disagreement with reviewer comments or misunderstanding, authors can defer the issue to the editor. Preparing a scientific and well-organized "response to reviews" and the revised version of the manuscript can increase the chance of acceptance. Here, we provide a practical guide on dealing with different types of comments (i.e., minor or major revisions, conflicting comments, or those that authors disagree with or cannot adhere to) and how to craft a response to reviews. We also provide the dos and don'ts for making a successful revision.

The Effect of Emotional Disclosure by Writing on the Depression of Hemodialysis Patients in Iran: A Randomized Clinical Trial

Introduction: Depression is the most common psychological problem in patients with renal failure, and it can lead to mortality in severe cases. Effective interventions are required to promote mental health in patients on hemodialysis with various types of mental disorders. The current study aimed to evaluate the effect of emotional disclosure by writing on depression of patients on hemodialysis in Iran.

Methods: This clinical trial study was carried out on 140 patients undergoing hemodialysis in hemodialysis centers of Kerman. Patients were randomly assigned into two groups of intervention and control after signing the written consent forms and completing the Depression Anxiety Stress Scale (DASS 21). The intervention group was requested to write daily the deepest emotions and intrusive thoughts within 15 to 20 minutes in four consecutive days. The control group received routine care. Then, the questionnaire was recompleted two weeks later. Finally, the data were analyzed by SPSS (version 13) using independent t-test and paired t-test.

Results: The mean depression score was either moderate or high. While depression scores seemed to decrease in the intervention group after the intervention, the depression scores continued to rise following the intervention in the control group. The difference in depression scores was statistically significant between the two groups before and after the intervention.

Conclusion: Emotional disclosure by writing can be effective on the level of depression in patients on hemodialysis.Simus adi omnimodipsa sam fugita dolenistiae inveles est doluptat.

Voices from the Front Lines: An Analysis of Physicians' Reflective Narratives about Flaws with the 'System'

Physicians often express frustration with the 'system' in which they work. Over time, this frustration may put them at risk of burnout and disengagement, which may impact patient care. In this study, we aimed to understand the nature of the system flaws that physicians identified in their published narratives and to explore their self-representation as agents of change. We reviewed all reflective narratives published in four medical journals (NEJM, JAMA, CMAJ, Annals IM) between January 2015 and December 2017 (n = 282). By consensus, we identified those that addressed system flaws (n = 87). Using content and narrative analysis, we analyzed the types of flaws and the physicians' orientation to the flawed system. We identified seven recurring system flaws-five related to medical culture: failures of communication, erosive impact of the hidden curriculum, inadequate health advocacy, frenzied pace of work, and experience of stigma. Less frequently, physicians' narratives also exposed limited and disparate healthcare resources and restrictive institutional practices as impeding patient-centered care. Physicians expressed agency to create change foremost when writing about flaws related to medical culture. While physicians are challenged by system flaws, they strive to practice in ways that do not succumb to them. We saw tension between the elements outside the physician's control and those within it. This tension becomes a source of distress when the compromises that emerge from system flaws move physicians away from the values that define their professional identity.

Writing Instruction Improves Students' Writing Skills Differentially Depending on Focal Instruction and Children: A Meta-Analysis for Primary Grade Students

We investigated the effect of writing interventions on written composition for students in primary grades (K-G3) with a focus on whether effects vary as a function of different dimensions of composition outcomes (i.e., quality, productivity, fluency, and other), instructional focus (e.g., transcription, self-regulation strategies such as Self-Regulated Strategy Development [SRSD]), and student characteristics (i.e., initially weak writing skills). A total of 24 studies (number of effect sizes, k = 166; N = 5589 participants) met inclusion criteria. The overall mean effect size was moderate and positive (ES = .31) with some variation across the dimensions of composition: .32 in writing quality, .31 in writing productivity, .15 in writing fluency, and .34 in writing: other. SRSD had large and consistent effect sizes across the outcomes (.59 to 1.04) whereas transcription instruction did not yield statistically significant effects on any dimensions of composition due to large variation of effects across studies. Variation in instructional dosage (total length of instruction) did not explain variation in the effect sizes. Lastly, the average effect on writing quality was larger for writers with weaker writing skills compared to those with typical skills.

Speech and language impairments in behavioral variant frontotemporal dementia: A systematic review

Although behavioral variant frontotemporal dementia (bvFTD) is classically defined by behavioral and socio-emotional changes, impairments often extend to other cognitive functions. These include early speech and language deficits related to the disease's core neural disruptions. Yet, their scope and clinical relevance remains poorly understood. This systematic review characterizes such disturbances in bvFTD, considering clinically, neuroanatomically, genetically, and neuropathologically defined subgroups. We included 181 experimental studies, with at least 5 bvFTD patients diagnosed using accepted criteria, comparing speech and language outcomes between bvFTD patients and healthy controls or between bvFTD subgroups. Results reveal extensive and heterogeneous deficits across cohorts, with (a) consistent lexico-semantic, reading & writing, and prosodic impairments; (b) inconsistent deficits in motor speech and grammar; and (c) relative preservation of phonological skills. Also, preliminary findings suggest that the severity of speech and language deficits might be associated with global cognitive impairment, predominantly temporal or fronto-temporal atrophy and MAPT mutations (vs C9orf72). Although under-recognized, these impairments contribute to patient characterization and phenotyping, while potentially informing diagnosis and management.