Katie Grant

Other refs to Katie Grant

Advancing Academic Writing project

The key features of AAW

1. All help about is writing is in one place. (Not a dozen different guides to spelling, report formats, referencing styles, how to write a logical paragraph, ...)
2. Active exercises (with feedback). (Not passive reading dictionaries, written feedback, ...; but doing things.)
3. Discipline specific
   1. Rules for writing are different in each discipline (formats, style, .....)
   2. Based on actual observed recent student errors in that discipline. (Not bad writing that some other person in some other institution and discipline might commit.)
   3. Exercises /examples are all in that subject area: immediately familiar and relevant to the student.

Other stuff; ToDo

Web notes for a future reading project

What might an Advancing Reading Project involve?

• "Speed reading" and being able to vary one's reading speed to suit the nature of the material.
• Timing: Jane Davis is clear about how the seed at which you process a text (silent reading vs. listening) changes how you respond to it. And that could relate to "catastrophic thinking" vs. mindfulness.
• Reading aloud to others. Reading as social, not private.
• Reading aloud to one's partner.
• Telling stories. Reading is an offshoot of story-telling.
• Perhaps this connects with (could be combined with) an initiative to promote (scaffold) academic conversation: allow others' differences in views, responses, to stimulate your own thinking.
• Especially, telling i.e. composing one's own story(s) as an essential part of human thinking and well-being.
• Well-being depends on being connected; on spending time in meaningful interchange with other people. Peter Owen Jones on St.Francis.
• Keith Oatley on George Eliot, and how reading novels is an education of one's emotions and understanding of emotions. This idea is now dealt with on another page.
  • Oatley, K., & Olson, D. R. (2010). Cues to the imagination in memoir, science, and fiction. Review of General Psychology, 12, 56-64.
  • Mar, R. A., Oatley, K., & Peterson, J. B. (2009). Exploring the link between reading fiction and empathy: Ruling out individual differences and examining outcomes. Communications: The European Journal of Communication, 34, 407-428.
  • Oatley, K. (2009). Communications to self and others: Emotional experience and its skills. Emotion Review, 1, 206-213.
  • Djikic, M., Oatley, K., Zoeterman, S., & Peterson, J. (2009b). Defenceless against art? Impact of reading fiction emotion in avoidantly attached individuals. Journal of Research in Personality, 43, 14-17.
  • Djikic, M., Oatley, K., Zoeterman, S., & Peterson, J. (2009a). On being moved by art: How reading fiction transforms the self. Creativity Research Journal, 21, 24-29.
  • Oatley, K. & Djikic, M. (2008) Writing as thinking. Review of General Psychology, 12, 9-27.
  • Mar, R.A. & Oatley, K. (2008). The function of fiction is the abstraction and simulation of social experience. Perspectives on Psychological Science, 3, 173-192.
  • Mar, R.A., Oatley, K., Hirsh, J., dela Paz, J., & Peterson, J.B. (2006). Bookworms versus nerds: The social abilities of fiction and non-fiction readers. Journal of Research in Personality, 40, 694-712.
  • Oatley, K. (1999). Why fiction may be twice as true as fact: Fiction as cognitive and emotional simulation. Review of General Psychology, 3, 101-117.
  • Oatley, K. (1998). Emotion. The Psychologist, 11, 285-288.

Jane Davis and her project

I'm told this should be seen as a form of bibliotherapy (cf. music therapy, and art therapy). And Human Libraries events.

Web site logical path: [www.psy.gla.ac.uk] [~steve] [this page]
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