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11.00-12.15 Parallel Workshops
Communication Strategies: Convincing the Institution, Academics, and Students of the Value of Writing Support
No matter how writing support occurs, convincing our institution, colleagues and students of the value of what we do presents particular challenges for all of us. Presenters will each focus on one of the groups of constituents with whom we work and outline a key communication problem they faced with that group; explain the research, theoretical base and strategies they used to resolve it, and describe the outcome that resulted. Each will place their descriptions within their particular educational context so participants will be able to adapt or revise strategies for their own contexts in small discussion groups that will follow the presentations. Each group, facilitated by a presenter acting as recorder, will report ideas generated to the larger group at the end of the session.
Universität Münster , GermanyOnline Peer Review Made Easy: Introducing the PCS-Tool
This workshop is intended to introduce the participants to the peer correction system tool ( PCS-Tool), which can be used for setting-up, organizing, and carrying out online peer review. The tool can be used by instructors in regular as well as online classes and can easily be adapted to facilitate exchanges between classes within a school or from school to school. In the first half of the workshop, the participants will be given the opportunity to actually carry out an assignment online using the tool so that they will then be in a better position to discuss the pros and cons of the system based on their experiences. The second part of the workshop will be spent discussing the theoretical and practical value of the system and brainstorming for possible uses of it in courses at the participants' schools or universities. If so desired, participants will also be given the opportunity to set up contacts for possible exchanges. The tool is an open source and is, therefore, open and free to all who are interested in making use of it without having to download it on a home server.
The Writing Center, Deree College & The Junior College, The American College of GreeceMore Than Writing at the Writing Center?
Leahy (1990) describes the role of a writing center as often "unclear" and notes that members of a college community often hold "differing notions" about this role. While writing centers struggle to establish their position and define their role, new trends in college organization complicate this process. Ballou (1997) points out that many colleges and universities have been reorganizing student services to respond more efficiently to student needs. These changes and uncertainties are felt even more strongly by new writing centers like the American College of Greece Writing Centers. In recent years, the American College of Greece, which does not have an Academic Skills Center, offered a mandatory non-credit course called Orientation to College, mostly taught by members of the English Department. As the First-Year Program at ACG evolves, writing center tutors with experience teaching Orientation to College have been asked to offer a series of workshops on academic skills.
Although we are not education or learning skills specialists but members of the English department and writing center tutors, we always had a strong interest in the subject of academic skills development so we became involved with teaching Orientation to College and with preparing and offering workshops on academic skills. In our roundtable discussion we would like to describe how writing center tutors prepare and conduct these workshops. We would like to share our concerns about the effectiveness of this endeavor and the role of the writing center in the area of academic success skills.
Department of English, American University in Bulgaria , BulgariaTest-Driving a Forgotten Classical Heuristic ( Cicero's Sextet Method for Writing in the Humanities)
I would like to introduce teachers to a neglected heuristic for writing and critical thinking invented and used by Marcus Tullius Cicero in court trial preparations. The heuristic is a six-part exercise which forces the writer to analyze texts from different perspectives. This workshop will fit in theme 5 under the sub category of "new teaching and tutoring models. The primary goal of my workshop is to offer another skill in invention that teachers can pass on to their students. My secondary goals are to alert teachers to continue researching the ancient rhetorical treatises to find practical methods for teaching literacy, for the era has much more to offer than what has been captured in the three leading composition textbooks on classical rhetoric (Corbett, Crowley, Horner) as D' Angelo's latest comp text (focusing on the progymnasmata) proves. The conclusion is that Cicero's heuristic works for every discipline in which assertions must be demonstrated. Thus, it can work across the disciplines.
Scuola di Studi Internazionali, Università di Trento, ItalyBook Reviews as a Meta-genre for Graduate Students
Book reviews are a vital form of academic discourse, not only because of the influence they may exert on the success of specific books, but also because of the critical role they play in the system of knowledge creation and dissemination. By reducing publication costs and lags, the web has probably increased the importance of book reviews. It is thus not surprising that graduate students are often asked to write reviews as course assignments and for publication.
I would suggest that book reviews are an undervalued genre in teaching academic writing. Going beyond the "how to" variety of advice usually offered by writing guides, I will present activities that treat reviews as a meta-genre—a genre that is particularly valuable in helping students focus on the generic aspects of texts and in providing them with an entry point into more complex genres. Through a process of systematic comparison, students become acquainted with the linguistic elements of reviews in their areas of specialization and begin to grasp the crucial interplay among audience, purpose, organization, and authorial stance.
Participants will evaluate the distributed materials and assess their applicability to contexts other than the international studies program for which they were designed.
12.25-13.00 Parallel Presentations
Learning Centre , University of Sydney , AustraliaStance Taking in Reporting Verbs in a Critical Review Writing Task
Many international students from non-English speaking backgrounds are confronted with significant challenges in the writing they need to do in their studies in Australia. They may be unfamiliar with the linguistic and rhetorical conventions of western academic genres, yet mastery of these devices in English is requisite. The discussion or interpretation of findings of (other) research is one such section in which stance-taking is expected, where, to some extent, findings can be created through argumentation. The focus of this paper is the writer's use of reporting verbs as linguistic resources to project their stance and adopt an appropriate critical voice. The contribution of reporting and attribution structures to evaluation in areas of modality and negation through information 'packaging' is explored. The study shows clear preferences of certain denotational reporting verbs and underuse of evaluational speech act verbs. It is suggested that an initial identification and typologizing of reporting verbs in terms of degrees of affect, certainty and doubt expressed in reporting verbs may, through directed instruction, assist student writers in projecting an informed and convincing evaluative stance through a heightened awareness of the interplay of metadiscourse.
Program in Writing and Rhetoric, State University of New York, Stony Brook, USADo Writing Skills Transcend Cultures? A Look at Writing Expertise
Can writing skills be viewed as universal, transcending disciplinary and national influences? Or are they specific to more local contexts? Drawing from my social-science based research--two case studies, one of writers new to workplace writing demands, and the other, of a writer in a US post-secondary institution-- I will present the hypothesis that key aspects of writing skills are both universal and context-specific (Beaufort, 1999; Beaufort, 2004). I will propose an expanded theoretical model of writing expertise, encompassing more aspects of successful written communication than earlier models (Flower and Hays, 1981; Bereiter and Scardemalia, 1987). Specifically, I will demonstrate from the research data a five-part schema of sub-skills that are essential to writing expertise: discourse community knowledge, subject matter knowledge; genre knowledge; rhetorical knowledge; and writing process knowledge. These, I argue, are universal sub-skills and they incorporate context-specific differences. If this framework of sub-skills is used to frame curriculum and pedagogy, teachers can aid students in understanding more readily how to write in different genres and different discourse communities in school and workplace settings.
On the other hand, not to be dismissed are the cultural expectations for persuasive texts. I will also briefly review the literature on contrastive rhetorics that accounts for differences in discourse style that are rooted in cultural expectations (Kaplan, 1966; Connor, 1996) as well as the differences between continental and Anglo-American academic discourse (Rienecker and Jorgensen, 2003) I will also suggest ways of helping students to understand how cultural and discourse community norms shape written texts so that they can become flexible writers, able to adapt to changing social contexts for writing.
Language Centre , Instituto Tecnologico Autonomo de Mexico, MexicoCreating Cross-cultural Awareness: A Challenge for TESL
Students should learn academic writing in English as a second language, like translation, from a cultural perspective. Linguistic aspects are essential, but welcoming the foreign culture and acquiring language awareness make it more fruitful. Instructors should help students reach a transcultural environment and make them go beyond their own culture to universalize their academic texts using the foreign language as an essential tool. ESL teachers are at risk of designing a series of formulae in syntax or prescriptive methodologies in writing. Consequently, this leads to framing students in specific protocols and writing conventions when producing texts.
Deconstructing students' native culture and making them embrace a foreign one help ESL instructors build the necessary bridge that enables students to develop various skills, allowing them not only to successfully produce compositions that meet academic writing standards, but also to strengthen abilities like critical reading and text analysis.
Based on the works of D. Cassany ( Spain), and on the experience of the Language Centre of ITAM, the purpose of this presentation is to focus on the importance of creating cross-cultural awareness in ESL students, and the challenges faced by professors in the classroom.
Roberts Learning Center , University of Maine-Farmington , USAResisting Contrastive Rhetoric: The Cross-cultural Discourse of Academic Apprenticeship
Growing attention to the academic writing of various post-secondary institutions across cultures has led to a plethora of comparative analyses in recent years. These have been detrimental to a productive theoretical understanding of students' university discourses in different countries, as have been some of the contrastive analyses of various disciplinary discourses developed by WAC/WiD theorists.
As an active member of universities in both France and the United States, I have carried out extensive discourse analysis of student texts across these cultures. I propose to present an overview of the methods and results of this analysis. In particular, I will show that student discourse is its own discourse, with identifiable ways of doing its work, negotiating its construction in the "contact zones" of various university settings, whether courses in writing or courses in which disciplinary writing is required or taught. I will suggest that university students across cultures share this discourse of academic apprenticeship, and that we need to recognize the discourse and learn to read it in all of its complexity, rather than considering it an approximation of an "expert" academic discourse or furthering the sedimentation fostered by detailing only surface linguistic and rhetorical differences among different cultural groups.
Faculté des Langues Appliquées, Commerce et Communication, Université Blaise Pascal, Clermont II, France Adapting Process-oriented Writing Approaches to Cross-cultural Contexts
The process-oriented aspects of Writing for Academic Purposes are well-established within decades of research in applied linguistics, North American rhetoric and composition pedagogy. Various approaches to teaching process writing include increasing students' integral genre awareness (Swales & Feak 1994, 2000; Johns 1997); fostering an appreciation of writing genres as an ongoing, rhetorical process (Elbow & Belanoff 1989a; Freedman & Medway 1994; Hyland & Richards 2003); and an insistance upon dialogue as a means for developing discoursal competence (Harris 1986; Elbow & Belanoff 1989b).
However, the approach also relies heavily on the learning and teaching conditions characteristic of Anglo-Saxon communities, raising issues of compatibility when used in cross-cultural contexts. For example, some of the approach's underlying assumptions are based on expectations of autonomy, perceived social relationships, and human communication as facilitating cooperation. It is argued that such cultural schemas come into direct conflict when the approach is used in other cultures.
This paper will assess the process approach to teaching WAP in the French university system. It describes efforts by this researcher, trained in North American process/genre methods, to adapt the approach to French students' expectations. After highlighting areas of divergence and identifying shared generalities, it will discuss implications for EAP in general.
ICELS, O xford Brookes University, UKWhat Is It about Other People's Words?
Most students in higher education need to understand how to incorporate the words of others in academic writing. But published materials for teaching citation (and the avoidance of plagiarism) tend to be mechanistic – e.g. models of paraphrasing, or techniques for creating a bibliography. There is an assumption that explaining the rules (accuracy) will lead to fluency and understanding. But superficial proficiency in citation techniques does not equate with understanding the complex rationale behind citation practices, nor, for non-native students especially, with confidence in new writing culture practices. Citation knowledge is not straightforward; even within a culture textual borrowing practices are inconsistent (Pennycook 1996:212). We need writing instruction methods that will allow students to experiment, interact, or ask questions about citation in their own work in process. This paper will report on an EAP writing class experimenting with on-line learner discussion groups and logbooks to bring students to reflect upon and question their own and each others' use of citation , how and why others' words might be integrated into their own writing purposes. We will review whether these materials might have contributed to students' deeper understanding of citation in text and ways of avoiding plagiarism in the text-production process.
14.10-14.45 Parallel Presentations
Institute for Slavistics , University of Hamburg , GermanyTeaching Evidentiality. Cross-cultural Differences in Use of Evidential Markers
In academic writing we generally expect information to be qualified by expressions of source or speaker commitment to the truth of the information ( Nash 1990), coded linguistically by modal words (probably, certainly) as well as references to research literature ( Meyer 1990). However, the actual use of such evidential markers (Chafe 1986) in academic texts seems to vary cross-culturally.
Recent results of a contrastive study of Russian and German academic articles shall be presented here as well as samples of Russian students' writing in German. As the data suggest, evidentiality is less frequently explicitly marked in texts from writers with a Russian educational background and sources tend to be more often underspecified than in German texts, e.g. in referring to general knowledge by kak izvestno ('as is commonly known'). Further research literature shows similar differences for Slavonic vs. English academic writing (e.g. Vassileva 1998).
Suggestions shall be made with respect to consequences for academic writing instruction. It seems necessary to raise international students' awareness of possibly differing writing conventions in this particular aspect so that they won't be criticised for insufficient academic proficiency, while all they are doing is following different writing conventions they brought from their home universities.
Department of Foreign Languages, Narva College, Tartu University, Estonia Transfer in Academic Texts of Non-English Writers
The presentation explores the distinction between Teutonic intellectual traditions (Galtung 1985) and Saxonic writing conventions, and, in particular, its role in intercultural communication. Each of the two styles has its characteristic features: patterns of argumentation (Kaplan 1972, Clyne 1985), reader friendliness and text organization (Mauranen 1993, Ventola 1994). Writers belonging to either academic writing culture always consider the conventions of the respective academic style and feel comfortable in their own cultural space. However, as, with the ever-increasing role of the English language in the academic world, the mastery in the Saxonic style is becoming crucial for researchers, transfer from their own style into their interlanguage writing turns into a major source of problems.
The presentation analyzes the most frequent instances of transfer in academic texts, i.e. the examples of influence of the mother tongue, as well as the influence of Teutonic style, in which the writers were trained at higher educational institutions, on their writing in English. The texts under analysis are both unedited articles of senior students of the Humanities and published articles of authors from post-Soviet states.
The conclusions will shed some light on the most troublesome areas for the writers of academic texts in English and suggest ways on how to avoid sounding too foreign in academic articles written in English.
Department of Applied Linguistics and Cultural Studies, Zurich University of Applied Science, Switzerland
From Academic Writing to Science Communication: Towards a Wider View of Knowledge Reporting
The term "academic writing" tends to attribute uniformity and consistency to writing, where in reality heterogeneity reigns. Using the term "communication" instead, may help to understand the tasks of writers in a broader context and relate writing to the different communicative tasks within, across and outside the disciplines. Popularisation of knowledge has long been an important issue for sciences and humanities, but has scarcely been integrated into the theory and practice of academic writing. A closer look at popularisation shows that knowledge has to be popularised not only to the non-academic public, but also between and even within the disciplines. I will present results from an interview study with scholars and scientists demonstrating the broad range of communicative tasks they are facing. The data suggest a model of knowledge reporting that addresses the whole spectrum of text communication from discourses within highly specialised research communities on one hand to science reporting in the mass media on the other hand. Consequences for the teaching of academic writing will be discussed.
International Students: A Template for Acafemic Writing in Western Contexts
The increased effort to attract international students to Australian universities has largely occurred without a corresponding accommodation of their diverse writing styles, though the subject has been much debated among academics as to whether or not this is desirable. To international students' cost, the numerous books, designed to develop Western academic writing skills, have failed to approach the task from a non-Western perspectives. The authors approach is a simplified, systematic, student-centred, culturally- neutral method that does not supersede the students previously developed writing styles/structures. The developed approach comprises of three organic stages, broken into steps that allow students to proactively engage in the production of academic writing through a template of behaviours that apply to their own circumstances. It readily allows the student to recognise the writing production stages so that they can identify and seek specific assistance when required, or move to the next step in the academic writing process. The student can be easily supported in this process as the steps are consistently and systematically applied, increasing both the students' confidence in their ability to function in the new alien environment and the ability of educationalists to perform in a cross-cultural context in which some may feel threatened.
Tammelo, Eda - Language Centre, University of Tartu, EstoniaRhetorical and Cultural Differences in LAP: English and Estonian
Drawing on studies in contrastive rhetoric (Connor 1996, Kaplan 1988, Mauranen 1992, etc), the paper discusses rhetorical and cultural differences in English and Estonian written academic discourse, proceeding from the view that logic and rhetoric are interdependent as well as culture-specific and learners' mother tongue interferes with their EAP writing. The issue to be explored is what areas in English academic writing of Estonian learners are most affected by Estonian cultural and language conventions. On the basis of an analysis of graduate students' written work, suggestions are made for teaching English academic writing and for improving the quality of writing in the context of Estonian tertiary level education.
English Language Education and Assessment Centre (ELEAC), Lingnan University, Hong Kong, ChinaConstructing Academic Integrity through Learning-oriented Assessments: An Exploratory Study
This study focuses on learning oriented assessments in process writing which offer different forms and levels of scaffolding to first year students at a University in Hong Kong, as an attempt to equip them with the skills to use sources appropriately in academic writing. Specifically, it aims to (a) analyze the types of inappropriate use of source texts in two different assessment modes, (b) find out the correlation between types of inappropriate use of source texts and assessment modes, and (c) identify problems and difficulties students have in using source materials.
Text-based analyses based on a coding scheme developed by Ling Shi (2004) will be performed with the help of WCopyfind Version 2.5* to identify the major categories of textual borrowing in two sets of randomly selected student essays done in two different assessment contexts. In addition, in-depth interviews will be conducted with the students on the problems and difficulties they encounter in using source texts in academic writing. The interviews will be transcribed for detail analysis.
We hope the approach we experimented in this project will provide insights on how to progressively prepare students for academic writing, and to design assessments that enable students to achieve academic integrity.
14.55-15.30 Parallel Presentations
American College of Thessaloniki , GreeceClose Encounters: Multicultural Education and the Academic English Writing Class
My proposed talk begins with a selective review of current scholarship in multicultural education (McLaren 2003; Kumaravadivelu 1999; Nieto 2002), focusing on practical applications of key tenets to academic writing instruction. First, I clarify the definition of multicultural education as a reform movement grounded in anti-racist philosophy and framed within a context of social justice. I also show how multicultural education aims to expose students to a variety of viewpoints, including those of people who have traditionally been disempowered in the larger society. I then outline a curricular design for EAP (English for Academic Purposes) which makes use of ideas summarized above. Students read and respond to a number of influential writings, including a discussion of Mahatma Gandhi's philosophy, a speech and a philosophical essay by Dr. Martin Luther King, Jr., selections from a novel by a Jewish Israeli writer, and an auto-ethnography written by a Palestinian Israeli. As students read and discuss the texts, they are led through a series of writing assignments, culminating in a research essay on a personal experience with or first-hand knowledge of racial discrimination. Such exercises help students develop compassion and empathy for a wider range of people, thus enhancing their intellectual and social flexibility.
Foreign Languages Department for the Humanities, National Ivan Franko University of L'viv , Ukraine
Taking Part in International Conferences: Focus on Academic Writing Skills
Though academic writing skills are of paramount importance for researchers willing to present at international conferences, this type of skills has never been explicitly taught at post-soviet universities. This paper attempts to analyze a series of workshops "Taking Part in International Conferences: a Focus on Academic Writing Skills" delivered by the presenters to Ukrainian researchers.
We intend to show how helpful advice was provided to potential presenters through interactive activities aimed at highlighting the challenges they may possibly face. Then we will focus on the process of practicing the initial skills of conference abstract writing with the emphasis on rhetorical moves necessary to produce a successful conference abstract: outlining the research filed, justifying a particular research, introducing the paper to be presented, summarizing the paper, highlighting its outcome (Yakhontova, 2002). Finally, the feedback of the audience will be presented, which will demonstrate the peculiarities of culture specific attitudes to writing of Ukrainian learners.
Though we make a specific reference to the Ukrainian context, the pedagogical strategies under discussion may be applicable to other settings. Finally, a broader question is discussed: in what way raising metacognitive awareness in the process of genre specific writing makes one's written products successful.
Department of English, Ventura Unified Schools , USAThe Investigative Word Web
THE INVESTIGATIVE WORD WEB is a pre-writing strategy, addressing Theme 4 or 5. This teaching practice deals with cross-cultural differences and was developed to meet the needs of L-2 learners experiencing difficulty with writing. Their challenges include, having a limited knowledge of the writing process, a limited knowledge of the English language, and a lack of self-confidence due to previously unsuccessful writing experiences. I challenge my students to think of themselves as investigators using the words of investigative reporters. My previously unenthusiastic pupils began to write well-structured essays.
I have found this technique to work successfully with students at any grade or ability level, including second language students, those having learning difficulties and college-preparatory students. The INVESTIGATIVE WORD WEB can be used in many genres, including the summarization of news articles and writing narrative, persuasive and personal essays. This strategy helps students to stay focused, think cognitively and become more relaxed and confident in their writing abilities.
Language and Learning Services, Centre for Learning and Teaching Support, Monash University, Australia International Students Writing Science: Preparation and Reality
In common with universities around the world, Australian universities are becoming increasingly dependent on fee income from international students. International applicants to Australian universities are required to provide evidence of their proficiency in the use of English, and a common requirement is for undergraduate applicants to have a minimum overall band score of 6.0 on the International English Language Testing System (IELTS). In order to be successful in their studies students require the ability to use the linguistic conventions of different discourse communities, which vary from faculty to faculty and from discipline to discipline within the same faculty (Bhatia, Candlin and Hyland, 1997), and many students experience difficulty with the demands of first year assignments (Street, 1999; Krause, 2001). Based on qualitative interviews with teachers in the faculty of science of a large Australian university, and discussion of a sample of student writing, this paper will examine the views of academic staff on the literacy skills required for their disciplines and the extent to which international students meet those requirements. Implications for teaching scientific writing to international students will be discussed.
Department of Secondary Education , University of Alberta , CanadaAcademic Writing as a Limiting Social Construct: A Feminist Perspective
Academic Writing as a multi-layered social construct functions not only as a value-laden assessment and learning tool, but as a multi-dimensional prism that shapes our perception and view of the world. I will argue that the structure of classical academic writing as well as the language it necessitates limits our access to a balanced view of the ways in which we as human beings construct meaning in our everyday life. By dissecting personal from public and embodied from theoretical knowledge, we not only distance ourselves from our selves, but limit our ability to grow (Cixous, Lorde, Elbow). Within the context of second language classrooms, I will argue from Feminist perspectives and writing pedagogy that alternate forms of expression, such a creative non-fiction can function not only as s vehicle for language learning and assessment for learning, but as a forum through which the complexities of cultures bumping up against each other can be negotiated (Kristeva, Grumet, Lugones).
School of Language Studies, Faculty of social Sciences and Humanities, Universiti Kebangsaan, Malaysia Academic Writing: Whose Constructs? Tutors' or Students'?
Most academic programmes at tertiary level require a thesis or at least a project paper as partial requirement in obtaining a degree. To fulfill this requirement, students are asked to write a thesis from about 12,000 to 100,000 words depending on the level of the degree pursued and the requirement of each academic institution. In a context where English is an important second language, more emphasis is given to the teaching and learning of the language. Thus, language teachers and lecturers were encouraged to pursue their post-graduate studies in different universities in the UK, USA, Australia or New Zealand. Some do theirs locally or in neighbouring countries such as Singapore or the Philippines. Many were exposed to different writing cultures, styles and linguistics conventions which they in turn use when supervising students at the various institutions they work in. Keeping that in mind, this paper investigates students' academic writing constructs at the undergraduate level doing their BA in English Language Studies at the National University of Malaysia. It seeks to find out whether students who, after being exposed to research methodology and academic writing courses use their own constructs or the lecturers' in their writing.
The study uses the personal construct theory using a repertory grid and interviews with the informants in seeking answers to the study. It is hoped that the study will contribute to a standardized convention a standard form of assessment for their theses.
Academic Writing Online: Crossing Cultures, Courses, Languages, and Educational Levels
Addressing the conference theme of cross-cultural issues in the teaching of writing, we present a model for online discussions of academic subject matter by students from three diverse cultures and institutions (two in the U.S. and one in Sweden). Students participated in an online discussion of four published English translations of one Swedish poem by Tomas Transtr ömer. On a Web discussion board and writing in English with references to Swedish words and phrases, students explored the language of different translations and the ways that readers' understanding of writing is affected by their own cultural experiences and by reading each others' reflections and analyses.
Through the conversational discourse of online discussions, students demonstrated their understanding of rhetorical features such as audience, purpose, and voice as well as their understanding of writing for various genres and media. In this "new community of critical and creative discourse" ( Stuart Moulthrop and Nancy Kaplan, " Something To Imagine: Literature, Composition, and Interactive Fiction," 8), our students learned about writing, reading, literature, translation, interpretation, culture, technology, and each other. Our presentation will include a model for designing such cross-cultural online activities and suggestions for further research and development into the discourse features of conversational and academic writing.
Department of English, Western Kentucky University , USAOnline Assessment Horror Stories: Is Ensuring Academic Integrity Virtually Impossible?
As Melissa Olt, Dan Carnevale, Leonard Shyles, and other distance education scholars point out, the issue of student assessment and academic integrity continues to be a hot topic among faculty and administrators of online writing courses. Although cheating as a trans-national and trans-disciplinary phenomenon has been widely discussed in connection with traditional courses, the technology-based virtual environment raises additional concerns. Since constant monitoring during an online test is usually not feasible outside of a proctored environment, students might use resources that are not allowed during the test and thus violate academic integrity. Some questions that online instructors need to think about when planning online assessment measures are the following. Do test results reflect students' skills and abilities? Is technology reliable enough to evaluate students' knowledge accurately and fairly? Does advanced technology ensure academic integrity or does it only make student cheating more efficient and innovative? This presentation addresses these issues and provides solutions to problems with student evaluation, including how to prevent or minimize violations of academic integrity. In addition to offering innovative approaches and new strategies to assessing students' performance in web courses, this paper includes testimonies of online assessment (horror) stories shared by students and instructors in interviews and surveys.
Center for Applied Linguistics and Language Studies (CALLS), Hellenic American Union, Greece
Teaching Academic Writing Skills to Young Learners
In Greece, the average age of candidates taking formal international English language examinations is falling. All the examinations involve a formal writing component, which is often beyond the capabilities of young learners as they do not receive the necessary training. However, it is possible to give young learners a foundation in academic writing skills which will prepare them not only for examinations but also for future academic settings. Because young learners have immediate needs, they do not see the relevance of the need to adopt academic writing skills for higher education in the future. However, they can be motivated if they are made aware of the communicative purpose of their writing. This foundation can be laid through a synthesis of the top-down and bottom-up approaches to writing. Young learners can be presented with typical organisational patterns which are relevant to their interests and the types of material they read. Such material might come from, but is not limited to, e-mails, SMSs, comics and magazines. Young learners can also be helped to develop their language system knowledge, necessary for writing such texts, by being given activities ranging from controlled to open-ended exercises. Through this combination of an intellectual/rhetorical approach and a social/genre approach, as summarised by Tribble 1996, academic writing skills can be developed from an early age.
16.00-16.35 Parallel Presentations
Hellenic Airforce Academy , Greece Teaching Writing: Cross-linguistic and Cross-cultural Perspectives
Research in various areas of linguistics, sociolinguistics, discourse analysis and teaching methodology (Blum-Kulka 1982, 1983; Coffin 2004; Cohen and Olshtain 1993; Coulmas 1981; Dendrinos 1984, 1986; Holmes 1992, 1995; Papaefthymiou-Lytra 1990; Shuck and Paxton 2002; Symeon 1994, 2000; Thomas 1983) has emphasized the social role of language, which can be viewed as a way of social behaviour. This role has greatly affected foreign language teachers, who do not only transmit knowledge of the language to be learnt, but also help their students use this language appropriately in specific situations overcoming problems arising from the socio-cultural differences between the native language and the foreign language. Such problems can be traced in all areas of language learning, i.e. reading, writing, listening and speaking.
In this paper, an attempt is made to identify problems of socio-cultural significance faced by English instructors who teach Academic Writing. Our aim is to sensitise our students with the possible differences in writing cultures, styles and linguistic conventions between English and Greek. This sensitization will enable them to perceive more clearly the distinction between universals and specifics in writing and, therefore, avoid linguistic mistakes of social significance.
Student Learning Centre , University of Auckland , New ZealandIn Aid of Shade and True Colours: WEAP Support in the Pacific, a helpful example for Europe?
As English has become the preferred language of commerce and technology world wide, many students who have English as an Additional Language (EAL) have flocked to universities of the 'core' English speaking countries to obtain degrees that are internationally valued. At the postgraduate level, these students face transitions that often require them to renounce their cultural identity in order to be accepted by their academic discourse community. Writing English for Academic Purposes (W.EAP) courses that adopt a pragmatic approach, that is, simply teach the established norms of academic discourse, tend to ignore that this transition involves power relations and struggles (e.g. Pennycook, 1999). In contrast, a critical-pragmatic approach to W.EAP not only informs students of the conventions, but also discusses where they come from. In addition, it aims to provide safe space where students' voice is negotiated and respected. This paper outlines the different theoretical approaches to teaching English for Academic Purposes (EAP), discusses their implications for the practice of W.EAP, and presents as a working example an intensive W.EAP postgraduate programme conducted at the University of Auckland. The paper concludes that a critical-pragmatic EAP approach needs to be informed by intercultural practices that value the diverse backgrounds of students and promote cooperative learning.
The Research Communications Studio: An Innovative Model for Teaching Communications
This presentation describes recent research and innovation in the teaching of writing. The Research Communications Studio (RCS) is a unique organizational model for developing the cognitive and communications abilities of undergraduate researchers in engineering. The RCS research project, supported by the US National Science Foundation, integrates communications instruction into the engineering research curriculum. Undergraduates who are enrolled in independent study with engineering faculty directors, meet weekly in small "studio" groups composed of peers, engineering and English graduate students, and communications faculty to discuss their research and work on assigned communications tasks. Designed and co-directed by communications faculty from English (composition and rhetoric), the RCS approach draws on Vygotskian and social constructivist theories of learning within a context of distributed cognition, in which all members of a group learn from each other. The RCS research investigated the role of writing and communications, as well as small group or studio group methods, in advancing the learning of novices engaged in authentic research. Assessment after two years shows that the distributed cognition studio model aids novices in developing the characteristics of more experienced researchers. The studio model can be adapted for many programs of study within a number of disciplines.
Centre for Learning and Professional Development, The University of Adelaide, Australia Writing, Thinking, and Culture: A Cross-cultural Study
Metalinguistic awareness contributes to effective writing at university. Writing is a meaning-making process where linguistic, cognitive, social and creative factors are at play. University students need to master the skill of essay writing not only for getting their degree but also for their future career. It is also significant for lecturers to know who our students are, how they think and how we can best assist them. This study examines first-year undergraduate Australian and international engineering students (n=192) as writers of essays in a multicultural setting at the University of Adelaide. A questionnaire and interviews were used to collect data about students' level of metalinguistic awareness, their attitudes toward, expectations for, assumptions about and motivation for writing. The preliminary results of the research show that students from different cultures have different concepts about the genre of the essay and handle essay writing with different learning and writing styles but those with a more developed metalanguage are more confident and motivated. The conclusion can also be drawn that students' level of motivation for writing essays positively correlates with their opinion about themselves as writers. Following an in-depth multi-dimensional analysis of research results, some recommendations for writing instruction will also be presented.
English Philology Institute, University of Opole, PolandTeaching Source Documentation Inductively
The presentation will focus on presenting the results of a small-scale research on inductive teaching of APA format for documenting sources. In the research two types of experimental treatment were used and compared for their effectiveness i.e. guessing the rules either following guiding questions or doing activities designed for the study purposes. The results seem to confirm higher effectiveness of the task-oriented treatment.
Department of Education, Anglia Polytechnic University, UKUsing Writing Groups to Transform Teacher-Educators into Scholar-Writers
This research project describes and evaluates a series of writing groups established in the Faculty of Education, APU, during 2004/5 to help transform university teachers into scholar- writers. The problem identified was that too many university teachers saw their role only as teachers and had failed for one reason or another to research, write and publish. The writing groups were set up in order to address and help resolve this problem. A practitioner research approach was used whereby all writing group members, including the researcher, produced texts which were then critiqued in group meetings. All the texts produced by group members were sections or chapters of their own research work in progress. Each group member was committed to writing 1500-2000 words for each meeting so that by the end of a semester they were expected to have a draft article, book chapter or conference presentation ready for submission. Each group meeting focused mainly on giving and receiving critical yet supportive feedback on one another's texts. The texts produced were directly based on the current research literature. Evaluative outcomes, based on participants' own responses to their experience of the groups, indicated that the writing groups were successful in producing useful resource materials for improving the group members' understanding of writing and getting published and in helping with the transformation process from university teacher to scholar-writer.
Carrithers, David - Department of Economics and Finance, Seattle University, USA Teaching Audience Adaptation and Critical Thought in Business Case Assignments
Our presentation describes pedagogical research aimed at teaching American undergraduate business students to address lay audiences in business case assignments. Our research was initiated by an assessment project in which seniors in the finance curriculum were asked to propose solutions to an investment problem and to write a memo, supported by rhetorically effective graphics, to a lay client recommending a course of action. The results showed that more than half the students displayed critical thinking weaknesses including failure to address the client's problem, random or purposeless use of analytical tools, failure to construct rhetorically useful graphics, and failure to translate finance concepts/methodologies into lay language.
Our results suggest that the homework tasks typically given finance students—quantitative problem-sets using algorithmic procedures—don't prepare them to address ill-structured problems requiring disciplinary arguments aimed at specified audiences. Our paper describes the research methods we have used for analyzing student difficulties with ill-structured problems and suggests pedagogical strategies for remedying these difficulties. Our findings suggest that teaching audience adaptation—particularly writing to non-expert audiences--promotes the greatest growth in critical thinking. We believe that our approach can be applied at both the graduate and undergraduate levels and can be adapted to European settings.
16.45-17.20 Parallel Presentations
Improving Originality in Postgraduate Research: Identifying and Expressing Contribution
In the introduction to academic articles, authors identify their contribution to justify their choice of research in different ways (Swales 1984, 1990). Dudley-Evans (1986) showed that this also holds true for introductions in Dissertations, while Ridley (2000) looked at this area in relation to the literature review. In addition, many journals, in their notes to contributors, explicitly ask the author to highlight the 'novel' aspect of their paper. However, students frequently fail to specifically point out the contribution of their writings, often as a result of weaknesses within their review of previous literature. This can have serious consequences for the final product. This presentation looks at how Science Direct's "hottest" 25 articles in the social sciences identify their contribution and compares this with how masters students in Legal Studies and Political Science at the Central European University (CEU) in Budapest express theirs. It also examines the relationship between the review of literature, the contribution and the thesis statement, particularly in student writings, and makes some suggestions as to how writing instructors and faculty could deal with the problems in this area.
Department of Scandinavian Languages, Uppsala University, Sweden Teachers' Written Comments as Guidance Into a Discourse Community
In an ongoing PhD work I study the writing training of law students. I analyze how the education deals with the task to develop the students' ability to write in accordance with academic and legal demands. In my presentation I will focus on the written comments that teachers give to the students' papers during their first year of education. In what way do the teachers comment on language and style? What linguistic ideals can be seen? Do the teachers' comments in some way connect with rhetorical notions and insights, such as factors in the rhetorical situation? In some well-known articles by Aviva Freedman, the theme is the role of explicit teaching in the learning of new genres. For the law students that she examined the learning was mostly an implicit process. In my study I want to see if any aspects on genre are made explicit in the teachers' comments. I am much interested to hear from other conference participants about findings on how teachers' comments – marginalia – are and can be used to give the students a deepened meta-perspective on their discipline-based language use.
Teaching Development Center , Mae Fah Luang University , ThailandTeaching and Learning a Specialized Discourse
The researcher used the case study approach to assess what constituted success or failure in teaching and learning how to write in a disciplinary knowledge. The study focused on how three novice writers acquired requisite knowledge to think and write as biochemists based on the socio-cultural theorists' and social interactionists' perspectives: Vygotsky and Bahktin, and Nystrand's theory of reciprocity. The report described how novice writers learned to demonstrate the processes of composing demanded by the biochemist community. Several methods are used in collecting data: in-depth interviews, stimulated interviews, and verbal protocols. The analysis included Discourse and Conversation Analysis. Experienced biochemist professors used co-authorship and conferences as a means of teaching novices how to write their first research papers. These methods were similar to the traditional apprenticeship. The experts implemented the strategies of modelling, coaching, and scaffolding to empower the novices to contribute their personal findings to be established as new scientific knowledge to scientist community. The study shed new light on the social and cognitive views of composing a specialized discourse: novelty, intertextuality, and argumentation. The strength of this study was the information added on the pedagogy of how to teach a specialized discourse. It would be applicable to the design of a more effective curriculum and instruction in teaching academic writing.
Centre for the Advancement of Learning and Teaching, University College London, UK A Student Writing Mentoring Programme: Individual and Institutional Concerns
The Writing and Learning Mentor ( WLM) Project is a small funded project located within an Academic Communication programme at a research intensive UK university. It draws on both a USA Writing in the Disciplines and a UK Academic Literacies model of writing: the one emphasising the essential relationship between writing and knowledge construction, the other encompassing issues of social identity and institutional power.
The aim of the project was to support student writing on different levels. As potential academic tutors, PhD students and researchers are provided with a cross-disciplinary programme of support to work in a mentoring relationship with undergraduates in their own disciplines. At the same time they are able to explore their own writing practices at a crucial moment in their careers as they tried to find their own voice and contribution to their discipline. To date the project has involved seven different disciplines, including history, pharmacology, archaeology and architecture.
We will look at both the impact of the project on individual student mentors as they explored and re-conceived their disciplinary writing identities and at institutional issues that the mentors' work in their departments brought up, particularly at possible tensions as different conceptions of student writing support were brought into play.
Dipartimento di Anglistica, University of Pisa, ItalyTextbook Design for Academic Writing: the PISA Program
The presentation will deal with the problems and solutions encountered in the process of designing the first Italian textbook for the teaching of academic writing. Because of the conditions of university teaching in Italy, and because of the writing tasks Italian students are faced with at various levels of the curriculum, the Pisa program, the first in Italy to offer instruction from the undergraduate to the postgraduate level, displays an almost entirely original approach to the teaching of writing. The pedagogy of the program, a constructivist approach to thinking and writing which models knowledge as an active and personal relationship between a unique human subject and an object that has the potential of responding to an infinite variety of practical and methodological preoccupations, will be outlined and its implementation in textbook design will be demonstrated. The use of the textbook in various kinds of academic writing courses will also be discussed.
Institute of Education and Health Promotion, University of Bergen, Norway How a Reform Affects Writing in Higher Education
The theme of the paper is how "the Quality Reform" in Norwegian higher education has affected student writing and the teachers' role. The reform, which was implemented from 2002, was a direct result of the Bologna Declaration, and included structural, financial and pedagogical changes. Three important aspects of the pedagogical reform demands were student active teaching, close follow up of each student and integration of teaching and assessment. The result was that while Norwegian universities previously demanded very little undergraduate writing before the traditional sit-down exam, virtually all courses now include student essay writing, feedback and in many cases portfolio assessment.
The paper will present some preliminary results from an evaluation of the reform and then focus on some specific issues, for instance: 1) Why did such a major change in writing practices happen so quickly? 2) To what extent are the changes in writing practices similar/different across disciplines and across institutions? 3) How have the changes in writing practices affected students and teachers? 4) What are critical factors for future development of writing in the aftermath of the reform? The discussion will relate to literature both about reforms and about writing in higher education.
Royal College of Art, UKSurvey of Good Practices From 'Writing Purposefully in Art and Design (PAD)': a UK project Focused on Art and Design (A&D) Student Practitioners (2002-2005)
'Writing PAD' promotes the adoption of models of good practice that encourage inclusive approaches to the purposes and possibilities of writing at BA and MA levels. The published survey of such practices (April 2005) detailed in case studies across 21 institutions (see website) forms the basis of this presentation. The project emerged partly from a sense of disjuncture caused by an art historical component imposed on (A&D) institutions since the National Advisory Council in Art Education reports (Coldstream, 1960, 70s). Such an intention to 'lend credibility' to A&D colleges in part contributed to a gap between studio-based practice and academic theory (Wood, 2000, Raien, 2003). Notions of the 'reflective practitioner' (Schon, 1985) have served useful in reviewing approaches that might prove more relevant today, especially in Design. The project also emerged from the understanding of the ever-increasing visual nature of all students' culture, not just in A&D; dyslexia research (Pollak, 2001) and increased numbers of international students (Turner, Street, 1999; Lea & Stierer, 2000) both areas with particular challenges and contributions.
Topics discussed will include, for example, integration between studio, theory and support; the place of peer learning; the contribution of virtual learning environments, and the nature of assessment. While some of the practices pinpointed are A&D specific, many are transferable to a wider teaching and learning context. The presentation concludes by pointing to further issues and future directions.
Center for Academic Writing , Central European University , HungaryWhat's in an Academic Title? A Comparative Analysis of Journal Articles and Student Theses
According to Swales "[t]itles consist of only a few words, but they are serious stuff …" It is also true that "[g]etting students to work with titles… is under-recognized as an entertaining and enlightening set of rhetorical tasks" (Swales1990:224). However, little research has been done on successful titles and even less on drawing students' attention to their function in "informing the reader about the paper and attracting him/her to read it" (Haggan, 2003).
Based on examining 75 published articles in Social Sciences, Psychology and Environmental Science, I will identify certain characteristics of academic titles and their relationship to the paper. In my analysis, I will first draw conclusions about length, structure and vocabulary; second I will examine how experienced writers apply the title in their Introduction, section titles and Conclusion, arguing that the title is one of the main cohesive forces uniting a paper.
The second part of my presentation will examine a total of 75 MA theses submitted by Central European University students from departments corresponding to the journal disciplines (Sociology, Gender Studies and Environmental Science). Analyzing students' titles and their unifying force (or lack of it), at the end of my presentation I will make some pedagogical recommendations on how to give titles the attention they deserve.


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Bluestem: Progressive American Cusine with Fresh Local Ingredients Since 2004
Bluestem is a unique wildly popular Westport restaurant, featuring a flavorful toast to fine-dining and a marriage of outstanding culinary skills. Since opening in 2004, it is another brainchild of Megan and Colby Garrelts, showcasing new varieties of American desserts. The expanded lounge next door to the dining room is a popular stopping place.
The Garrelts have released two cookbooks, Bluestem and Made in America, as a tribute to the Midwestern foods they grew up eating and serve today. Menus are seasonal and always present delightful surprises, from parsnip soup to smoked sturgeon and sautéd sea scallops, featuring ingredients with unmatched creative flair.
Visit their site to learn more! www.bluestemkc.com


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WWII vet to recount one of the 'bloodiest days' in USCG history
Posted by PA3 Nease, Thursday, June 6, 2013
CAPE MAY, N.J. – A World War II veteran who participated in the invasion of Normandy during D-Day recounts his experiences with recruits and staff aboard Coast Guard Training Center Cape May Thursday at 9:30 a.m. Mr. Peter Fantacone, 86, of Mays Landing, N.J., was a U.S. Navy sailor serving in Coast Guard Flotilla 4/10 aboard one of 18 landing craft infantry ships, or LCIs. Twelve of the 18 LCIs in Fantacone's Flotilla 4/10 were run by all Coast Guard crews and landed troops on the infamous Omaha Beach. Fantacone still travels throughout the region telling the story of the D-Day invasion. "I've been trying to keep alive the memory of all those who died at D-Day," says Fantacone.
"It may seem like I made my speech up just for the Coast Guard, but D-Day was one of the bloodiest days in Coast Guard history." Fantacone visited the training center in 2012 as well. The World War II veteran spoke sharply and clearly about his experiences 69-years ago, and he left out no details as he told recruits about the rising tide at Omaha Beach washing over the bodies of dead and injured.
The recruits and staff listened intently as Fantacone recounted watching Coast Guard LCIs 85 and 91 sink killing many of the soldiers, Marines, sailors and Coast Guardsmen aboard the ship. During his previous visit, Fantacone vividly described seeing troops being ripped apart by gunfire as they exited the LCIs. The sailor recalled seeing the blood of crew members and troops washing off the deck of Coast Guard LCI 85 just before the injured were unloaded on to a nearby transport and the ship sank.
The former sailor also remembered the successes and triumphs of D-Day. Just 12 hours after Fantacone attended what he thought might be his last Catholic Mass, the troops had a strong hold on the beach, and the Coast Guard Matchbox Fleet had rescued more than 400 people. All of the crewmembers aboard Fantacone's LCI 492 survived D-Day; however, only three of the men are still alive to tell the story of D-Day. The staff at Training Center Cape May want to ensure the recruits here can carry on Fantacone's legacy.
"The heroes from World War II are not going to be with us forever and able to provide us opportunities like this," said Capt. Bill Kelly, Training Center Cape May's commanding officer. "These (recruits) are the folks who are going to take up the watch, so to meet someone who actually stood the watch on D-Day, is an outstanding opportunity for them."
Tags: 2012, D-Day, June 6, Training Center Cape May, WWII Veteran


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All Locations > Colorado > Estes Park Valley > Big Thompson Ca… > Beige Tube Area… > Ironing Board Slabs (…
Code Rainbow
5.9+ YDS 5c French 17 Ewbanks VI UIAA 17 ZA E1 5a British R
Avg: 1 from 2 votes
|Trad, Sport, 60 ft (18 m)
|Allen Simons
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|Anonymous Coward on Jun 2, 2003
|Leo Paik, John McNamee, Frances Fierst, Monty, Monomaniac, Tyler KC
You & This Route
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0.6 miles west of the Beige Siphon Tube, there is a paved pullout on the south side of the road next to a big block of rock called the Borg. Look up and East. Three obvious slabs exist. Code Rainbow is on the lower right slab. Start in a shallow crack on the right and go up to a thin but decent stance. Gear is tough in this section (5.8). Clip the bolt, and go straight up on runout rock or move left and up to the two bolt chains.
- No Photos -


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I hope from the last article the complex nature of Autism Spectrum Disorder (ASD) is starting to become clear. It is important to remember that it is not binary, that it is not as clear cut as you either have it or you don't: it is more a case that you can have traits which define some aspects of ASD.
This time I would like to discuss one of the largest and most prevalent misconceptions about ASD — the idea of a savant, someone who has a specialised skill or ability in a particular area that could be considered 'abnormal' or outstanding.
It is difficult to state where this idea that people with ASD are inherently gifted with a particular skill or ability originated. However, a popular example of this from film would be Dustin Hoffman's brilliant portrayal of Raymond in the 1988 movie Rain Man.
In the film Hoffman plays an individual with ASD who has an extreme skill with numbers, so much so that he can accurately count and keep track of cards while his brother, who ultimately takes advantage of the savant abilities displayed by Raymond, plays blackjack at a casino.
There is no accurate number or study which focuses on the prevalence of savant syndrome in a population with ASD. It is recognised by most researchers that the occurrence of such individuals is exceedingly rare.
The other major issue with the savant syndrome is that it is not at all specific to ASD. There are multiple cases of savant syndrome appearing in individuals either after a brain injury or even in patients suffering from dementia.
The main reason it is important to explore these misconceptions is because they can place an unreasonable expectation not only on the individuals with ASD but also the primary caregivers of these individuals.
The concept behind these articles is to introduce people to the reality of ASD and what living with the condition can involve; part of this means tackling misconceptions, especially like the savant syndrome.
It may just be easier to accept the circumstances of the disability if the individual is thought to have this 'special' skill however in most cases this is simply not true. Recognising that fact and accepting that the condition is a lot more complex makes it that much easier to speak about the condition and to open up the conversation to include both a population with ASD and one without.
The reality is that ASD, especially in its most severe cases, can prove to be enormously challenging, for both caregivers and the individuals themselves. It can be extremely frustrating to try to understand the wants and needs of individuals affected by ASD, especially when communicating that to the caregivers is something they may inherently have difficulty with. Therefore, the more we confront the realities of ASD as opposed to blindly accepting the misconceptions, the closer we get to having a more meaningful and helpful understanding of it.
A more informed understanding is possibly the most efficient way in opening up a dialogue between those with ASD and those without. This means that we can work together in creating a deeper understanding of why people suffering from ASD have certain difficulties and collaborate with them to develop solutions to problems faced by ASD sufferers every day.
This article is a continuation of "Let's talk about autism" run on Tuesday, October 17, 2017. As the series continues, we hope to address some of the more important issues related to the disorder. To read the first part of the series, please log onto: www.thedailystar.net/lifestyle/lets-talk-about-autism-1477357


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I am so excited to share this Chocolate Crepes with Sweet Cream Cheese Filling recipe with you!! Like seriously, you have no idea. This is a recipe that has been passed down through the generations in my family. This rich chocolatey recipe came from my Oma (my father's mother) & my whole family has always called them (Dutch) chocolate pancakes. Every time we would visit my grandparents my Oma would have these Chocolate Crepes filled with her homemade vanilla custard already rolled & ready for us to enjoy.
One of my favorite things about my little Filipino Oma (ps It's my Opa who was from Holland) is that she loved to hide things & keep things a secret, including this recipe. Every time she would share this recipe with friends & family, or share it in a church/school cookbook, she would change the recipe just slightly. So over the years my mother collected & compiled her different chocolate crepe recipes in order to make one complete recipe, the same recipe that I am sharing with you today!
At a young age my sister & I learned how to cook these chocolate crepes for our father & all of his brothers. I'm pretty sure I'm better at hand hand flipping these chocolate crepe pancakes (yes with my bare fingers!!) than I am at flipping breakfast pancakes with a spatula!
These Chocolate Crepes are sinfully rich with chocolate & wrapped around a sweet & tangy cream cheese filling.
ps. I'll be sure to share my Oma's homemade vanilla custard someday, but to be honest we often cheat & just make a boxed vanilla custard.
I didn't attach a number of how many this recipe makes because it makes a lot & I have a tendency to get distracted & lose count after about 25. Plus the number will vary depending on the size of your fry pan ours range from 6-7 inches.
Chocolate Crepes with Sweet Cream Cheese Filling
- Prep Time: 20
- Cook Time: 60
- Total Time: 80
Chocolate Crepes (Dutch Chocolate Pancakes) Ingredients
- 3 Eggs
- 4 Cups Water
- 8 Tablespoons Unsweetened Coco Powder (we like to mix together a variety of different brands)
- 1 Cup All Purpose Flour
- 1 Cup Self Rising Flour
- 5–6 Tablespoons Sugar*
- 1 Pinch Salt
- Vegetable Oil
Sweet Cream Cheese Filling Ingredients
- 8 Ounces Cream Cheese Softened (Room Temperature)
- 1 & 1/2 Cups Powdered Sugar
- 1 Tablespoon Fresh Lemon Juice
- 1 Teaspoon Pure Vanilla Extract
- 1/8th Cup French Vanilla Creamer
Chocolate Crepes Directions
- First whisk 3 eggs in a medium bowl & then whisk in 4 cups of water.
- In a separate large bowl mix together the dry ingredients (8 Tablespoons Coco Powder, 1 Cup All Purpose Flour, 1 Cup Self Rising Flour, 5-6 Tablespoons Sugar, 1 Pinch Salt).
- Using a hand blender slowly blend the egg water into the dry ingredients until it is thoroughly blended with no lumps.**
- Heat a small fry pan at medium low heat & wipe vegetable oil on the base & sides of the pan with a paper towel.***
- Pour a little less than 1/4 cup**** of crepe batter in the bottom of your pan & swirl it around so that it covers the base of your pan.
- Once the crepe has some bubbles & begins to pull away from the sides, use a heat proof spatula to carefully flip the crepe (or if you are use to the heat of a kitchen you can use your fingers – just don't burn yourself!).
- The crepe is finished cooking when it easily slides off the pan.
- Place your crepe on a plate & repeat the above steps until you have used all of the batter.
- Serve immediately or wrap in plastic wrap while the crepes are still hot & place them in the fridge.*****
Sweet Cream Cheese Filling Directions
- Blend the cream cheese & powdered sugar together along with the lemon juice & vanilla extract for 2-3 minutes until fluffy.
- Then blend in the French vanilla creamer. If it's too thick just blend in a little more French vanilla creamer to your desired thickness.
- You can serve the crepes on a plate with the filling on the side so each individual can fill their own or you can pre wrap them & serve your Chocolate Crepes with Sweet Cream Cheese Filling on a pretty platter.******
- *If you enjoy bitter chocolate you will only need 2-3 tablespoons of sugar.
- **The final crepe "batter" will be extremely thin, almost like water.
- ***To keep my chocolate crepes from sticking I use a small plate with a little bit of oil on it & between each finished crepe I use a paper towel to wipe a little bit of oil on the bottom & edges of the fry pan.
- ****The measurement isn't exact because it will depend on the size of your fry pan. Ours is about 6-7 inches & we use between 1/8th cup & 1/4 cup of batter for each crepe. Just enough to cover the bottom of the pan.
- *****By covering & refrigerating your crepes while they are still hot you will trap in the heat/moisture & it will be easier to fill/roll all of your your crepes at once later. Because these can take a little bit of time to make we usually cook them the night before we plan to eat them.
- ******For a berry drizzle simply blend some berries into a purée & sweeten with a little bit of sugar. Keep stored in a sealed container in your fridge for 3-5 days.
I'd love to see your Chocolate Crepes with Sweet Cream Cheese Filling! Instagram your Domestically Blissful inspired recipes & DIY projects with the hashtag #DomesticallyBlissful & you might find your picture featured on DB's Instagram!
Want to stay connected & up to date with Domestically Blissful? Follow along on Facebook, Instagram, Twitter, & Pinterest!
With love, G
Affiliated links included in this post.
More recipes by Domestically Blissful:


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Nishtha KanalMay 31, 2013 13:00:12 IST
There's no debating that Android is one of the better-designed mobile platforms out there. The operating system has come a long way from its chunky FroYo design days to the current Android version 4.2 with a smooth design. The secret behind Android's now beautiful design is a simple psychological thought – it takes three positive emotions to balance out a single negative one.
In a presentation at the Google I/O, the company's Android User Experience team shared the secret behind Android's design decisions with the world. The team follows the guidance of Psychologist Barbara L. Fredrickson who propagated the 3:1 golden ratio theory.
What earned points in the negative jar
The team at Google sets up two jars to tackle design related issues. For example, if the problem is how to inform users that they have reached the final page of their homescreen, the team will weigh solutions based on the 3:1 ratio. The point here is to inform the users that they can't go any further without invoking negative emotions – this means no pop-ups or invasive techniques to let them know this. A box saying "This the last screen" will not do.
Not having them know that they've reached the end of the screen will not do either since it will break two design rules created by Google, "I should always know where I am," and "It's not my fault."
Yes, Google has a published guide of 17 design principles that it uses to "Enchant, Simplify and Amaze" users that the designers should abide by. Following these rules, Android now has a better way of notifying users that they've reached the end of a screen. Users who have Android version 4.1 and up will realise that if they try to swipe from the last screen, an animation of sort comes up to make them aware that there is nowhere else to go beyond it.
This design gained points in the positive jar
The animation not only solves problems of pop-ups and intrusive notifications, it also gains four marbles in the positive jar for surprising in delightful ways, sprinkling encouragement, using pictures instead of words and turning into a UI trick that Google can also use elsewhere. What a delightful solution, right? We've got the golden ratio and a jar of imaginary marbles to thank for beautiful redesigns that make the Android design what it is today.
Find latest and upcoming tech gadgets online on Tech2 Gadgets. Get technology news, gadgets reviews & ratings. Popular gadgets including laptop, tablet and mobile specifications, features, prices, comparison.


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Logo design
Budget $10-30 USD
We need a logo for a newly starting webshop.
78 freelancers are bidding on average $25 for this job
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Sold $185,000 - Condominium
Gorgeous Ghent condo with open floor plan, large windows, and soaring ceilings! Modern kitchen, huge living room with wood-burning fireplace, private balcony, huge closets and lots of storage space, spacious bedrooms, and large, updated Jack and Jill bathroom. Community offers a pool, tennis courts, and playgrounds!


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+94 117 572 572
This course provides essentials of English language; Reading,Writing,Listening & Speaking. The students will acquire the fundamental knowledge & communication skills in English.
The students will be assessed through a final written paper,assignment,presentation & an oral test at the end of the course.
Based on the marks gained,the students can be given a grading
Rs. 22,000 (Inclusive of Pearson Fee)
Rs. 8,500 + (Rs. 4,500 x 3)
Talking to someone on the phone, at a restaurant, at an interview and 10 more interesting Speaking modules
|Batch Number
|Batch Description
|Commencement Date
|Starts at
|Ends at


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Partnership between Ford, schools is great
The future of education in the Miss-Lou got a tune-up Tuesday afternoon in the form of a unique public-private partnership.
Natchez-Adams School Board members approved a request for a new scholarship program for 12th grade students who aspire to be a certified Ford technician.
Natchez Ford owner Brad Yarbrough and Fallin Career and technology Center Principal Cleveland Moore will be working together to provide students with training that could lead to high-paying secure jobs.
The new program promises not only to help Natchez Ford fill its need for technicians, but also offers students who are not headed to college another alternative viable career path.
Natchez Ford plans to reimburse students for tuition for those who graduate with an associate's degree and Ford technician certification from Delgado Community College in New Orleans, as long as the students maintain a 2.0 grade-point average.
Yarbrough told the school board Tuesday that Ford technicians at Natchez Ford earn $19 per hour as their starting pay. Top mechanics with as little as five years of experience could make between $80,000 and $100,000, Yarbrough said.
All too often, high school students are being made to believe that college is the only path to prosperity and that the Miss-Lou offers few career alternatives.
The new commitment between Natchez Ford and the Natchez-Adams School District will go a long way to disprove such thinking and has the potential to demonstrate the power of public-private partnerships.
The new program may not just be a tune-up for the school system, it could also help rev-up the future local economy, too.
Join Krewe of Killarney for meeting, parade
Have you ever wanted to join a worthwhile organization or non-profit group but you don't have time for lots of... read more


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"Say Something Anonymous Reporting System" (SSARS) for Becker High School and Middle School students was launched last May. This program teaches students, teachers, and administrators how to recognize warning signs and signals, especially within social media, of individuals who may be a threat to themselves or others and Say Something to a trusted adult or use its anonymous reporting system. SSARS enables school administrators and law enforcement to immediately create effective interventions and to help prevent violence, suicide, bullying, self-harm and other forms of threatening behaviors. Students received training on how to report concerns through SSARS last May and had a refresher training in last September.
District News... >


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Washington, DC (March 26, 2019) — The American College of Physicians (ACP) strongly opposes the Trump administration's call to strike down the entire Affordable Care Act (ACA). These actions will potentially jeopardize health care coverage for millions of Americans and their families. ACP firmly believes that provisions established by the ACA, including protections for patients with pre-existing conditions, are constitutional and must be upheld.
While ACP welcomes discussions to improve the health care law, overturning the law would leave many Americans uninsured and make it extremely difficult for patients, particularly those who are chronically ill and underserved, to enroll in affordable and quality coverage plans. ACP fears that if the federal appeals court agrees with the Department of Justice and declares the ACA invalid, it would undermine patients with pre-existing conditions, destabilize the insurance market, and make health care simply inaccessible for many patients. Additionally, premium subsidies to make coverage affordable would end, annual and lifetime limits on coverage would return, federal funding for Medicaid expansion would be terminated, and seniors would no longer have access to no-cost preventive services.
When the initial ruling in Texas vs. the United States was issued against the ACA, ACP opposed the decision and urged the ruling to be overturned. In an amicus curiae brief filed in the case, ACP, together with the American Medical Association, the American Academy of Family Physicians, the American Academy of Pediatrics, and the American Academy of Child and Adolescent Psychiatry strongly opposed any lawsuit that would risk key health care protections for patients put in place by the ACA.
ACP urges the court to uphold the tenets of health care and protect vulnerable patients, especially those with pre-existing conditions. We will continue to advocate for policies that will put patients first and keep essential protections in place.
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Maybe the third time will be a charm?
In January of 2015, Rahshead Johnson decided to transfer from USC and ultimately ended up at San Jose State. Now, a little over three years after that departure, the wide receiver is departing again.
Johnson has another season of eligibility remaining, so he could transfer to another program and play in 2018. Whether that's his plan or not is unknown.
Johnson was a four-star member of the Trojans' 2014 recruiting class, rated as the No. 19 receiver in the country; the No. 13 player at any position in the state of California; and the No. 139 player overall. Only three of the 19 members of USC's last class carried a higherRivals.com rating than Johnson's 5.9: Adoree' Jackson and John Smith's 6.1, and Damien Mama's 6.0.
With the Spartans, Johnson, after sitting out the 2015 season, caught 16 passes for 202 yards and two touchdowns in 2016. This past season, those numbers dropped to seven and 103, although he did another pair of touchdowns.


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Acne Home > Claravis
Taking Claravis capsules twice daily for 15 to 20 weeks can help clear up severe nodular acne when other forms of treatment have failed. This medicine is available by prescription only and is a generic version of Accutane. Because this drug can cause birth defects and fetal death, there are mandatory steps a woman of childbearing potential must take to ensure this drug is not taken during pregnancy.
What Is Claravis?Claravis™ (isotretinoin) is a prescription acne medication. It is a generic version of Accutane®, a brand-name drug that is no longer manufactured.
Claravis is approved to treat severe nodular acne that has not responded to other treatments. It can be quite effective, with long-lasting effects after a single 15- or 20-week course. However, this drug can cause serious side effects and is extremely dangerous for pregnant women. As a result, there are strict rules and regulations for prescribing and dispensing it.
(Click What Is Claravis Used For? for more information on this topic, including possible off-label uses.)
Are There Side Effects?Just like any medicine, Claravis may cause side effects. However, not everyone who takes the drug will experience problems. In fact, most people tolerate it quite well. However, serious reactions are also possible.
Some of the possible side effects of Claravis include but are not limited to:
- Psychiatric problems, such as depression or suicidal thoughts
- High triglycerides
- Hearing problems
- Dry eyes, lips, nose, and skin.
(Click Claravis Side Effects to learn more, including potentially serious side effects you should report immediately to your healthcare provider.)


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Drogheda ABACAS School is ten years old this year and we are moving to a new premises in Congress Ave school which has recently been vacated by the boys school. This is a great opportunity to expand the school and provide more services to children with autism from this area including our youth clubs, information evenings and support groups.
We are delighted to have been chosen as the Charity Partner by the Boyne 10k committee. Sponsor cards and race info available shortly. This is a fantastic community event in Drogheda and we would encourage as many walkers, joggers and runners as possible to participate and by taking a sponsor card you can help Drogheda ABACAS achieve its goal of providing a safe, stimulating, sensory, and suitable play space for children with autism.
sponsor cards and further info from email@example.com
more details on www.facebook.com/boyne10k


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Leadership Academies
Learning and development is critical to the ongoing success of your organisation, but many programs are too prescriptive, or don't directly relate to the pressing issues your employees face on a daily basis.
What are our Leadership Academies?
MHA Henderson Loggie Leadership Academies are different, a combination of action-orientated online and face-to-face training, combined with coaching and community support.
Our Leadership Academies address the direct learning and development objectives of participants while extending commercial benefits to the wider organisation.
- Commercially focused programs ensure participants 'learn by doing', driving internal improvements during the learning process.
- Tailored to address real skill gaps and achieve specific commercial needs.
- Attraction and retention of future leaders, flow from exceptional learning and development programs.
- Accessing the experience and problem-solving skills of a senior business coach rather than a junior facilitator brings immediate commercial benefits.
- Participants learn just-in-time when and where they want, using a combination of online learning, webinars and face-to-face workshops.
- Implementation of a common methodology set extends benefits to the wider organisation delivering a cohesive approach to problem solving, strategy development and access to a myriad of tools, templates and online courses.
- Powered by Mindshop leveraging 25 years of expertise and experience in online learning and development solutions.
- Individual accountability and improved probability of strategy implementation success is achieved by embedding Mindshop Online into day to day learning practices.
MHA Henderson Loggie & Our Training Partner, Mindshop
Our Board and Senior Management teams have used Mindshop to grow and develop our staff since 1999. We work with Mindshop to deliver our Business Leader Groups which have been running for 9 years and we use Mindshop tools and training to provide our clients with strategic support and direction.
Mindshop have delivered business and leadership training to over 10,000 people since it was founded in Melbourne, Australia in 1994 and over 1600 people have used their online training programs since 2009. It has successfully provided strategy tools, methodologies and support to thousands of businesses and senior people for over 20 years and has clients in over 10 countries providing it a wealth of international experience.


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Assistant Manager - Internal Audit - Karachi
- Recruiter
- Telenor Microfinance Bank
- Location
- Karachi, Pakistan
- Salary
- As per bank's salary budget range and candidate's prior experience
- Posted
- 26 Jul 2019
- Closes
- 26 Aug 2019
- Approved employers
- Approved employer
- Job role
- Assistant accountant, Internal audit
- Contract type
- Permanent
- Hours
- Full time
- Experience level
- Manager
Telenor Microfinance Bank is looking to recruit a suitable candidate for the position on Assistant Manager - Internal Audit for their Karachi head office.
Job Role:
- The incumbent is responsible to assist in conducting risk assessments and ensure compliance with all applicable rules and regulations of corporate functions of the bank. He/she is also responsible to form an informed and objective judgment on the basis of evidence collected and analysed, and prepares report for submission to the line.
- Assist line manager in the development of audit programs of assigned engagements.
- Perform assigned audits or segment of audit under the direction of line manager.
- Assist in planning and execution of head office audits to evaluate the adequacy of controls designed and effectiveness of their implementation.
- Assist in determining whether areas reviewed are performing their control activities in compliance with guidelines and applicable policies and procedures and in a manner consistent with both Bank's objectives and best practices.
- Prepare working papers summarizing evidential data obtained and conclusions reached in support of opinions presented in the draft report.
- Assist line in planning the audit schedule, develop individual audit steps of the assignment and preparation of draft reports for onwards submission.
- Perform follow up reviews to determine the extent to which audit recommendations have been implemented.
- Continue to develop expertise in specialized areas for professional growth.
- Update and maintain knowledge of current accounting and auditing practices through continuing professional education.
- Perform other related duties incidental to the work described herein.
Required Qualification, Education/Certification & Experience:
- At least 2-3 years of relevant experience
- ACCA new Member/ ACCA Affiliate


text: The Perks Of Engineered Wood Floors 16 October 2015 Categories: Construction & Contractors, Blog There are lots of different types and styles of hardwood flooring. Some of the most commonly installed hardwood floors are those that are purchased over the counter. These engineered floors are generally the most affordable and easiest to install. On the other end of the scale, there are custom hardwood floors. These are made out solid planks of expensive hardwoods and they are installed by flooring professionals. Of course, these more expensive floors have certain advantages, but they are very expensive. Read More


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Dwayne Gunter
Dwayne Gunter, President of QHR, has over 27 years of extensive business leadership experience and a diverse background across several industries, providing innovative perspectives to the healthcare market. Prior to QHR, Dwayne was Chief Strategy Officer & EVP of The HCI Group, where he led the growth and innovation plans for the organization. He also spent several years with Hospital Corporation of America, HCA, in various leadership roles, where he gained operational perspectives around healthcare innovation and insights on technology cost management. In his various roles, Dwayne has focused on driving solutions to healthcare clients to help them achieve their technology strategic initiatives while improving their financial health. He is an advisor to a number of startup healthcare organizations focused on value-based care model solutions, population health and consumer engagement solutions.
Dwayne serves with several charity organizations throughout Middle Tennessee, along with serving in advisory roles to local universities. Dwayne has a business degree from Trevecca Nazarene University and an MBA in Finance from Middle Tennessee State University. In 1997, he earned his doctorate in Leadership from Nova Southeastern University.
- Former CFO
- Strong relationship and working knowledge of major healthcare vendors e.g., Meditech
- Medhost, Athena, Epic, Cerner, Allscripts, McKesson
- Built various shared service operations for healthcare to drive centralized services while delivering cost savings
- Proven Leader in Corporate Healthcare
- Deep understanding and experience with population health solutions, frameworks and operational models
- Background in acquisitions, joint ventures, venture capital and other key business development initiatives
- Innovative leader in new technologies for healthcare including, but not limited to, AI, Blockchain, RPA, Machine Learning
- Bachelor of Science, Business Administration
Trevecca Nazarene University
- Master of Business Administration, Finance
Middle Tennessee State University
- Doctorate, Business Leadership
Nova Southeastern University


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Halo™ UVX Ultraviolet Vacuum is not the first vacuum using the ultraviolet light to kill germs and viruses in the carpet.
The Ultraviolet Lamp Vacuums
The ultraviolet lamps seem to become a standard part of vacuum cleaners very soon. They have been used for years to treat the drinking water successfully, so why not to use them for the same purpose (disposal of microorganisms) in household cleaning industry as well?
Kill´em all, Mr. Vacuum
Even though it is clear that the UV light itself really reduces the amount of all living germs significantly, the efficiency of a UV lamp vacuum cleaners is still disputable. Bacteria and viruses must be exposed to UV light for couple of seconds to get killed, which means you would have to clean really really slowly.
The vacuum cleaners manufacturers are testing various UV light bulbs trying to find the best possible shape of the bulb or place on the vac to assure the germs are really paralised with the appliance.
But Back to The Halo™ UVX Ultraviolet Vacuum
While standard UV bulbs will kill 99,99% of all germs in 5-10 seconds in average, Halo UVX promises incredible results (20 times shorter exposure necessary, only 0,25 – 0,5 seconds).
I am quite skeptic, actually I assume that these are some laboratory results with the germs in Petri dishes and not in furry carpet, but who knows.
Only future (and tests conducted by Halo´s competitors, of course) shows if the stated parameters are true.
In addition to the UV-C light, the Halo UVX vacuum features:
- HEPA exhaust filter;
- Telescoping handle for easy maneuverability and storage;
- Long, 31′ power cord;
- Nice "upright" design;
- Light weight, powerful gear-driven system;
- Electronic height adjuster for various carpet piles length or various flooring materials.


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Makkala Mantapa – Nele Foundation's fest for Destitute ChildrenDate posted: January 31, 2018 | Short URL: https://samvada.org/?p=33576 | Share:
Bengaluru, 31st Jan 2018: Nele Foundation, has organized a fest for destitute children on 4th Feb 2018 at BHS High School, Next to Vijaya Evening College, Jayanagar 2nd block. Over 700 children from 25 orphanages will be part of this program. Chief Secretary Smt Rathna Prabha, IAS will be inaugurating the event. One more guest is CMD of KIOCL Mr.Subba Rao
Contact details: 9820918915/ 9880718568


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Captain Beefheart & his Magic Band Live April 10, 1972
Captain Beefheart A.K.A. Don van Vliet entered the stage at the Club 7 in Oslo, Norway on April 10, 1972 stating that I wanna light my cigar. The Magic Band – featuring Winged Eel Fingerling (Elliot Ingber) of the Mothers of Invention and the Fraternity of Man, Orejon (Roy Estrada) of the Mothers of Invention and Little Feat, Ed Marimba (Arthur Dire Tripp III) of the Mothers of Invention, Zo... »