A talk I had to give for my promotion to associate professor. Had to be local and for a wide audience while still offering a sense of what I do ;-)

1. 'Ett korthus, en trasmatta och skrivandets
solipsism'
A house of cards, a rag mat and
the solipsism of writing
Magnus Gustafsson
Division for Language and Communication
140131

2. A change of emphasis..
Integrating
Language and
Content
Engineering
product
Awareness of
situation, genre,
terminology, structure,
style, and audience
Improving
knowledge
production
Technical
communication

3. …requiring high resolution alignment
Decide / Revise
learning outcomes
Student profile
analysis
Feedback
re-design
Criteria
definition /
revision
Puzzle
Revise / define
Activities
Assessment
revision / design
Content
revision /
definition
Consider medium
of instruction

4. Adaptation to contexts
Chemistry:
Technical report;
Lab instructions,
Concept seminars
IT programme:
Separate, isolated
but „large‟ courses
Assignment design
by us
Mechanical
engineering:
CDIO-focus
Design reports
Industry
Physics:
Lay audience
Data commentary,
Nanoletters lab report,
Debate

5. Different emphases relative ILOs
Integration of language
into content
Enhancing student learning
through communication
Learning to write
Writing to learn
Language proficiency
Technical communication

6. Barrie’s generic attributes model
• Conceptions
–
–
–
–
Precursor
Complement
Translation
Enabling
• Methods
–
–
–
–
–
–
Remedial
Associated
Teaching content
Teaching
Teaching process
Engagement
Learning
Participatory
Barrie. (2007). ”A conceptual framework for the teaching and learning of generic graduate
attributes”. Studies in Higher Education. 32(4), 439-458

7. An integrated approach
“we support a shift away
from a 'prerequisites model',
where 'communication skills'
are conceptualized as
prerequisites and somebody
else's responsibility, as
indicative of an uncritical
academic and disciplinary
socialization model. Instead,
our research promotes a
model of critical
understanding of the
teaching and learning of
discipline-specific academic
literacies”
Outcomes, activities, and
assessment aligned for
enhancing student learning of
disciplinary content and
discourse
– targeted language and
discourse awareness
– targeted genres and
audiences
– targeted content
knowledge depth
Gustafsson. et al. (2011). Collaborating for content and language integrated learning:
The situated character of faculty collaboration and student learning. Across the Disciplines, 8(3).

8. A house of cards / Houses of cards
• Fragile set-up of
activities
• Multiple „outcome
spaces‟
• Model strength and
validity

9. Toward rag matting!
The data speak for themselves
Anything you could think of there’s the data. You could look at it
and have your answer. (Jason, 1994, II. 512-515)
(Winsor 1996:32)

10. Rag mat theory I

11. Rag matting ;-)
•
In general, quantum mechanics does not predict a single definite result for
an observation. Instead, it predicts a number of different possible outcomes
and tells us how likely each of these is. That is to say, if one made the
same measurement on a large number of similar systems, each of which
started off in the same way, one would find that the result of the
measurement would be A in a certain number of cases, B in a different
number, and so on. One could predict the approximate number of times
that the result would be A or B, but one could not predict the specific result
of an individual measurement. Quantum mechanics therefore introduces an
unavoidable element of unpredictability or randomness into science.
Einstein objected to this very strongly, despite the important role he had
played in the development of these ideas. Einstein was awarded the Nobel
prize for his contribution to quantum theory. Nevertheless, Einstein never
accepted that the universe was governed by chance; his feelings were
summed up in his famous statement "God does not play dice". Most other
scientists, however, were willing to accept quantum mechanics because it
agreed perfectly with experiment. Indeed, it has been an outstandingly
successful theory and underlies nearly all of modern science and
technology.

12. Linking and qualifying
•
In general, quantum mechanics does not predict a single definite result
for an observation. Instead, it predicts a number of different possible
outcomes and tells us how likely each of these is. That is to say, if one
made the same measurement on a large number of similar systems, each
of which started off in the same way, one would find that the result of the
measurement would be A in a certain number of cases, B in a different
number, and so on. One could predict the approximate number of times
that the result would be A or B, but one could not predict the specific result
of an individual measurement. Quantum mechanics therefore introduces
an unavoidable element of unpredictability or randomness into science.
Einstein objected to this very strongly, despite the important role he had
played in the development of these ideas. Einstein was awarded the Nobel
prize for his contribution to quantum theory. Nevertheless, Einstein never
accepted that the universe was governed by chance; his feelings were
summed up in his famous statement "God does not play dice". Most other
scientists, however, were willing to accept quantum mechanics because it
agreed perfectly with experiment. Indeed, it has been an outstandingly
successful theory and underlies nearly all of modern science and
technology.

13. Linking and qualifying
•
In general, quantum mechanics does not predict a single definite result
for an observation. Instead, it predicts a number of different possible
outcomes and tells us how likely each of these is. That is to say, if one
made the same measurement on a large number of similar systems, each
of which started off in the same way, one would find that the result of the
measurement would be A in a certain number of cases, B in a different
number, and so on. One could predict the approximate number of times
that the result would be A or B, but one could not predict the specific result
of an individual measurement. Quantum mechanics therefore introduces
an unavoidable element of unpredictability or randomness into science.
Einstein objected to this very strongly, despite the important role he had
played in the development of these ideas. Einstein was awarded the Nobel
prize for his contribution to quantum theory. Nevertheless, Einstein never
accepted that the universe was governed by chance; his feelings were
summed up in his famous statement "God does not play dice". Most other
scientists, however, were willing to accept quantum mechanics because it
agreed perfectly with experiment. Indeed, it has been an outstandingly
successful theory and underlies nearly all of modern science and
technology.

14. Linking, qualifying, explanation & elaboration
In general, quantum mechanics does not predict a single definite
result for an observation. Instead, it predicts a number of different
possible outcomes and tells us how likely each of these is. That
is to say, if one made the same measurement on a large
number of similar systems, each of which started off in the
same way, one would find that the result of the measurement
would be A in a certain number of cases, B in a different
number, and so on. One could predict the approximate
number of times that the result would be A or B, but one could
not predict the specific result of an individual measurement.
Quantum mechanics therefore introduces an unavoidable element
of unpredictability or randomness into science. Einstein objected
to this very strongly, despite the important role he had played
in the development of these ideas. Einstein was awarded the
Nobel prize for his contribution to quantum theory.
Nevertheless, Einstein never accepted that the universe was
governed by chance; his feelings were summed up in his
famous statement "God does not play dice". Most other
scientists, however, were willing to accept quantum mechanics
because it agreed perfectly with experiment. Indeed, it has been
an outstandingly successful theory and underlies nearly all of
modern science and technology.

15. Rag matting: the straws!
quantum mechanics does not predict a single definite
result for an observation
[it] introduces an unavoidable element of
unpredictability or randomness into science
scientists … were willing to accept quantum mechanics
because it agreed … with experiment
[it] underlies modern science and
technology.

16. Some rag mats have more straws!
3. Red wine potently inhibits PDGFdependent proliferation and migration of
VSMC
PDGF-dependent cell cycle progression
was measured by BrdU incorporation.
PDGF-BB leads to a concentrationdependent increase in BrdU uptake in
VSMC (Fig. 2A). Preincubation with red
wine potently inhibits the maximal PDGF
response at concentrations similar to
those inhibiting PDGFR activation whereas
white wine has no effect (Fig. 2B).
Moreover, red wine only slightly inhibits
serum (FCS) -induced mitogenesis, further
indicating the specificity of the inhibitory
effect for PDGF. PDGF-BB leads to a
dramatic increase in cell migration to
~eightfold of the basal level. When the
chemo-attractant is administered in the
presence of red wine, PDGF-dependent
chemotaxis is almost completely inhibited;
coadministration with white wine does not
affect the migratory response toward
PDGF-BB (Fig. 2C, D).

17. Rag mat theory II
• The straws have to
be malleable or
flexible as it were
– So moisturise them
in water
– The „insulation‟ of the
weft then helps
protect the straws

18. Some rag mats have more straws!
3. Red wine potently inhibits PDGFdependent proliferation and migration of
VSMC
PDGF-dependent cell cycle progression
was measured by BrdU incorporation.
PDGF-BB leads to a concentrationdependent increase in BrdU uptake in
VSMC (Fig. 2A). Preincubation with red
wine potently inhibits the maximal PDGF
response at concentrations similar to
those inhibiting PDGFR activation whereas
white wine has no effect (Fig. 2B).
Moreover, red wine only slightly inhibits
serum (FCS) -induced mitogenesis, further
indicating the specificity of the inhibitory
effect for PDGF. PDGF-BB leads to a
dramatic increase in cell migration to
~eightfold of the basal level. When the
chemo-attractant is administered in the
presence of red wine, PDGF-dependent
chemotaxis is almost completely inhibited;
coadministration with white wine does not
affect the migratory response toward
PDGF-BB (Fig. 2C, D).

19. On writing and solipsism

20. Solipsism…
“the philosophical idea that only one's own mind
is sure to exist. As an epistemological position,
solipsism holds that knowledge of anything
outside one's own mind is unsure.”
Possibly an exaggeration, but for a few
minutes I will be considering context
and audience adaptation as a
threshold concept and think of
solipsism at the same time…

21. Learning as troublesome
• Meyer & Land (p.
375): “Threshold
concepts lead not
only to transformed
thought but to a
transfiguration of
identity and
adoption of an
extended
discourse.”
Meyer & Land, (2005) ”Threshold concepts and troublesome knowledge (2): Epistemological
considerations and a conceptual framework for teaching and learning” Higher Education 49: 373-388

22. A brief look at activity theory first
Russell & Yañes. 2003. “„Big Picture People Rarely Become Historians': Genre
Systems and the Contradictions of General Education” in Writing Selves/Writing

23. Activity theory: ’Beth’ struggles!
Russell & Yañes. …

24. ’Literacy’ / ’proficiency’ in activity systems!

25. An activity systems explanation: Talk is cheap!
Russell & Yañes. 2003 …

26. How demanding is the writing?
Language for academic
purposes (LAP) as simple
LAP as foreign or artificial
•
•
•
•
•
•
•
•
•
•
•
•
„Short-lived‟
Narrow audience
Limited purposes
Limited number of genres
Low stakes (relatively)
Guided
Artificial purposes
Contrived contexts
Non-audience
Feedback discourse
Grading horizon
Transfer issues between
communities

27. Purpose(s)
•
•
•
Project courses:
– ”Provide a context for the study. Separate the study and the report. Focus on
what you intend to do and why there is a need for it.”
– “The purpose, which is brief and concise, motivates the project and
explains why it is done. Describes what meeting the technical goals will
lead to”
Bachelor writing guidelines:
– “The introduction places the report into a wider context and
points to its relevance and newsworthiness. It functions as an
introduction to the entire report and should give the reader the
necessary information required to understand its contents.”
Theses
– ”The introduction places the report into a wider context and points to its
relevance and newsworthiness.The introduction should present the key
terms used and make it clear how the thesis contributes to the field by
explaining the research objectives, arguing that the research is
important and placing the study in the context of previous research.”

28. Scenarios Place Students in
Domain-Specific Roles
• Rather than you, students‟ audience
becomes workplace readers or listeners
• Rather than discussing a topic to show what
they know, students must use what they know
to help their audience perform a practical
task
• Consequently: the usefulness of
communications becomes the focus of
teaching and evaluation

29. Learning as troublesome: Unparking the TC
• Wherein lies the TC
in this?
– The full / genuine
understanding of
audience and
context adaptation
– The tendency to
write for one‟s own
perspective
– Is this different? TC
in terms of
proficiency / literacy
Meyer & Land, (2005) ”Threshold concepts and troublesome knowledge (2): Epistemological
considerations and a conceptual framework for teaching and learning” Higher Education 49: 373-388

31. Solipsism relative peer response
“What we need most as writers is not evaluation of the quality of
our writing or advice about how to fix it, but an accurate account of
what goes on inside readers‟ heads as they read our words”
In Peter Elbow and Patricia Belanoff in A Community of
Writers: A Workshop Course in Writing. NY: McGraw-Hill,
1989, 1995.

32. Solipsism and the clown of writing!
Studying:
(b)logs,
Learning
to write
Writing
to learn
journals
exams
Writing
reports
essays
notes,
Product
wikis
e-mail
Reporting:
Process
Enhanced learning – a smiling clown!
posters
articles

33. Solipsism and disciplinary discourses
Wolff, K. (2013). „Reservoirs‟ and „Repertoires‟: Epistemological and Discursive Complexities in
Multidisciplinary Engineering Practice. Journal of Academic Writing Vol. 3 No. 1.

34. Solipsism and levels of representation
Instructions
Problem
Case / Lab /
Project notes
Literature
Methods
Case / Lab
assignment
Activities
Oral
presentation
Evaluation
Project
report, article

35. On a closing blackbird note
V:
I don't know which to
prefer
The beauty of inflections
Or the beauty of
innuendos
The blackbird whistling
Or just after
Wallace Stevens. Thirteen Ways of Looking at a Blackbird.
[this was not what Stevens had in mind but …]

36. THANK YOU FOR LISTENING!
What can we talk about now?