This study examined whether or not writing skills could be taught to post-secondary students via online learning modules and what student perceptions of such a learning process were like. A pilot study of the modules developed—called Scribe Hero—was conducted in the Fall of 2017. Statistical analysis of quantitative data reveals an improvement in student writing skills following their engagement with the online learning modules. Thematic analysis of qualitative data revealed that the students were engaged by the experience, finding it educational and refreshingly different from in-class options. The feedback also suggested that user-friendly technology, tone of the online environment, incentivising meaningful feedback, and maintaining a sense of direct applicability of content are essential to capitalising on this sort of teaching and learning methodology. Overall, the findings of this small-scale research study support further development of this technology while also offering lessons that can be transferred to other contexts for teaching writing.

We read with interest the investigation by Dr. Wan et al. 1 of postoperative impairment of cognitive function in rats. We would like to ask whether the investigators believe there was an adequate control group with which to compare the results of their surgical intervention. In addition to the neuroleptic analgesia group alone, it may have been advantageous to include a sham surgical group that received a similar skin incision to the splenectomized group of rats with postoperative treatment of bupivacaine infiltration. This may have permitted an assessment of the contribution of a surgical incision alone with wound infiltration of 0.25% bupivacaine, because, contrary to the suggestion by the authors, the two groups of rats may not have received identical anesthetic regimens, i.e., there was no assessment of the contribution of the local anesthetic infiltration. Bupivacaine has been shown on its own to suppress systemic cytokine activation when given locally or systemically. 2 The investigators suggest the neuroinflammatory changes are related solely to the splenectomy surgical injury and not to other factors, such as the development of postoperative infection, which may or may not have been recognized in these rats. Splenectomized animals would more likely develop postoperative infections, and that by itself may alter neurocytokine levels. 3 In addition, surgical healing and its potential impairment of full ambulation in the rats after splenectomy may have also contributed to their difficulty in completing the learning maze, which may or may not have been related to neurocognitive impairment. A few animals with postoperative infection or impairment in their ambulation may have skewed the results on days 1 and 3 after surgery and may explain the large range of learning abilities seen in the Y-maze testing on those days. It would be interesting to note whether there were individual animal correlates of increased neuroinflammation with increased learning times in the maze. We appreciate the work presented by Dr. Wan et al. because they raise important issues with regard to postoperative cognitive impairment and the role of inflammatory changes in the central nervous system.

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Igor Stravinsky composed four neo-classical dramatic works based on Greek subjects between 1926 and 1948. Maureen Carr explores the philosophical tenets behind his neo-classical aesthetic, especially the commonplace metaphor of the mask, and what this reveals about Stravinsky’s compositional ethos. After establishing this framework, she examines both the compositional and collaborative processes involved in the creation of these four works, drawing on extensive sketch studies and primary sources.