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1
Haas, Sarah S. "By writers for writers : developing a writer-centred model of the writing process." Thesis, Aston University, 2010. http://publications.aston.ac.uk/15207/.
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This thesis, set within an Action Research framework, details the development and validation of a writer-centred model of the writing process. The model was synthesised within the boundaries of a writers’ group for MA students. The initial data collected, and analysed using the principles of grounded theory, were retrospective descriptions of group members’ writing processes. After initial analysis, additional data, from group members’ writing, and from audio recordings, were used for further analysis, and to form a model of the writing process. To ascertain whether the model had value outside the specific context in which it was made, it was validated from three different perspectives. Firstly, the retrospective descriptions of other writers were collected and analysed, using the model as a framework. Secondly, the model was presented at academic conferences; comments about the model, made by members of the audience, were collected and analysed. Finally, the model was used in writing courses for PhD students. Comments from these students, along with questionnaire responses, were collected and the content analysed. Upon examination of all data sources, the model was updated to reflect additional insights arising from the analysis. Analysis of the data also indicated that the model is useable outside its original context. Potential uses for the model are 1) raising awareness of the process of writing, 2) putting writers at ease, 3) serving as a starting point for individuals or groups to design their own models of the writing process, and 4) as a tool to help writers take control of their writing processes.
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Gardner, Paul. "Scribing the writer : implications of the social construction of writer identity for pedagogy and paradigms of written composition." Thesis, University of Bedfordshire, 2014. http://hdl.handle.net/10547/345674.
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A reflexive analysis of five peer reviewed published papers reveals how socio-cultural and political discourses and individual agency compete to shape the identity of the learner-writer. It is posited that although hegemonic political discourses construct ‘schooling literacy’ (Meek 1988 ) which frame the socio-cultural contexts in which texts, authors, teachers and leaners develop; the socio-cultural standpoint of the individual makes possible conscious construction of counter discourses. Writer identity is integral to the compositional process. However, writer identity is mediated by, on the one hand, dominant discourses of literacy that inform current pedagogies of writing (Paper One) and on the other by socio-cultural narratives that shape identity (Paper Three). A synthesis of Gramsci’s notion of cultural hegemony and Bronfenbrenner’s ecological systems theory is used to explain the constraining function of dominant discourses in literacy education. These works largely fall within a qualitative paradigm, although a mixed-method approach was adopted for the data collection of Papers Four and Five. The methods these papers had in common were the use of survey and documentary analysis of reflective journals. A semi-structured interview with a focus group was the third method used to collect data for Paper Five. Individual semi-structured interviews were used to collect partial life-histories for Paper Two and textual analysis of pupils’ narrative writing was the main method used for Paper One. Paper Three involved a rhizotextual auto-ethnographic analysis of original poetry. Findings suggest pedagogies which minimise or negate the identity of the writer are counter-productive in facilitating writer efficacy. It is suggested, the teaching of writing should be premised on approaches that encourage the writer to draw upon personal, inherited and secondary narratives. In this conceptualisation of writing, the writer is simultaneously composing and exploring aspects of self. However, the self is not a fixed entity and writing is viewed as a process by which identity emerges through reflexive engagement with the compositional process. The corollary is that pedagogy of writing needs to embrace the identity of the writer, whilst also allowing space for the writer’s ‘becoming’.
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Chaffe, Tomas. "The Secret Writer." Thesis, Konstfack, Institutionen för Konst (K), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-3980.
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This essay reflects a particular method and way of working that I employ when undertaking artistic research. My artworks are rooted and develop from the situation I find myself in as an artist, the very context I exhibit the work within. I do this by trying to understand this position, both on the micro and macro scale. As an artist currently studying at—and subsequently exhibiting in relation to— Konstfack, I base my research with the physical manifestation of the school. An imposing building that was part of a huge headquarters and factory site for the telecommunication company, Ericsson, in south Stockholm. The title of my essay is from the translation of a unique German cipher machine, the Geheimschreiber, made known to me through enquiry into this site. Throughout the Second World War the German army used this machine to send highly encrypted military messages across Swedish telephone cables. Following one of the greatest accomplishments in the history of cryptography, a Swedish mathematician broke this German code and subsequently assisted in designing a deciphering machine on behalf of the Swedish Intelligence branch. This device, known as the App, was secretly developed and manufactured by Ericsson, possibly where I now study. In exploring the theme of secrets, this essay originates from an underpinning desire and subject of my work to reveal what is concealed or overlooked. Through researching and writing this essay I attempt to have a better understanding on the notion of secrets, in both the private and public realms. Introducing the artistic process and situation I am working from, I explore the central role that secrets play within society. In order to understand secrecy today I introduce the intertwined and associated contemporary debates of privacy, (both private and public) and transparency through such subjects as Google’s new privacy policy, mobile phone hacking, WikiLeaks and offshore banking.
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Odom, Stuart A. "Translator writer systems." Master's thesis, This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-12232009-020105/.
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Böhnke, Dietmar. "Kelman writes back: Literacy Politics in the Work of a Scottish Writer." Galda and Wilch, 1999. https://ul.qucosa.de/id/qucosa%3A32029.
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The books in this new series suggest that we live in an exciting age of
explorations. We now have the great opportunity to chart the
territories between disciplines and cultures, to map forgotten or as yet
undiscovered areas of thought, culture and writing. The monographs
and collections from Leipzig try to break out of unproductive
oppositions say between East and West, North and South, humanities
and sciences, or academic discourse and journalism. Instead we are
encouraging the emergence of triangular constellations, such as
between Newfoundland, Scotland and West Africa, or between
travelogue, science and women’s writing, or between alchemy,
prehistory and bicycles. Pioneer studies on contemporary authors will
be another asset of this series. The focus of Leipzig Explorations is on
literatures in English, albeit with a strong emphasis on comparative
and interdisciplinary studies. We particularly encourage essayistic
writing that combines academic knowledge with passion and
curiosity.
6
Sloan, Philip J. "Assembling the identity of "writer"." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1416523281.
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Syme, Margaret Ruth. "Tolkien as gospel writer." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=43459.
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To the extent that Tolkien's fantasy meets his own criteria for faL. ie as the "eucatastrophic " tale which points toward "Evangelium," the eschaton when God's plan in creation will be fulfilled and the effects of the fall overcome, Tolkien may be described as a gospel writer. That he intended his work to be read as "gospel," "the good news of the Kingdom of God," is suggested by its allusions to biblical and classical mythology, its linear view of history, its presentation as a compilation of received tradition. collected and translated by many hands from a wide variety of sources, by the location of Middle Earth in the distant past of our own world and by the author's attempt to create a world which comforms to familiar patterns of evolution. Less successful is his effort to provide his tale with a consistent Christian point of view.<br>Dans la mesure, cette oeuvre d'imagination repond aux crit6res de f6erie de Tolkien en tant que conte "eucatastrophic" qui montre le chemin vers "I'Evangelium", cette eschatalogie qui se situe au moment o0 la volontê de Dieu est accomplie et les effets de la chute sont surmontes, Tolkien peut etre. considers comme un auteur biblique. Le fait qu'il est voulu que son oeuvre soit lue en tant qu'"&angile", "la bonne nouvelle du Royaunie de Dieu" est suggêre par diffèrentes choses: les allusions faites a la mythologie biblique et classique, la vision linêaire de l'histoire, la presentation du texte en tant que compilation d'une tradition provenant de sources diverses, transmise, recueillie et traduite par diffèrentes personnes, la situation geographique dans "Middle earth"(l'empire du Milieu) dans un passé lointain, le fait que l'auteur ait essay6 de crêer un monde conforme au processus connu de l'êvolution. 10anmoins l'auteur n'a pas rêussi dans ce conte a maintenir un point de vue chrêtien. fr
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Simkins, William Scott. "Steinbeck the Writer-Knight." W&M ScholarWorks, 1990. https://scholarworks.wm.edu/etd/1539625595.
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James, Nicola. "Jane Gardam : religious writer." Thesis, University of Glasgow, 2016. http://theses.gla.ac.uk/7628/.
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This thesis examines the work of the award-winning contemporary English short story and novel writer Jane Gardam. It proposes that much of her achievement and craft stems from her engagement with religion. It draws on Gardam’s published works from 1971 to 2014 including children’s books and adult novels. While Gardam has been reviewed widely, there is little serious critical appreciation of her fiction and there are misreadings of the influence of religion in her work. I therefore analyse the religious dimensions of her stories: the language, stylistics and hermeneutic of Gardam’s three religious influences, namely the Anglo-Catholic, Benedictine and Quaker movements and how she sites them within her work. The thesis proposes lectio divina, arguably an ancient form of contemporary reader-response criticism, as a framework to describe the Word’s religious agency when embedded or alluded to in fiction. It also considers and applies critical discussion on the medieval concept of the aevum, a literary religious space. Finally, I suggest that religious writing such as Gardam’s has a place in the as yet unexplored ‘poetic’ strand of Receptive Ecumenism, a new movement that seeks to address reception of the Word between members of different faith communities. Having examined many aspects of Gardam’s writing, its history and potential, I conclude that her achievement owes much to her engagement with particular and divergent forms of religious life and practice.
10
Marshall, Grant. "The Argonauts and writer/directors." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16339/.
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The Argonauts is a one hundred and ten minute screenplay depicted in the genre of children's adventure film, set in the suburbs of Brisbane in the early 1990s. It tells the story of four friends who embark on adventure in an attempt to save their parents' shops from a corporate takeover. The exegesis explores the dual role of the screenwriter/director and the affect on the screenplay of the shifts in mindset required when these roles are undertaken by the same person. Screenwriting and directing are explored as two separate but interlinked disciplines. In this paper I have draw on my experience in these two roles to discuss their inter-relationship. In order to understand how the two roles of screenwriting and directing interact, challenge and compliment one another when carried out by the same person, I analyse the interplay of these roles within the specific areas of character, narrative and setting in the writing and revision of the screenplay, The Argonauts.
11
Pfaltz, Katherine. "Rosamond Lehmann : a modern writer." Thesis, King's College London (University of London), 1999. https://kclpure.kcl.ac.uk/portal/en/theses/rosamond-lehmann--a-modern-writer(dccb7e9e-bec4-4f3d-b9cd-a21c4786b19c).html.
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Kafiris, Dina. "The modern writer and parrhesia." Thesis, Bangor University, 2015. https://research.bangor.ac.uk/portal/en/theses/the-modern-writer-and-parrhesia(fa38f1ab-68de-4ea4-b2ec-c295e72e0346).html.
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Kreyer, Rolf. "Inversion in modern written English syntactic complexity, information status and the creative writer." Tübingen Narr, 2006. http://deposit.ddb.de/cgi-bin/dokserv?id=2778049&prov=M&dok_var=1&dok_ext=htm.
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Armand, Clara. "The director as a scenic writer." Thesis, University of Reading, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.437139.
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Iannucci, Alisa Marko. "Antebellum Writer-Travelers and American Cosmopolitanism." Thesis, Boston College, 2011. http://hdl.handle.net/2345/2420.
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Thesis advisor: James D. Wallace<br>James Fenimore Cooper, George Catlin, and Margaret Fuller all spent significant portions of their lives living outside the United States, among people who - at least initially - were foreign to them. The writing those cross-cultural forays inspired demonstrated that they learned a great deal about American culture in addition to the foreign cultures they visited, and that sometimes the insights gained were difficult to hear but impossible to refute. These writers became advocates for a cosmopolitan approach not only to travel but also to cultural identity. Each felt the slipperiness of U.S. cultural identity and determined that the most productive means of securing it was by active cosmopolitan engagement with foreign others. This project explores how travel led them to view culture as a moveable category, and as a result, to work proactively to encourage a culture of patriotic cosmopolitanism in the United States. While Fuller, Cooper, and Catlin lived and wrote, the United States was marked by an isolating insistence on exceptionalism that dominated American culture. Calls for transformative, active, or personal engagement with foreign cultures were rare. Juxtaposing Appiah's approach to cosmopolitanism with the cultural analysis of such critics as William W. Stowe and Mark Renella on travel and nineteenth-century American culture, and Larry J. Reynolds and Michael Paul Rogin, on political issues of the same era gives a new perspective to these writers. Catlin, Cooper, and Fuller were dissimilar in many ways, but all enacted a cosmopolitanism that was unusual for their time and striking in its opposition to nationalist cultural currents. Their careers were defined by travel experiences marked by challenges to their cultural identity, and they met these with self-reflection that led to their awareness of the treatment cultural others received from Americans. Engaging with both Amerindian and European versions of "foreignness" led these writers to preach a cosmopolitan consciousness and to model the best ways for Americans to comport themselves while acting as citizen diplomats. A close reading of Catlin's presence as cultural intermediary in his ethnography reveals a man seeking to meet Amerindians on their own terms; he was a rare case study, and the lukewarm support he received is telling; mainstream Americans were not interested in viewing Indians as living people with a culture worth learning about. Most important, Catlin's writings of his experience in Indian lands and abroad demonstrate his exceptional receptivity to foreignness. Catlin did not see or market himself as a "travel-writer" but rather an artist and advocate for the Indians offering his own brand of proto-ethnography to the nineteenth-century reading public. Nevertheless, his work is an unusual addition to the travel-writing genre, and particularly productive in its presentation of how one adventurous traveler's experience of cultural difference led to cosmopolitan awareness. The extent to which one's experience of a foreign culture can be communicated to others who have not shared in those experiences is limited, and this accounts, in part, for the contradictions, defensive rationalizations, and rambling reflections present in Catlin's accounts. He faced a task that travel writers who direct their work to home-bound readers can't avoid: the unacknowledged naiveté of such readers must be dealt with, and foreignness presented in terms of the known. The psychological processes undergone by cross-cultural travelers can be significant, and are not so easily translated to the uninitiated. Cooper recognized that cross-cultural encounters had formed American identity from the start and worked against the prevailing tendency to denigrate, dismiss, and destroy Amerindians. He noticed that efforts to encourage international acceptance of American culture as a distinctive, worthy addition to the catalog of world cultures were often hampered by cross-cultural missteps and failures. More than most, Cooper understood the process of exploring foreignness as well as the value of the experience, but found that understanding difficult to communicate to less-cosmopolitan audiences. Cooper's cross-cultural engagement is explored in two works that participated in the ongoing transatlantic squabble over the insinuations about U.S. culture in travel writing by Europeans. In Notions of the Americans (1828) and "Point de Bateaux à Vapeur--Une Vision" (1832), Cooper advanced American arguments against the propriety and usefulness of such judgments. Homeward Bound and Home As Found (1838), took these transatlantic discussions to a different level. Remaining staunchly American, Cooper was less interested in defending his country from European "attacks" than in understanding the differences that inspired them; his argument, aimed at Americans, was for a more enlightened U.S. culture--one that had the cosmopolitan skills required to command respect internationally. Cooper's ultimate understanding of "culture" as a moveable category of human difference in The Monikins (1835). Fuller worked for a cosmopolitan American culture that would be able to lead the world for the sake of the progress of humanity. Americans would be simultaneously citizens of the United States and of the world. Through her engagement with other cultures, she sought to fit her own to her ideal. Hers was not a consuming globalism, but a model of international engagement from the ground up. By extending the transcendental opposition to individual conformity to the cultural scale, Fuller hoped that thinking Americans would learn to benefit from the "variety" that surrounded them. In her writing and by her example, she shifted the focus of travel from place to people, urging Americans to travel not only to see foreign places but to meet foreign people and immerse themselves in foreign points of view. She relates her impressions of Native Americans as foreigners who suffer from Americans' failure to see them as a people worthy of respectful engagement, and her desire that her country not repeat that mistake in dealing with other nations. In her first significant travel experience, which exposed her to immigrant settlers and Indian communities, she discovered her interest in learning about and forming relationships with groups of people who were different from her, displaying not only cosmopolitan curiosity but cosmopolitan willingness to put herself forward into the unknown. Her years of study of foreign language and arts had left her better prepared to make meaningful connections there. As a woman she felt especially well-positioned to practice a cosmopolitanism that was its own kind of revolution<br>Thesis (PhD) — Boston College, 2011<br>Submitted to: Boston College. Graduate School of Arts and Sciences<br>Discipline: English
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Siddiqi, Imran-Ahmed. "Classification of handwritten documents : writer recognition." Paris 5, 2009. http://www.theses.fr/2009PA05S013.
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Malgré les prédictions d'un monde sans papier et le développement des documents électroniques, les documents manuscrits ont gardé leur importance et les problèmes de l'identification et de l'authentification des auteurs ont constitué un domaine de recherche actif au cours de ces dernières années. Nous avons développé une méthode efficace pour la reconnaissance automatique de scripteur à partir des images de texte manuscrit offline. Notre méthode repose sur deux aspects différents de l'écriture, la présence des formes redondantes dans l'écriture et des attributs visuels de l'écriture. En nous basant sur l'hypothèse qu'un individu utilise certaines formes plus fréquemment que les autres quand il écrit, nous espérons extraire ces formes en analysant des petits fragments d'écriture et en regroupant les formes similaires dans des classes. Ces classes sont déterminées soit pour chacun des scripteurs séparément ou pour un groupe de scripteurs générant un ensemble universel de formes. L'écriture en question est ensuite comparée à ces classes de formes produites. Ensuite, nous exploitons les deux importants attributs visuels de l'écriture, l'orientation et la courbure, qui permettent de distinguer une écriture d'une autre. Ces attributs sont extraits par le calcul d'un ensemble de caractéristiques à différents niveaux d'observation. Deux écritures sont ensuite comparées en calculant les distances entre leurs caractéristiques respectives. Enfin, nous combinons les deux facettes de l'écriture pour caractériser le scripteur d'un échantillon manuscrit. En utilisant ces caractéristiques, on obtient des taux d'identification qui sont comparables aux meilleurs résultats rapportés à ce jour pour l'identification de scripteur hors ligne<br>The problem of identifying the writer of a handwritten document image has been an active research area over the last few years and enjoys applications in forensic and historical document analysis. We have developed an effective method for automatic writer identification and verification from unconstrained handwritten text images. Our method relies on two different aspects of writing: the presence of redundant patterns in the writing and its visual attributes. Based on the hypothesis that handwriting carries certain patterns that an individual would use frequently as he writes, we look to extract these patterns by analyzing small writing fragments and grouping similar patterns into clusters. In fact this corresponds more to the redundancy of writing gestures than writing shapes. These clusters are determined either for each of the writers separately or, for a group of writers generating a universal set of patterns. The writing in question is then compared to the produced clusters. We next exploit two important visual attributes of writing, the orientation and curvature, which enable to distinguish one writing from another. These attributes are extracted by computing a set of features from writing samples at different levels of observation. Two writings are then compared by computing distances between their respective features. Finally, we combine the two facets of handwriting to characterize the writer of a handwritten sample. The proposed methodology, evaluated on modern as well as ancient writings exhibited promising results on tasks of writer recognition and handwriting classification
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Larock, Chelsea. "On Becoming a Writer: Collected Stories." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/36547.
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This project considers the role of the creative writing teacher in the development of the writer’s identity. Drawing from a/r/tography and fiction-based research, this thesis is written in the form of a novel and presented as an exemplar of arts-based qualitative inquiry in educational research. The novel is organized in a series of stories that follow the life of a young woman named Mona and are about the people she meets, the stories she writes, the places she ends up, and who she becomes along the way. This project is informed by its pilot study, which drew from a narrative approach and included semi-structured interviews where participants were asked to share stories on their becoming a writer. The emergent themes from the pilot study fell within one of two opposing categories: The first being factors that prevented one’s sense of becoming and; the second describing factors that facilitated one’s sense of becoming. The findings from the pilot study were then synthesized into literary themes and are presented in the stories, On Becoming a Writer. This project adds to the growing number of fictional texts as educational research and is presented as an alternative to the standard graduate thesis. This approach seeks to engage its readers to participate in the lives of writers and their stories, and may serve as a resource for teachers of aspiring writers.
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North-Coleman, Cheryl M. "From easy rider to easy writer an examination of non-traditional writers and their road to literacy /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 248 p, 2009. http://proquest.umi.com/pqdweb?did=1654500721&sid=4&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Greening, Christopher. "Automatic writer identification for forensic document analysis." Thesis, University of Essex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.520166.
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Heathcock, Catherine Elizabeth. "Jessica Dismorr (1885-1939) : artist, writer, vorticist." Thesis, University of Birmingham, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369709.
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Macleod, Sheila Jean. "Three french writer-photographers after Roland Barthes." Thesis, Birkbeck (University of London), 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.411256.
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Fitt, T. Henry. "Novodvorskii-Osipovich : a writer out of time." Thesis, Keele University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322165.
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Cramm, Michael. "Ghost-Writer : Autorschaft in Heiner Müllers Spätwerk /." Würzburg Königshausen & Neumann, 2009. http://d-nb.info/991845609/04.
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Bonorino, Liliane Silveira. "MOOC DE REDAÇÃO OFICIAL EM LIBREOFFICE WRITER." Universidade Federal de Santa Maria, 2016. http://repositorio.ufsm.br/handle/1/10679.
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This work was developed in the Program of Postgraduate Studies in Educational Technology
Network, Professional Masters in Research Line Educational Development of Educational
Technologies Network. The objective is to innovate in the provision of training mediated by
Educational Technologies Network (ETN) through a MOOC (Massive Open Online Courses -
Online Open Courses and Massive) for Moodle (Modular Object Oriented Dynamic Learning
Enviroment). This research is justified by the fact that values training networking, promoting
to the modality of Distance Education. To develop this work, it was adopt the research-action,
resulting in the achievement of a vocational training via MOOC for improving the production
of official documents in LibreOffice Writer. The product produced was Teaching Material for
MOOC which was implemented in two phases: 1) module pilot in order to verify that the
didactic and methodological organization of the course was well underway for the completion
of the course; and, 2) MOOC, in order to promote not only training, but also the improvement
of knowledge of the official texts in LibreOffice Writer. After analyzing the data collected in
the pilot module, it was found that the teaching material and the strategy adopted to address
the official writing in LibreOffice Writer were understood and were in accordance with the
training needs of those involved. Analysis of the data obtained in the evaluation of research
MOOC and its hypermedia courseware, realized that both provided the teaching-learning
process mediated by educational technology network, in order to promote not only training,
but also the improvement knowledge about the official writing in LibreOffice Writer. It was
considered that the proposed objectives were included in the following measure: the "promote
vocational training network through a MOOC writing of official documents in LibreOffice
Writer, with hypermedia courseware" successful, since training was promoted network
considered by course participants as excellent; 2) to "disseminate and encourage the
integration of LibreOffice Writer to professional practices" has been satisfactorily met, since
the course participants have expressed interest in joining this program to their practices; and
3) to "explore the potential of LibreOffice Writer to produce texts by hypermedia courseware"
it was successful, as the course participants considered it great. Therefore, MOOC, it expands
the supply of training mediated educational technology network, which, in addition to
enabling access to a large number of participants, is a potentiating tool, through the practice of
freedom, innovation vocational training network.<br>Esta dissertação foi desenvolvida no Programa de Pós-Graduação em Tecnologias
Educacionais em Rede, Mestrado Profissional na Linha de Pesquisa de Desenvolvimento de
Tecnologias Educacionais em Rede. Objetiva-se inovar na oferta de formação mediada pelas
Tecnologias Educacionais em Rede (TER) através de um MOOC (Massive Open Online
Courses - Cursos On-line Abertos e Massivos), pela plataforma Moodle (Modular Object
Oriented Dynamic Learning Enviroment). Esta pesquisa se justifica pelo fato de que valoriza
a formação profissional em rede, promovendo-a pela modalidade de Educação a Distância
(EAD). Para o desenvolvimento deste trabalho, adotou-se a pesquisa-ação, que implicou na
realização de uma formação profissional via MOOC para o melhoramento da produção de
documentos oficiais em Libreoficce Writer. O produto produzido foi o Material Didático para
o MOOC o qual foi implementado em duas fases: 1) módulo-piloto, a fim de verificar se a
organização didático-metodológica do curso estava bem encaminhada para a realização do
curso; e, 2) MOOC, com vistas a promover não só a formação profissional, mas também o
aprimoramento de conhecimentos acerca da redação oficial em LibreOfffice Writer. Após a
análise dos dados coletados no módulo-piloto, constatou-se que o material didático e a
estratégia adotada para abordar a redação oficial em LibreOffice Writer foram compreendidos
e estavam de acordo com as necessidades de formação dos envolvidos. Da análise dos dados
obtidos na pesquisa de avaliação do MOOC e do seu material didático hipermídia, percebeuse
que ambos proporcionaram processo de ensino-aprendizagem mediado pelas tecnologias
educacionais em rede, com vistas a promover não só a formação profissional, mas também o
aprimoramento de conhecimentos acerca da redação oficial em LibreOfffice Writer.
Considerou-se que os objetivos propostos foram contemplados na seguinte medida: o de
promover a formação profissional em rede através de um MOOC de redação de textos
oficiais em LibreOffice Writer, com material didático hipermídia bem-sucedido, visto que foi
promovida uma formação em rede considerada pelos cursistas como excelente; 2) o de
disseminar e incentivar a integração do LibreOffice Writer às práticas profissionais foi
atingido de forma satisfatória, uma vez que os cursistas manifestaram interesse em integrar
este programa às suas práticas; e 3) o de explorar o potencial do LibreOffice Writer para a
produção de textos por meio de material didático hipermídia foi bem-sucedido, dado que os
cursistas o consideraram ótimo. Portanto, MOOC, expande a oferta de formação mediada por
tecnologias educacionais em rede, que, além de possibilitar o acesso a um grande número de
participantes, é uma ferramenta potencializadora para, através da prática da liberdade, inovar
a formação profissional em rede.
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Koubek, Petr. "Writer´s Room v české seriálové tvorbě." Master's thesis, Akademie múzických umění v Praze.Filmová a televizní fakulta. Knihovna, 2017. http://www.nusl.cz/ntk/nusl-375686.
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Sartori, Juliana. "On the road with a beat writer." Florianópolis, SC, 2006. http://repositorio.ufsc.br/xmlui/handle/123456789/89162.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente.<br>Made available in DSpace on 2012-10-22T17:28:55Z (GMT). No. of bitstreams: 1
227249.pdf: 464321 bytes, checksum: d42b08f5ea69a6b923af2da1b5aa7382 (MD5)<br>Durante os anos 50, a Geração Beat emerge no cenário literário estadunidense como representante de rebeldia e não submissão à política de contenção definida pela Guerra Fria. Após a publicação de On The Road em 1957, seu autor, o escritor Beat Jack Keoruac, tornou-se o porta-voz da geração e seu texto foi elevado à condição de marco cultural para os subseqüentes movimentos de contracultura naquele país. O presente estudo tem por objetivo demonstrar que On the Road ecoa as mesmas dicotomias que definiram o Outro cultural estadunidense no discurso de contenção promovido pela Guerra Fria. Desta maneira, On the Road é percebido como um texto conflituoso onde as referências supostamente progressivas à heterogeneidade cultural e racial reproduzem o discurso dominante no lugar de estabelecer o discurso de protesto no qual sua reputação foi construída. Este estudo também percebe o apelo revolucionário do texto como sendo resultado das mistificações referentes à técnica que definiram a arte no período do pós-guerra. No capítulo 2, tanto o projeto de expansão imperialista quanto as políticas federais que visavam o desenvolvimento de uma sociedade hegemônica são analisados a partir de sua relação com os então definidos grupos minoritários. O capítulo 3 examina On the Road como sendo parte do utópico projeto da espontaneidade, um movimento estético que, visando evadir os conflitos políticos e sociais da época, acabou promovendo concepções hegemônicas em relação à alteridade e à superioridade dos movimentos artísticos. O capítulo 4 apresenta possibilidades para futuras pesquisas assim como minhas conclusões sobre como o texto de Kerouac reproduz discursos dominantes.
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Stark, Donna Wakeland. "Supporting the emergent writer in grade 1." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/992.
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Loman, Jennifer D. "Shame, Christian hospitality, and the American writer." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/6986.
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Hospitality is relational, a system of ethics contending with difference, navigating the mutable boundaries between self and Other. Desire or duty to reflect the gracious inclusivity of God without regard for reciprocation marks Christian hospitality in particular. Given the shortcomings of humankind in comparison to the divine, however, the utopian ideal of hospitality extended to all cannot be had on Earth. Thus, the impulse to reach out to the Other continually comingles with the shameful awareness of human limitation, a paradox the philosopher Emmanuel Levinas calls “infinite responsibility.” Building upon Levinas’s concept and fellow philosopher Jacques Derrida’s assertion that “ethics is hospitality,” I examine how various U.S. writers engender or interrogate the concept of Christian hospitality. Specifically, I investigate how each author develops shame as an affect with regard to Christian hospitality to the racial Other, the impoverished Other, the sexual Other, and the inanimate and animate Other in the natural world. The chapters feature case studies focusing primarily on one historical figure, Christopher Columbus, and three writers—Erskine Caldwell, Richard Rodriguez, and Leslie Marmon Silko—and four key moments in U.S. history: the 1892 celebrations of Christopher Columbus as a figure of belonging vs. later shameful perceptions of him as a figure of oppression; the plight of the rural poor in Depression-era Georgia; the ostracism of AIDS sufferers in San Francisco in the early 1990s; and the conflict between capitalist developers and environmentalists in the Southwest in the early 2000s. I demonstrate 1) how an author interrogates the tenets of Christian hospitality; and 2) how shame can both inspire commitment to social change and cloud a text’s reception due to negative, and even painful, emotions. Ultimately, I examine the authors’ attempts at “mobilizing shame,” a tactic among activist authors to trigger public shame in order to garner support at the grassroots level, ultimately shaming government bodies and average citizens into reform.
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Aherne, Mary. "The creative writer in the public sphere." Thesis, University of Hull, 2013. http://hydra.hull.ac.uk/resources/hull:10104.
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This thesis provides an analysis of the creative writer in contemporary Britain, using both literary and cultural theory to define and understand the roles available to the writer. It explores how these roles are interpreted by writers. The thesis offers new research and insights into the scope of current patronage practices, examines how the writer engages with these new roles, and assesses the potential impact on the writer, the reader and literature. Based on research conducted in the UK, this thesis focuses on four major contexts: the writer in residence, the prize culture, the literary festival, and the writer in the blogosphere. It considers how the writer’s role has been reconstructed in different social and cultural contexts. In addition, this study highlights writers’ perception of their public role and their position in society; the multiple and complex power relations inherent in these roles; the increasingly public presence of the writer; the reader-writer relationship, and the impact on the literature produced. Reflecting my own literary interests and practices, it focuses on the work and experiences of poets and novelists, rather than on those of dramatists and non-fiction writers. This study contributes to the as yet limited body of research into contemporary patronage practices. Furthermore, the thesis contributes to the historicising and theorisation of the creative writer which links the individual experience of writers with social and cultural structures and processes, making reference to the theories of Theodor Adorno, Roland Barthes, Pierre Bourdieu, Terry Eagleton and Jürgen Habermas. The research sheds light on the writer’s struggle to maintain a balance between gainful employment and creativity while negotiating the complex power relations that affect their literary output and their socio-cultural relations with patron and public.
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Lawrie, Steven W. "Erich Fried, a writer without a country." Thesis, University of Aberdeen, 1993. http://digitool.abdn.ac.uk/R?func=search-advanced-go&find_code1=WSN&request1=AAIU067210.
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Erich Fried, ultimately a prominent German poet, had been forced to flee from his native country after the annexation of Austria in 1938, and remained in London throughout his life. In wartime London he published in German exile journals. By 1945 two volumes of his poetry had appeared. This success augured well for the future. Yet the post-war period did not bring the publications he had hoped for. Fried remained in London. He nevertheless attempted to secure publications in Germany, but his endeavours were made more difficult by his prolonged exile. In London Fried maintained contact with other German exile writers and made no attempt at assimilation. He remained orientated towards German-speaking Europe. His work of this period was out of step with developments in Germany and this explains the poor response to his first publications there. Employment with the BBC led to his very successful translation of Dylan Thomas' <I>Under Milk Wood.</I> This earned him a reputation as a translator and led to two poetry volumes and a novel. Fried was subsequently invited to join the influential <I>Gruppe 47</I>. The publication in 1966 of <I>und Vietnam und</I> secured Fried's reputation as a political poet and marked the return in his work to political themes which he had abandoned in 1945. Subsequently Fried was extremely productive and published may volumes of poetry and prose and a variety of translations from English, including his much admired Shakespeare translations. Fried overcame the disadvantageous situation of his prolonged exile. In the later period he spent much time in German-speaking Europe, returning to Britain to recuperate and write. Fried had been made homeless in 1938 and never regained his <I>Heimat</I>, although it would appear that he welcomed the absence of the confines of a narrowly defined nationality and home.
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Gilliam, Tara. "Writer identification in medieval and modern handwriting." Thesis, University of York, 2011. http://etheses.whiterose.ac.uk/2398/.
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Writer identification is the task of associating a handwriting sample with the identity of the correct writer. It can be used to confirm or refute the authenticity of a document, or to link together documents produced by the same writer. This problem has applications in several areas, including forensics and palaeography -- the study of historical books and writings. Rigorous manual writer identification requires the exhaustive comparison of character details, and is very time-consuming, making computer automation of all or part of this process attractive. Most research into automated writer identification has originated in forensic science, although more recently applications to historical texts are increasing. With mass digitisation of texts on the rise in libraries and collections, organising this new data is a growing problem. However, different types of writing have different characteristics, and require different handling. This thesis focuses on how medieval English manuscripts from the 14th--15th centuries compare to the contemporary handwriting datasets used for much of the research and feature development in this area. The work presented here is based on an in-depth application of the grapheme codebook approach to offline writer identification. It finds domain-specific considerations throughout the process, particularly in grapheme creation and comparison and in the influence of document sources on system accuracy. Additionally, over the course of the data analysis, methods are proposed for the visualisation of extracted features, for quantifying the impact of sample source on identification accuracy, and for a nearest-neighbour-based verification system.
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Dinkler, Pamela D. "Recursive composing in freshman composition : case studies of four student writers in search of the self-made writer /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487694389393886.
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Tetschner, Ben. "The story of a writer : a study of the creation and maintenance of a writer's identity /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p1422970.
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Christlein, Vincent [Verfasser], Andreas [Akademischer Betreuer] Maier, Andreas [Gutachter] Maier, and Robert [Gutachter] Sablatnig. "Handwriting Analysis with Focus on Writer Identification and Writer Retrieval / Vincent Christlein ; Gutachter: Andreas Maier, Robert Sablatnig ; Betreuer: Andreas Maier." Erlangen : Friedrich-Alexander-Universität Erlangen-Nürnberg (FAU), 2019. http://d-nb.info/1185758771/34.
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Shaheen, Maria D. "Struggling Writers, or Writers Struggling? A Case Study of Four First Grade Writers." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1310599042.
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Shao, Cheng. "Multi-writer consistency conditions for shared memory objects." Texas A&M University, 2007. http://hdl.handle.net/1969.1/85806.
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Regularity is a shared memory consistency condition that has received considerable attention, notably in connection with quorum-based shared memory. Lamport's
original definition of regularity assumed a single-writer model, however, and is not
well defined when each shared variable may have multiple writers. In this thesis, we
address this need by formally extending the notion of regularity to a multi-writer
model. We have shown that the extension is not trivial. While there exist various
ways to extend the single-writer definition, the resulting definitions will have different
strengths. Specifically, we give several possible definitions of regularity in the presence
of multiple writers. We then present a quorum-based algorithm to implement each of
the proposed definitions and prove them correct. We study the relationships between
these definitions and a number of other well-known consistency conditions, and give
a partial order describing the relative strengths of these consistency conditions. Finally, we provide a practical context for our results by studying the correctness of two
well-known algorithms for mutual exclusion under each of our proposed consistency
conditions.
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Watson, Khalilah Tyri. "Literature as Prophecy: Toni Morrison as Prophetic Writer." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/english_diss/50.
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From fourteenth century medieval literature to contemporary American and African American literature, researchers have singled out and analyzed writing from every genre that is prophetic in nature, predicting or warning about events, both revolutionary and dire, to come. One twentieth-century American whose work embodies the essence of warning and foretelling through history-laden literature is Toni Morrison. This modern-day literary prophet reinterprets eras gone by through what she calls “re-memory” in order to guide her readers, and her society, to a greater understanding of the consequences of slavery and racism in America and to prompt both races to escape the pernicious effects of this heritage. Several critics have recognized and written about Morrison’s unique style of prophetic prose. These critics, however, have either taken a general cursory analysis of her complete body of works or they are only focused on one of her texts as a site of evidence. Despite the many critical essays and journal articles that have been written about Morrison as literary prophet, no critic has extensively investigated Morrison’s major works by way of textual analysis under this subject, to discuss Morrison prophetic prose, her motivation for engaging in a form of prophetic writing, and the context of this writing in a wider general, as well as an African-American, tradition. This dissertation takes on a more comprehensive, cross-sectional analysis of her works that has been previously employed, concentrating on five of Morrison’s major novels: The Bluest Eye, Song of Solomon, Beloved, Jazz and Paradise, in an order to assess how Morrison develops and infuses warnings and admonitions of biblical proportions. This investigation seeks to reveal Morrison’s motivation to prophecy to Americans, black and white, the context in which she engages with her historical and contemporary subjects, and the nature of the admonitions to present and future action she offers to what she sees as a contemporary generation of socially and historically oblivious African Americans, using literary prophecy as the tool by which to accomplish her objectives. This dissertation also demonstrates—by way of textual analysis and literary theory—the evolution through five novels of Morrison’s development as a literary prophet.
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Porges, Reingard. "Theodor Wolff, the Writer in Exile 1933-1943." University of Sydney, 2006. http://hdl.handle.net/2123/1515.
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Doctor of Philosophy<br>Abstract This study examines the effect of exile on Theodor Wolff’s writings from 1933 to 1943. Wolff, a highly assimilated German Jew and renowned journalist and editor-in-chief of the ‘Berliner Tageblatt’ from 1906-1933, was one of the most influential cultural and liberal political commentators during World War I and the Weimar Republic. His political life and influence has been extensively researched, whereas his life in exile has not been explored. Enforced sudden exile in 1933 represented a turning point in Wolff’s life. Following the temporal sequence of Wolff’s ten years in exile, this study is divided into four chapters, starting with the early exile years from 1933 to 1936, followed by the immediate pre World War II period. The third chapter covers the German invasion and occupation of France in 1940. The last chapter sheds light on the two final years from 1942 to 1943. These four periods reflect his exile experience and gradual decline in living conditions, mood, and fundamental changes in his approach to writing. In exile Wolff devotes his time and effort to historical accounts and fiction – a difficult genre for a publicist and journalistic writer. He also embarks on autobiographical writings and during his final years in exile deals with the Jewish catastrophe unfolding in Nazi controlled Europe, raising issues concerning the so called ‘Jewish Problem’. This study draws attention to the effect exile had on an important German- Jewish writer, who in 1943 fell victim to the Holocaust. Wolff’s works, especially his exile writings survived the war and remain relevant today. The findings of this research provide some insight into a turbulent period in German and European history that drastically changed many lives. It also makes a significant contribution to the study of Theodor Wolff and to exile studies in general.
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Meyer, Richard Jonathan. "A young writer at home and in school." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185799.
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This study is a qualitative case study of one writer, my daughter Zoe, over a period of two years comparing her writing at home with the writing completed at school during kindergarten and first grade. This study involves descriptions, interpretations, and analyses of Zoe's writing, including the processes and products across the two settings. There are two frames through which the writer and her writing are described, analyzed, and interpreted in this study. The first frame focuses on the purposes for and functions of Zoe's writing activity at home and in school. This includes our present understanding of written language development in terms of purposes and functions, the conditions writers require in order to write, determinants of written language, and the various systems upon which writers rely to make meaning. The second frame through which Zoe's writing is described, interpreted, and analyzed in this study focuses on the nature of the two settings, the home and the school. The settings are analyzed in terms of the activities and experiences in which the writer engages within each setting. The goal of this study is to understand the nature of a young child's writing activity across the home/school settings by analyzing the writing she did in each of those settings. The impact of the social nature of the settings upon her writing activity are also considered. A theoretical framework for written language use and development is presented and discussed as a vehicle for understanding and developing writing programs and developing supportive relationships between the school and the home.
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Popoaca-Giuran, Anca. "Mircea Eliade : meanings (the apparent dichotomy: scientist/writer)." Thesis, King's College London (University of London), 1999. https://kclpure.kcl.ac.uk/portal/en/theses/mircea-eliade--meanings-the-apparent-dichotomy-scientistwriter(a8f2a249-415f-4cdd-b9ad-d4bb3ebb6d77).html.
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This thesis represents a new 'tool' for a special hermeneutic of Mircea Eliade's writings. Its function is to analyse his fiction with the help of his academic studies, and it attempts to prove the influence of the latter upon the former. Although theoretical studies on this subject have been published, no real endeavour to prove this influence has been done. In a way, this thesis is a response to an academic need. On the other hand, the entire oeuvre of Eliade constitutes not only a vast field of research in itself, but an 'opener' of original paths and theories. This leads to the need to bring into play new terms (e.g. 'personal hierophanies', 'chronophanies', 'diastimophanies' etc.), new concepts (e.g. the quadrifold structure of the labyrinth: psychological, philosophical, metaphysical and mythical), theories (e.g. on the evolution of the symbolic language, on the linear or circular structure of the labyrinth) and parallels (e.g. between the myths of Orpheus and Dionysus; between the works of Nae lonescu and Mircea Eliade). During the whole thesis, our main aim was to preserve a balance between the scholarly writings of Eliade and his fiction. This accounts for ou'f' undertaking to keep critical references to the minimum. It is QU r hope that the present thesis proves that the dichotomy of the Eliadean oeuvre is only an apparent one, and his academic works put their imprint on his literary creations
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Duncan-Drake, Natasha. "Exploiting human expert techniques in automated writer identification." Thesis, University of Kent, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365222.
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Robertson, Eric. "René Schickele, a writer from Alsace (1883-1940)." Thesis, University of Aberdeen, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.294143.
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The present thesis seeks to study the works of René Schickele within the literary, social and historical context of his life. Born in Alsace at a turbulent point in its history, Schickele's personal development was bound to be affected by the immense political and linguistic changes resulting from its annexation into the newly created Second German Reich. The effects of these factors on Schickele's early literary theories form the basis of Chapter 1. Chapter 2 examines the expression of these theories in Schickele's editorial and creative work for <i>Jügstes Elsa</i>β, a literary circle of his creation based in Strasbourg. The writer's position is considered within the different streams of thought in the Alsatian literary arena after the turn of the century. The consequences of Schickele's departure from Alsace to Berlin in 1904 form the focus of Chapter 3. In the blossoming German capital his editorial role for the high-profile literary journal <i>Das Neue Magazin</i> earned him nationwide recognition; while living in Berlin, Schickele wrote his first novel, <i>Der Fremde</i>. It is studied as an example of the author's developing literary style. In 1909, the offer of a post as foreign correspondent for the Straβburger Neue Zeitung took him to Paris and away from the literary scene he had frequented in Berlin. The nature of his work in Paris brought him into close contact with the political sphere, and this had an envigorating effect on his stylistic development. As Chapter 4 aims to illustrate, his writing between 1909 and 1911 demonstrates a close interplay of literature and politics. Chapter 5 analyses Schickele's expressionistic novel <i>Benkal, der Frauentröter</i> within the context of contemporary literary and artistic fervour in the years immediately preceding the First World War. Schickele's preoccupation with literary modernity is examined alongside his attitude to political events. The outbreak of war brought about the most active, and most celebrated phase of his life. At this time he took over the editorship of <i>Die Wei</i>β<i>en Bläter</i> and earned a reputation both as a central figure of the Expressionist generation and as an outspoken pacifist.
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Olson, Ted. "Behind the Scenes with Appalachian Writer James Still." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1186.
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Excerpt: In the final few years of his life—he died at 94 on April 28, 2001—James Still had many friends, most of them much younger than he was since he had outlived most of his contemporaries. I was one of Mr. Still’s younger, and certainly one of his newest, friends.
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Thompson, Blaire Evan. "A Revolutionary Patience: The Life of a Writer." Malone University Undergraduate Honors Program / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ma1430998273.
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He, Zhenyu. "Writer identification using wavelet, contourlet and statistical models." HKBU Institutional Repository, 2006. http://repository.hkbu.edu.hk/etd_ra/767.
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John, Suganthi Priscilla. "The writing process and writer identity : investigating the influence of revision on linguistic & textual features of writer identity in dissertations." Thesis, University of Birmingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.419722.
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Al-Sharief, Sultan M. "Interaction in writing : an analysis of the writer-reader relationship in four corpora of medical written texts." Thesis, University of Liverpool, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368632.
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Rivard, Dominique. "Multi-feature approach for writer-independent offline signature verification." Mémoire, École de technologie supérieure, 2010. http://espace.etsmtl.ca/658/1/RIVARD_Dominique.pdf.
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Les principales difficultés rencontrées en vérification des signatures manuscrites statiques sont la grande quantité d’utilisateurs, la grande quantité de caractéristiques, le nombre limité de signatures de référence disponibles pour l’apprentissage, la grande variabilité naturelle des signatures et l’absence de faux en guise de contre-exemples d’apprentissage. Cette recherche présente premièrement une revue de littérature des techniques utilisées pour la vérification des signatures manuscrites statiques, en portant une attention particulière à l’extraction de caractéristiques et aux stratégies de vérification. L’objectif est de présenter les progrès les plus
importants, ainsi que les défis de ce domaine. Un intérêt particulier est porté aux techniques qui permettent de concevoir un système de vérification de signatures avec un nombre limité de données. Ensuite est présenté un nouveau système de vérification des signatures statiques basé
sur plusieurs techniques d’extraction de caractéristiques, la transformation dichotomique et la sélection de caractéristiques par boosting. L’utilisation de plusieurs techniques d’extraction de caractéristiques augmente la diversité de l’information extraite des signatures, produisant ainsi des caractéristiques pouvant atténuer la variabilité naturelle des signatures alors que la
transformation dichotomique permet une classification indépendante du scripteur, ce qui insensibilise
le système de vérification par rapport à l’impact du nombre très grand de scripteurs.
Finalement, la sélection de caractéristiques par boosting permet la construction d’un système de vérification rapide en sélectionnant les caractéristiques lors de son apprentissage. Ainsi, le système proposé offre un contexte pratique pour l’exploration et l’apprentissage de problèmes
composés de nombre important de caractéristiques potentielles. Une étude comparative avec les résultats publiés dans la littérature confirme la viabilité du système proposé, même lorsqu’une seule signature de référence est disponible. Le système proposé offre une solution efficace à un grand nombre de problèmes (par exemple, en vérification biométrique) où le nombre
d’exemples est limité lors de l’apprentissage, où de nouveaux exemples peuvent survenir en cours d’utilisation, où les classes sont nombreuses et où peu, sinon aucun, contre-exemple n’est disponible.
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Kucukalic, Lejla. "Philip K. Dick canonical writer of the digital age /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.71 Mb., 250 p, 2006. http://wwwlib.umi.com/dissertations/fullcit/3205431.
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Boyes, Maria. "A decent writer: professional environmental communication among environmental managers." Title page, table of contents and abstract only, 2004. http://hdl.handle.net/2440/37949.
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The study explores a set of genre-hybrid reviews, 1999-2001, characterised by a standpoint of ecological rationality, and produced by a professional writer for a professional environmental management organisation. The interaction between such managers has not been studied before in terms of professional communication and was delineated as a new field of enquiry. The issues of tact and Face were important for this organisational community, which shared characteristics of contact communities and Communities of Practice. Methods used derive from studies of text in context, and organisational communication. The assembly of theoretical material is one outcome of the study, which tackled three questions: 1 To assess in what way the reviews made a contribution to the organisation, Weick's equivoque and the notion of the Fractal were combined to explain the text as an active organ for collaborative organisational learning and knowledge management. Thereby the texts are presumed to have contributed to the organisation's goal to enhance knowledge and practice in environmental management among managers drawn from diverse intellectual backgrounds. 2 To address the question of the technical characteristics of the reviews, narrative polyphony concepts provided suspension dialogia, which complemented the notion of translation suspension. 3 To address how the reviewer had managed to reproduce organisational patterns despite his inconsistent moral standpoint, the search for a theoretical position travelled through code-switching, pragmatics and translation, emerging with a concept similar to intersemiosis, labelled 'codehandling'. The combination of questions produced complex answers. Translation constructs, such as dynamic equivalence, increasingly emerged as productive and suitable to complement emerging endogenous approaches in environmental management literature. The genre-hybrid is argued to have altered the social function of the review. In prioritising interaction, it put at risk the organisation's strategic tact 10 structure. Nevertheless, the reviewer managed the risk within acceptable limits and produced popular and successful reviews.<br>Thesis (Ph.D.)--School of Humanities, 2004.