Relevant bibliographies by topics / Case writing

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Case writing'

Author: Grafiati
Published: 10 January 2023
Last updated: 28 January 2023

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Journal articles on the topic "Case writing"

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Nguyen, Jimmy Thuan, Ramzan Shahid, and Ricarchito Manera. "Writing Case Reports." Clinical Pediatrics 53, no. 14 (January 13, 2014): 1313–17. http://dx.doi.org/10.1177/0009922813518428.

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Parry, Anne. "Writing Case Reports." Physiotherapy 84, no. 3 (March 1998): 150. http://dx.doi.org/10.1016/s0031-9406(05)66532-7.

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Lundberg, Craig C., Peter Rainsford, Jeff P. Shay, and Cheri A. Young. "Case Writing Reconsidered." Journal of Management Education 25, no. 4 (August 2001): 450–63. http://dx.doi.org/10.1177/105256290102500409.

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Kottarathil, Vijaykumar Dehannathparambil. "Case Report Writing." Indian Journal of Surgical Oncology 11, S2 (September 2020): 149–50. http://dx.doi.org/10.1007/s13193-020-01244-x.

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Yang, Li, and Zenan Zhao. "Profiling L2 writing development: The case of CFL learners in intermediate classes." Chinese as a Second Language Research 7, no. 2 (October 9, 2018): 221–47. http://dx.doi.org/10.1515/caslar-2018-0009.

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AbstractThis exploratory study examined the writings of a small group of learners enrolled in intermediate CFL classes at two U.S. universities and attempted to profile these learners’ writing development over five months. It collected data through both in-class timed essays and out-of-class writing assignments and analyzed them in terms of overall rating and a variety of writing measures (i.e., fluency, accuracy, complexity, content, and organization). The results showed negligible improvement in these learners’ overall writing proficiency at the end of the observation period and revealed a non-linear trend of development of their writing competence over time. In addition, the analysis of the learners’ writing profile as well as the errors committed in their writings provided new insights into the promotion of L2 writing skills in CFL classrooms.
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Friedman, Jeremy N. "The case for … writing case reports." Paediatrics & Child Health 11, no. 6 (July 1, 2006): 343–44. http://dx.doi.org/10.1093/pch/11.6.343.

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de Geest, D., and A. Goris. "Constrained Writing, Creative Writing: The Case of Handbooks for Writing Romances." Poetics Today 31, no. 1 (March 1, 2010): 81–106. http://dx.doi.org/10.1215/03335372-2009-015.

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Fernandes, António S. C. "Writing to learn writing skills – a case study." European Journal of Engineering Education 37, no. 2 (March 29, 2012): 179–92. http://dx.doi.org/10.1080/03043797.2012.672964.

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Ward, Peter, and Brian Hill. "Case Teaching and Writing." SCHOLE: A Journal of Leisure Studies and Recreation Education 32, no. 1 (January 2017): 91–101. http://dx.doi.org/10.1080/1937156x.2017.11970353.

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Fossey, Richard, and Sarah Glover. "Writing the Undisguised Case." Journal of Cases in Educational Leadership 9, no. 1 (March 2006): 1–11. http://dx.doi.org/10.1177/1555458905284835.

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Dissertations / Theses on the topic "Case writing"

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Thomson, Carol. "Integrating writing development in curricula: writing intensive project case studies." Rhodes University, Centre of Higher Education Research, teaching and Learning (CHERTL), 2017. http://hdl.handle.net/10962/59580.

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These case studies come from work done in the Writing Intensive Project (WIP) from its inception in 2013 until 2016 when formal funding from a Teacher Development Grant from the National Department of Higher Education ended. The project was unique for Rhodes University as it was the first time an intervention of this kind had ever been directed specifically at undergraduate writing development and support in the disciplines, and secondly, that participation by discipline-based academics in the project was entirely voluntary, thereby exemplifying a significant level of agency.
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Yiu, Robert Hak Hung. "Disciplinary writing : a case study of Hong Kong undergraduates undertaking their writing tasks." Thesis, University of Leicester, 2009. http://hdl.handle.net/2381/7782.

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In Hong Kong, where English is used as the main medium of instruction in universities, the majority of undergraduates studying in various disciplines are local students whose first language is Chinese. Although there were many studies of second language (L2) writing in English, many of them were oriented towards product or process and were conducted in artificial settings. There have been relatively few situated studies of English L2 writing in higher education in the social contexts in which students undertake their writing tasks. This study seeks to address this primary question: How do nonnative-English-speaking (NNES) business undergraduates in Hong Kong undertake the assessed writing tasks of their disciplinary courses? Case study was used to examine two NNES undergraduate students undertaking their assessed writing tasks in a Hong Kong university. Data were collected over a period of two years and from multiple sources: text-based interviews, participant diaries, and documents (texts produced by the participants, course documents and source materials). Inductive analysis was employed to make sense of the data. Specifically, data were organised, coded, categorised and integrated. The results revealed that the processes through which the participants accomplished their disciplinary writing tasks were complex and influenced in various ways by the contexts in which the writing took place. Task specifications for the assigned tasks, mostly done in groups, were often not clearly stated. This gave rise to the employment of different strategies by students to represent the tasks, guess readers‘ expectations and interact with group mates to achieve their purposes. They also relied heavily on the Web as information sources to complete their tasks, which gave rise to problems such as textual borrowing. The thesis closes by exploring the pedagogical implications, which include the idea that English for Academic Purposes courses should move towards more discipline-specific to better help students cope with their disciplinary writing demands.
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Furgerson, Susan Paige. "Teaching the writers' craft through interactive writing: A case study of two first grade teachers." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1101760120.

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Oliveira, Maria Helena de Jesus. "Writing skills at secondary level. Developing an English language writing syllabus - a case study." Master's thesis, Faculdade de Ciências Sociais e Humanas, Universidade Nova de Lisboa, 2011. http://hdl.handle.net/10362/7265.

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Sutton, Brian Ward. "Undergraduates writing research papers : twenty-four case studies." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1287423358.

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Lam, Lit Ming Charles. "Process approach to teaching writing : a case study." HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/358.

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Hamilton, Sarah A. Braun. "Writing Chinuk Wawa: A Materials Development Case Study." PDXScholar, 2010. https://pdxscholar.library.pdx.edu/open_access_etds/2875.

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This study explored the development of new texts by fluent non-native speakers of Chinuk Wawa, an endangered indigenous contact language of the Pacific Northwest United States. The texts were developed as part of the language and culture program of the Confederated Tribes of the Grand Ronde Community of Oregon for use in university-sponsored language classes. The collaborative process of developing 12 texts was explored through detailed revision analysis and interviews with the materials developers and other stakeholders. Fluent non-native speakers relied on collaboration, historical documentation, reference materials, grammatical models, and their own intuitions and cultural sensibilities to develop texts that would be both faithful to the speech of previous generations and effective for instruction. The texts studied were stories and cultural information developed through research-based composition, translation from interlinear and narrative English in ethnographic sources, and editing of transcribed oral narrative. The revision analysis identified points of discussion in the lexical development and grammatical standardization of the language. The preferred strategy for developing new vocabulary was use of language-internal resources such as compounding although borrowing and loan translation from other local Native languages were also sometimes considered appropriate. The multifunctionality of the lexicon and evidence of dialectal and idiolectal usage problematicized the description of an “ideal” language for pedagogical purposes. Concerns were also expressed about detailed grammatical modeling due to potential influence on non-native speaker intuitions and the non-utility of such models for revitalization goals. Decisions made in the process of developing texts contributed to the development of a written form of Chinuk Wawa that would honor and perpetuate the oral language while adapting it for the requirements of inscription. The repeated inclusion of discourse markers and the frequent removal of nominal reference brought final versions of texts closer to oral style, while inclusion of background information and the avoidance of shortened pronouns and auxiliaries customized the presentation for a reading audience. The results of this study comprise a sketch of one aspect of the daily work of language revitalization, in which non-native speakers shoulder responsibility for the growth of a language and its transfer to new generations of speakers.
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Li, Yongyan. "Writing for international publication : the case of Chinese doctoral science students /." access abstract and table of contents access full-text, 2006. http://libweb.cityu.edu.hk/cgi-bin/ezdb/thesis.pl?phd-en-b21471459a.pdf.

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Thesis (Ph.D.)--City University of Hong Kong, 2006.
"Submitted to Department of English and Communication in partial fulfillment of the requirements for the degree of Doctor of Philosophy" Includes bibliographical references (leaves 289-316)
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Slay, Laura Elizabeth. "Conditions for Teaching Writing: Exploring Two Cases of Seventh Grade Expository Writing Instruction." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248420/.

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This qualitative two-case study draws from the intersection of three theoretical perspectives: sociocultural theory, transactional theory, and complex systems theory. Guided by two research questions, this qualitative study explored the conditions two seventh grade English language arts teachers set for teaching expository writing and their implications. Deductive coding based on seven a priori patterns of powerful writing instruction (empathy, inquiry, dialogue, authenticity, apprenticeship, re-visioning, and deep content learning) revealed six conditions for teaching expository writing. Inductive pattern analysis of these conditions revealed three emergent themes: reinforcing structures, mediating transactions, and balancing tensions. These findings suggest that teaching expository writing is a complex system filled with dialectical relationships. As interdependent pairs, these relationships encompass the entire system of expository writing instruction, including the structural and transactional aspects of teaching and learning to write. The overlapping conditions and themes demonstrate that expository writing appears ambiguous at times; however, routine, yet responsive instruction, framed by apprenticeship and a balance of reading and writing activities designed to inspire self-discovery are fundamental to the process of teaching expository writing. The final chapter includes instructional implications and a discussion about the significance of setting conditions for generative literacy learning. Recommendations for future research include writing research based on complexity theory, connections between expository writing and empathy, and critical thinking relative to critical action.
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Tallman, Linda Yanevich. "Writing in place: a case study of secondary school students’ appropriation of writing and technology." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1092329484.

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Books on the topic "Case writing"

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Packer, Clifford D., Gabrielle N. Berger, and Somnath Mookherjee. Writing Case Reports. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-41899-5.

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Leenders, Michiel R. Case research: The case writing process. 3rd ed. London: Research and Publications Division, School of Business Administration, University of Western Ontario, 1989.

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Vega, Gina. The Case Writing Workbook. Second Edition. | New York : Routledge, 2017. | Revised edition of the author’s The case writing workbook, c2013.: Routledge, 2017. http://dx.doi.org/10.4324/9781315455891.

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Alfonso, Israel. Writing a case report. [United States]: [I. Alfonso and D.T. Alfonso], 2006.

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Gibson, Joanna. Case studies for academic writing. New York: Longman, 2002.

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1943-, Parsons David B., ed. A case for writing: Practical approaches to business writing. Toronto: Harcourt Brace Canada, 1994.

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Naumes, William. The art & craft of case writing. 3rd ed. Armonk, N.Y: M.E. Sharpe, 2012.

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Margaret, Batschelet, ed. The technical writing casebook. Belmont, Calif: Wadsworth Pub. Co., 1988.

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Statsky, William P. Case analysis and fundamentals of legal writing. 4th ed. St. Paul: West Pub. Co., 1995.

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Dorchak, Susan Fife. Writing readable Ada: A case study approach. Lexington, Mass: D.C. Heath, 1989.

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Book chapters on the topic "Case writing"

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Matsubara, Shigeo. "Case Writing." In Field Informatics, 139–56. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-29006-0_9.

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Bailey, Stephen. "Case Studies." In Academic Writing, 225–28. Fifth Edition. | New York : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315169996-46.

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Wolery, Mark, Kathleen Lynne Lane, and Eric Alan Common. "Writing Tasks." In Single Case Research Methodology, 43–76. Third Edition. | New York : Routledge, 2018. | Revised edition of Single case research methodology, 2014.: Routledge, 2018. http://dx.doi.org/10.4324/9781315150666-3.

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Vega, Gina. "Writing the Case." In The Case Writing, 70–100. 3rd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003204879-5.

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Vega, Gina. "Student Case Writing." In The Case Writing, 239–81. 3rd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003204879-12.

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Vega, Gina. "Writing Short Cases." In The Case Writing, 55–69. 3rd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003204879-4.

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Mackiewicz, Jo, and Isabelle Kramer Thompson. "Case Study." In Talk about Writing, 148–73. Second edition. | New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781351272643-8.

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Vega, Gina. "Getting Your Case Published and Reviewing Cases for Others." In The Case Writing, 183–209. 3rd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003204879-10.

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Saldaña, Johnny. "Writing the Case Study." In Writing Qualitatively, 49–68. London ; New York : Routledge, [2018]: Routledge, 2018. http://dx.doi.org/10.4324/9781351046039-4.

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Packer, Clifford D. "Introduction." In Writing Case Reports, 1–8. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41899-5_1.

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Conference papers on the topic "Case writing"

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Cheung, Humairah. "Writing a Case Report." In 5th Regional Workshop on Medical Writing for Radiologists. Singapore: The Singapore Radiological Society, 2006. http://dx.doi.org/10.2349/biij.2.1.e14-69.

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C. Ickis, John, and Mislav Ante Omazić. "Informing Patterns of Student Case Writing." In InSITE 2013: Informing Science + IT Education Conference. Informing Science Institute, 2013. http://dx.doi.org/10.28945/1852.

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Dysart-Gale, Deborah, and Saul Carliner. "Teaching writing online: Two case studies." In 2014 IEEE International Professional Communication Conference (IPCC). IEEE, 2014. http://dx.doi.org/10.1109/ipcc.2014.7020337.

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Levy, Amit, Bradford Campbell, Branden Ghena, Pat Pannuto, Prabal Dutta, and Philip Levis. "The Case for Writing a Kernel in Rust." In APSys '17: 8th Asia-Pacific Workshop on Systems. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3124680.3124717.

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Murdaah, Fadwa. "FLIPPING A COLLEGE WRITING COURSE: A CASE STUDY." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1986.

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Wei, Ye. "Promoting Language Learning via Writing Assessment in China The Case of Story Continuation Writing Task." In Proceedings of the 5th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icelaic-18.2018.59.

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Kordigel Aberšek, Metka. "WRITING VERSUS TYPING IN THE BIOLOGY CLASSROOM: A CASE STUDY IN SLOVENIA." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.65.

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The act of writing is a complex cognitive process, relying on perceptual sensorimotor combinations (Mangen et. all, 2015). Writing is the process of externalizing the content of our thinking, what we know, what we think, what we feel … Writing always involves the skilful handling of mechanical/technical devices, and necessarily results in a visuographic representation: some kind of readable text in a form of letters or symbols (Mangen, Velay, 2010). The neuroscientific research points out writing is a process that requires the integration of visual, proprioceptive (haptics/kinaesthetic) and tactile information in order to be accomplished (Fogassi, Gallese, 2004). The acquisition of writing skills of previous generations involved a perceptual component, learning the shape of the letter, and a graphomotor component, learning the trajectory producing the letters shape (van Gallen, 1991) – the process, that is probably going to change with the Generation Z.
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Peterson, Gary L., and James E. Burns. "Concurrent reading while writing II: The multi-writer case." In 28th Annual Symposium on Foundations of Computer Science. IEEE, 1987. http://dx.doi.org/10.1109/sfcs.1987.15.

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Überall, Martina, Renate Windbichler, and Stephan Schlögl. "FOSTERING DOMAIN UNDERSTANDING THROUGH PROPOSAL WRITING – A STUDENT CASE COMPETITION." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1134.

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Abdalhaleem, Alaa, Berat Kurar Barakat, and Jihad El-Sana. "Case Study: Fine Writing Style Classification Using Siamese Neural Network." In 2018 IEEE 2nd International Workshop on Arabic and Derived Script Analysis and Recognition (ASAR). IEEE, 2018. http://dx.doi.org/10.1109/asar.2018.8480212.

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Reports on the topic "Case writing"

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Kivela, Karen. AF Case Studies in Green Specification Writing. Fort Belvoir, VA: Defense Technical Information Center, January 1998. http://dx.doi.org/10.21236/ada351679.

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Hamilton, Sarah. Writing Chinuk Wawa: A Materials Development Case Study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2870.

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Brunette, Kathryn. Adult ESL Writing Journals: A Case Study of Topic Assignment. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6622.

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Ellis, Frank. Guidelines for writing a livelihoods case study for topic guides and lesson learning. Evidence on Demand, July 2013. http://dx.doi.org/10.12774/eod_hd052.may2013.ellis.

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Bedford, Juliet. SSHAP Roundtable: 2021 Ebola Outbreak in Guinea. Institute of Development Studies (IDS), March 2021. http://dx.doi.org/10.19088/sshap.2021.019.

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SSHAP convened a virtual roundtable of expert advisors on Friday 12 March 2021 to discuss the outbreak of Ebola in Guinea declared on 14 February 2021. At the time of writing (19 March 2021), there have been 18 cases (14 confirmed, 4 probable), 9 deaths (including 5 in the community; CFR 50%) and 6 recoveries. Six of the 7 first cases identified were from the family of the first case, a 51-year-old nurse from Gouecke who died in N’Zérékoré on 28 January. Vaccination was launched on 23 February, and as of 17 March, 3,492 people had been vaccinated. The last new case was reported on 4 March 2021.
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Roth, Emmanuelle. Key Considerations: 2021 Outbreak of Ebola in Guinea, the Context of N’Zérékoré. SSHAP, March 2021. http://dx.doi.org/10.19088/sshap.2021.016.

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This brief summarises key considerations about the social, political and economic context shaping the outbreak of Ebola in the N’Zérékoré prefecture, Guinea, as of March 2021. The outbreak was declared on 14 February 2021, two weeks after the death of the first known case, a health agent (Agent Technique de Santé) from Gouécké. Gouécké is located 40km north of N’Zérékoré via the paved Route Nationale 2. The nurse sought care at a health centre in Gouécké, a clinic and then a traditional healer in N’Zérékoré. She died in N’Zérékoré on 28 January. When they became sick, the relatives of the first known case referred themselves to N’Zérékoré regional hospital, where the disease was transmitted to healthcare workers. Although the potential for transmission in rural areas of the Gouécké subprefecture was high, to date, most cases have been reported in the urban setting of N’Zérékoré, which is the focus of this brief. At the time of writing (22 March), the total number of cases was 18 (14 confirmed, four probable), with nine deaths and six recoveries. The last new case was reported on 4 March.
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Bauer, Andrew. In situ and time. Engineer Research and Development Center (U.S.), December 2022. http://dx.doi.org/10.21079/11681/46162.

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Large-scale HPC simulations with their inherent I/O bottleneck have made in situ visualization an essential approach for data analysis, although the idea of in situ visualization dates back to the era of coprocessing in the 1990s. In situ coupling of analysis and visualization to a live simulation circumvents writing raw data to disk for post-mortem analysis -- an approach that is already inefficient for today's very large simulation codes. Instead, with in situ visualization, data abstracts are generated that provide a much higher level of expressiveness per byte. Therefore, more details can be computed and stored for later analysis, providing more insight than traditional methods. This workshop encouraged talks on methods and workflows that have been used for large-scale parallel visualization, with a particular focus on the in situ case.
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Lamarque, Hugh, and Hannah Brown. Key Considerations: Cross-Border Dynamics Between Uganda and Kenya in the Context of the Outbreak of Ebola, 2022. Institute of Development Studies, December 2022. http://dx.doi.org/10.19088/sshap.2022.043.

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This brief summarises key considerations concerning cross-border dynamics between Uganda and Kenya in the context of the outbreak of Ebola (Sudan Virus Disease, SVD) in Uganda. It is part of a series focusing on at-risk border areas between Uganda and four high priority neighbouring countries: Kenya; Rwanda; Tanzania, and South Sudan. The outbreak began in Mubende District, Uganda on 19 September 2022, approximately 340km from the Kenyan border. At the time of writing (December 2022), the outbreak had spread to eight Ugandan districts, including two in the Kampala metropolitan area. Kampala is a transport hub, with a population over 3.6 million. While the global risk from SVD remains low according to the World Health Organization (WHO), its presence in the Ugandan capital has significantly heightened the risk to regional neighbours. Kenya is categorised as a priority level 1 country, following a case in Jinja on the road between Kampala and the Kenyan border, on 13 November 2022. A total of 23 suspected cases were tested in Kenya up to 1 December 2022, all with negative results. To date, no case of SVD has been imported into the country from Uganda. This brief provides details about cross-border relations between the two states, the political and economic dynamics likely to influence these, and the specific areas and actors most at risk. The brief is based on a rapid review of existing published and grey literature, news reports, previous ethnographic research in Kenya and Uganda, and informal discussions with colleagues from the International Organisation for Migration, UNICEF, UNDP, Save the Children, the Kenyan Red Cross Society, the Kenyan Ministry of Health (MoH) and Ministry of Livestock, Agriculture and Fisheries in Kenya, and the Safe Water and AIDS project in Kisumu. It was requested by the Collective Service, written by Hugh Lamarque (University of Edinburgh) and Hannah Brown (Durham University) and supported by Olivia Tulloch (Anthrologica). It was further reviewed by colleagues from Anthrologica, the Institute of Development Studies, and the Collective Service. This brief is the responsibility of SSHAP.
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Lamarque, Hugh. Key Considerations: Cross-Border Dynamics between Uganda and Rwanda in the Context of the Outbreak of Ebola, 2022. SSHAP, November 2022. http://dx.doi.org/10.19088/sshap.2022.044.

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This brief summarises key considerations concerning cross-border dynamics between Uganda and Rwanda in the context of the 2022 outbreak of Ebola (Sudan Virus Disease, SVD) in Uganda. It is part of a series focusing on at-risk border areas between Uganda and four high priority neighbouring countries: Rwanda; Tanzania; Kenya; and South Sudan. The outbreak began in Mubende, Uganda on 19 September 2022, approximately 300 kilometres from the Uganda-Rwanda border. At the time of writing (November 2022) it has spread to nine Ugandan districts, including two in the Kampala metropolitan area. Kampala is a transport hub, with a population over 3.6 million. While the global risk from SVD remains low according to the World Health Organization, its presence in the Uganda capital has significantly heightened the risk to regional neighbours. Rwanda is categorised as Priority 1, with significant preparedness activities underway. As of November 2022, there had been no case of SVD imported from Uganda into Rwanda, although alerts have been triggered at border posts. This brief provides details about cross-border relations, the political and economic dynamics likely to influence these, and specific areas and actors most at risk. It is based on a rapid review of existing published and grey literature, news reports, previous ethnographic research in Rwanda and Uganda, and informal discussions with colleagues from Save the Children, UNICEF, UNECA, UNDP, IOM, TBI, and the World Bank. It was requested by the Collective Service, written by Hugh Lamarque (University of Edinburgh) and supported by Olivia Tulloch (Anthrologica. It was reviewed by colleagues from Save the Children, Anthrologica, the Institute of Development Studies and the Collective Service. This brief is the responsibility of SSHAP.
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10

Buene, Eivind. Intimate Relations. Norges Musikkhøgskole, August 2018. http://dx.doi.org/10.22501/nmh-ar.481274.

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Blue Mountain is a 35-minute work for two actors and orchestra. It was commissioned by the Ultima Festival, and premiered in 2014 by the Danish National Chamber Orchestra. The Ultima festival challenged me – being both a composer and writer – to make something where I wrote both text and music. Interestingly, I hadn’t really thought of that before, writing text to my own music – or music to my own text. This is a very common thing in popular music, the songwriter. But in the lied, the orchestral piece or indeed in opera, there is a strict division of labour between composer and writer. There are exceptions, most famously Wagner, who did libretto, music and staging for his operas. And 20th century composers like Olivier Messiaen, who wrote his own poems for his music – or Luciano Berio, who made a collage of such detail that it the text arguably became his own in Sinfonia. But this relationship is often a convoluted one, not often discussed in the tradition of musical analysis where text tend to be taken as a given, not subjected to the same rigorous scrutiny that is often the case with music. This exposition is an attempt to unfold this process of composing with both words and music. A key challenge has been to make the text an intrinsic part of the performance situation, and the music something more than mere accompaniment to narration. To render the words meaningless without the music and vice versa. So the question that emerged was how music and words can be not only equal partners, but also yield a new species of music/text? A second questions follows en suite, and that is what challenges the conflation of different roles – the writer and the composer – presents? I will try to address these questions through a discussion of the methods applied in Blue Mountain, the results they have yielded, and the challenges this work has posed.
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