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1
Sharma, Anandita. "The Role of Critical Theory in Creative Writing: An Evaluation of Horace’s Ars Poeticaas a Prototype." SMART MOVES JOURNAL IJELLH 9, no. 5 (May 17, 2021): 38–56. http://dx.doi.org/10.24113/ijellh.v9i5.11030.
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Critical Theory and Creative Writing as disciplines are considered antithetical to each otherand a prevailing tendency is to confine them to their own fields.However, this paper argues that critical theory plays a crucial role in the discipline of creative writing. To further my point, I analyse, Horace’s Ars Poetica, a text that deserves worthy attention by scholars and students of literature and acts as a guide to the art of writing. Although, the text dates back to the ancient times, the advice given by Horace to the Pisos family are relevant to the art of writing in general. The paper has been divided into two sections. The first section aims to study the establishment of creative writing as an academic discipline and the role of critical theory in creative writing. The second section discusses how Horace’s Ars Poetica as a critical writing text offers some essential rules in creative writing. The aim is to promote creative inspiration, expand cognition processand bring in a new outlook to stimulate creative thinking.
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Grant, Lynne. "English Literature in Southern Africa: NELM at 30." African Research & Documentation 112 (2010): 25–36. http://dx.doi.org/10.1017/s0305862x00020951.
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The National English Literary Museum (NELM) is one of South Africa's greatest treasures (website: http://www.ru.ac.za/nelm). Tucked away in the university town of Grahamstown in the Eastern Cape, NELM collects-all creative writing by southern African authors who write in English, and in the following genres: novels, short stories, plays, essays, poetry, theatre, television and film scripts, autobiography, travel, letters, memoirs and diaries. Critical writing on the authors and their works is also collected, as well as writings on related subjects such as literary history, censorship and literary awards. These materials are collected in all formats: books, study guides, theses, literary manuscripts, press clippings and audio-visual material.
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Grant, Lynne. "English Literature in Southern Africa: NELM at 30." African Research & Documentation 112 (2010): 25–36. http://dx.doi.org/10.1017/s0305862x00020951.
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The National English Literary Museum (NELM) is one of South Africa's greatest treasures (website: http://www.ru.ac.za/nelm). Tucked away in the university town of Grahamstown in the Eastern Cape, NELM collects-all creative writing by southern African authors who write in English, and in the following genres: novels, short stories, plays, essays, poetry, theatre, television and film scripts, autobiography, travel, letters, memoirs and diaries. Critical writing on the authors and their works is also collected, as well as writings on related subjects such as literary history, censorship and literary awards. These materials are collected in all formats: books, study guides, theses, literary manuscripts, press clippings and audio-visual material.
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NOWACKI, DARIUSZ. "Our instructors. Notes on the authors and publishers of creative writing guides." Autobiografia 17 (2021): 147–57. http://dx.doi.org/10.18276/au.2021.2.17-13.
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Kreuter, Eric A., Gregory R. Gilligan, Ann Knickerbocker, and Jared F. Rodriguez. "Long-term Recovery from Addiction and Underlying Psychological Issues using Expressive Writing as a Potent Tool." Journal of Psychology and Psychotherapy Research 9 (June 1, 2022): 41–103. http://dx.doi.org/10.12974/2313-1047.2022.09.4.
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This article follows a recently published book, titled: Effective use of Creative Writing in the Treatment of Chemical Addiction (Kreuter, 2021 – Nova Science Publishers). In that book, the writing of over sixty men in recovery from addiction express their feelings, thoughts, inspirations, and creative works all geared towards their long-term recovery. This article features work of men and women in both short-term recovery (28-day and 90-day settings, as well as beyond the dates of completion of their respective rehabilitation programs. Through ongoing weekly creative writing workshops, the alumni of Kreuter’s work at St. Christopher’s and Kreuter and Gilligan’s work at Resource Recovery of Orange County, deeper writing demonstrates the effectiveness of the therapeutic device referred to as creative writing. As case studies herein demonstrate, use of creative exposition guided by topical prompts and the offering of therapeutic insight yielded significant benefits to those who suffer from traumatic incident(s) in their lives. Through the writing of stories and letters, writers who came to the drug and alcohol rehabilitation center for chemical abuse are impacted in a healthy way through the attenuation of, at least, part, of their deeply repressed angst over the trauma. In theory, they may have a much easier time completing their recovery program and continuing their active lives with less risk of relapse because of the work they did on the underlying psychological condition. The use of profanity in some of the writings is purposefully left uncensored out of respect for the authors and has been found that such use signifies sincerity on the point of the writer. Use of language is a frequent topic in rehabilitation.
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Pardito, Ranilo H. "Creative Writing Curriculum in the Selected Senior High Schools in the Division of Quezon: A Groundwork for a Teaching Guide." American Journal of Education and Technology 1, no. 2 (September 8, 2022): 62–71. http://dx.doi.org/10.54536/ajet.v1i2.511.
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The study assessed the level of effectiveness of Creative Writing Curriculum Guide used by teachers of senior high school in the Division of Quezon. Specifically, the study assessed the level of effectiveness of Creative Writing Curriculum Guide in terms of: Content Standard, Performance Standard and Learning Competency. The study used descriptive research design in the presentation of the findings of the study and purposive sampling in the selection of the respondents. There were 30 senior high school teacher-respondents from the selected National Senior High Schools. Although the findings show that the respondent’s assessments on the Creative Writing Curriculum Guide in terms of content standard, performance standards and learning competencies were Moderately Effective, there is still a need for improvement in the performance standards based on the general weighted mean. The finding shows that majority of the senior high school students, 532 or 43.04% obtained Satisfactory performance. From the interview, the following challengers emerged: Inappropriate Activities/Task, Learning Material Not Fitting/Confusing, Limited Time, No Teacher’s Guide, Lack of Laboratory Rooms, Wi-Fi and Library, Ratio of Teachers with Students, and No monitoring of implementation. There was significant relationship between teachers’ strategies in Teaching Creative Writing and content standards, performance standards and learning competency. Based on these, the following are recommended: Strict monitoring on the implementation of the curriculum guide be made to address the needs of the teachers and the students. The authority can use the findings of this study to determine further improvement in teaching Creative Writing and develop the learning competencies of the students as well as improving teacher’s performance. The proposed Creative Writing Teaching Guide can be a great help for teachers in meeting the challenges in teaching creative writing.
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Peary, Alexandria. "Toward an inclusive creative writing: threshold concepts to guide the literary writing curriculum." New Writing 15, no. 3 (February 26, 2018): 397–98. http://dx.doi.org/10.1080/14790726.2017.1417724.
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Owens, Jacqueline K. "Capturing Nursing History With Creative Writing: Two Exemplars." Creative Nursing 27, no. 2 (May 1, 2021): 142–46. http://dx.doi.org/10.1891/crnr-d-20-00022.
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Florence Nightingale formally documented much of the early history of the nursing profession, a goal that remains important today to guide our practice. Many nurse scholars have published detailed accounts of historical research. Story-based narratives can be especially effective to describe the contributions of individual nurses in a way that resonates with nurses and lay readers. Two nurses, Terri Arthur and Jeanne Bryner, have successfully disseminated stories of nurses through creative writing. This article describes their journeys to capture nursing history using historical narrative, poetry, and reflective prose.
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Meyntjens, Gert-Jan. "François Bon's Pseudo-Translated Writing Handbook: The Curious Case of Malt Olbren's The Creative Writing No-Guide." Nottingham French Studies 57, no. 1 (March 2018): 64–80. http://dx.doi.org/10.3366/nfs.2018.0204.
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This article investigates the case of François Bon's pseudo-translation of Malt Olbren's The Creative Writing No-Guide (2013). If Bon believes that the making public of writing atelier practices is crucial, then why does he share his know-how by means of a pseudo-translation? Moreover, why does he limit himself to a digital version? I will first argue that Bon's choice for the digital format not only fits within his general move towards the Internet, but also has to do with the audience he targets. Then, I will show how The Creative Writing No-Guide's set-up as a pseudo-translation permits Bon not only to criticize more conventional handbooks through means of parody, but also to transmit writing tools successfully by means of what sociologist Richard Sennett calls expressive instructions.
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Campbell, I. D. "Legal Writing." Victoria University of Wellington Law Review 30, no. 2 (June 1, 1999): 427. http://dx.doi.org/10.26686/vuwlr.v30i2.6004.
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This issue of the Victoria University of Wellington Law Review provides an opportunity for students to develop their skill in written analysis and argument. In turn, the author uses this issue as an opportunity to consider the standards by which a writer should be guided both in their own creative work and in assessing the work of others by using Professor W Friedmann's Law and Social Change in Contemporary Britain as a framework. According to the author, legal writing requires absolute integrity to the facts, full candour as to the facts, avoiding distortion and straw-men targets in arguments, consistency, and clarity and accuracy.
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Febriana, Novia Ella, Bambang Harmanto, and Ana Maghfiroh. "THE IMPLEMENTATION OF CREATIVE WRITING ON ELT (ENGLISH LANGUAGE TEACHING) TO INSPIRE SENIOR HIGH SCHOOL STUDENTS’ WRITING ACTIVITIES IN ELEVENTH GRADE OF MAN 2 PONOROGO IN ACADEMIC YEAR 2017/2018." EDUPEDIA 2, no. 2 (September 27, 2018): 129. http://dx.doi.org/10.24269/ed.v2i2.145.
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This purpose of this thesis is describing the effect of the implementation of creative writing on ELT (English Language Teaching) to inspiring the students’ writing activities in Eleventh Grade of MAN 2 Ponorogo in Academic Year 2017/2018.The subject of this research is the student of Eleventh Grade of MAN 2 Ponorogo. This research provide classroom action research method which doing the observations about the students’ writing learning activities before and after the research and monitoring the development of the students’ tasks by guiding them in creative writing. The researcher also makes the interview with the students’ experienced when they’re conducting writing activities. The data comes from students’ interviews and observation conducts to students’ writing paper, which one that they are finding problems in finding ideas than the other students within their understanding to find the ideas. This study will show you how creative writing will improve the students’ ideas and also provide their abilities to stay in their way of writing; they can also find their style in writing. Creative writing also produce their energy in order to find new discovery in the topic they had been chosen. It also guide them to be discipline, confident, imaginative, be a planner, because they will make their deadline a project of writing, they also try to be a pioneer, not a plagiarism. The researcher suggestion about this research were the student should read intensively to increase their vocabularies, doing the example of the task for more understanding about the lesson, and the last the teacher should apply the various the teaching method to motivate the student in learning English.
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Khatena, Nellie. "Art and Creative Imagination." Gifted Education International 10, no. 3 (September 1995): 131–36. http://dx.doi.org/10.1177/026142949501000308.
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The author is a self-made artist. Moving forward from the intense frustration which she encountered as a student of art she let her own imagery be her instructor. Her imagery guided her to art forms. Being the spouse of a creative researcher is a very risky state of affairs! Mrs Khatena then tried her process of drawing from imagery rather than drawing serving as a constraint on imagery on her husband. She has since used it as Creative Liberation for college students. Mrs Khatena shows the similarities between writing prose and drawing. She sees Nature as the alphabet of art. Her paper shows the unlimited growth and fulfillment which can come from letting drawing and painting happen.
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Espinoza Llanos, Angélica Rosario. "The development of creative ideas for pre-writing in the english language case: “Francisco Huerta Rendón” high school." Revista Boletín Redipe 9, no. 5 (May 1, 2020): 188–98. http://dx.doi.org/10.36260/rbr.v9i5.987.
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The purpose of this article was to establish the incidence of techniques to generate ideas in pre-writing in the students of Basic General Education of "Francisco Huerta Rendón" High School of Guayaquil in the period 2019-2020.Aqualitative-quantitative methodological approach was used, 59 students of 151 belonging to the tenth year were evaluated, of which 44% were men and 56% women, using an observation guide based on the Likert scale, to determine the incidence of the problem in the sample studied. The results showed that 29% agree that it is difficult for them to organize their ideas and it takes them time to start short writings, 29% state that they do not notice that their teachers carry out procedures to be able to write easily, showing that only 15% totally agreed that teachers apply procedures to facilitate writing, noting that 32% totally agreed that teachers should be updated in relation to pre-writing techniques. It is concluded that teachers do not have the necessary resources, they continue with a traditional teaching style and rarely apply techniques to facilitate the generation of ideas and it is offered a series of pedagogical recommendations that could be adapted to English classes in the development of writing.
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Eser, Rabia, and Hayrettin Ayaz. "The effects of creative writing activities on narrative text writing skills and advanced reading awareness." Research in Pedagogy 11, no. 2 (2021): 639–60. http://dx.doi.org/10.5937/istrped2102639e.
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The purpose of the present study was to determine the effect of creative writing exercises on narrative text writing skills and advanced reading awareness. To do that one of the mixed research designs, "exploratory sequential design" was used. The quantitative part of the study, in which a pretest post-test research design was used, consisted of 66 7th grade students of a secondary school in the city center of Elazig. The participants were divided into two groups: The Experimental Group (N=35), and the Control Group (N=31). In addition, 15 participants in the Experimental Group took part in the qualitative part. The data were obtained through the Narrative Text Writing Skills Rubric, Advanced Reading Awareness Scale, and Semi-Structured Interview Guide for Creative Writing Studies. The descriptive statistics, Independent Groups t-test, dependent groups t-test, Two-Way Variance Analysis for Mixed Measurements and Wilcoxon Signed Sequences Test were used in the analysis of quantitative data. The qualitative data were analyzed with the Content Analysis. The results of the quantitative data showed that the narrative text writing skills of the Experimental Group were statistically and significantly higher the Control Group. Furthermore, it was found that the advanced reading awareness levels of the Experimental Group increased more than the Control Group; however, this increase was not statistically significant. In addition, participans stated in the interviews that their narrative text writing skills improved, they gained courage and positive attitude towards writing, they formed a reading habit, they preferred books with events, their imagination developed, they gained the power to share and express. In sum, it was concluded that creative writing activities significantly improved narrative writing skills and improved to some extent advanced reading awaraness though a statistical significane was not found.
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Yang, Xiaoci. "Research on Digital Teaching of Creative Writing in the Context of Computer Big Data." Wireless Communications and Mobile Computing 2022 (May 29, 2022): 1–9. http://dx.doi.org/10.1155/2022/2699833.
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This paper is aimed at examining the effects of digital teaching on reconstructing creative writing skills and to judge the bettering of creativity and writing skills after accepting digital technology. Based on this paper, creativity and writing skills are the most required elements of creative writing. Fluency, flexibility, originality, and elaboration are the major constructs of creativity. From the contribution of Torrance, we find these constructs of creativity. Narrative and linguistics are the major components in writing skills to evaluate the pupils. Concept and background come under the narrative components as subscales. Likewise, content, the structure of grammar, punctuation, and spelling are considered as subscales in linguistic components. Digital teaching methods and traditional teaching methods are used for this research. We are using a nonequivalent comparison-group design for this research. The rubric is a scoring guide used to evaluate performance. We used this scoring guide to access the improvement of pupils. In total, 58 participants were selected from a primary school. 28 participants were selected from the section A class and 30 pupils from the section B class. In creativity, after the digital teaching, the experimental group is greater than the control group; therefore, the digital teaching method improves the pupils’ creativity level. In writing skill, after digital teaching, the experimental group is better than the control group; therefore, the digital teaching method increases the pupils’ writing skill. We proposed a SVM-based Chaotic Grasshopper Optimization algorithm for digital teaching of creative writing in the context of big data. The comparative analysis result shows that the SVM-Chaotic Grasshopper Optimization method accuracy rate is higher than the other three methods’ accuracy rate. The SVM-CGO method execution time (second) speed is fast when compared with that of the other methods. Thus, we have analyzed the effects of digital teaching and evaluated the improvement in creativity and writing skills after utilizing digital tools.
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Sasil, Lloyd Vincent O., Rex Argate, Marcial Chiu, and Sunny R. Fernandez. "Formula Poems for Enriching Writing in the English Classroom." International Journal of English Language Studies 3, no. 4 (April 25, 2021): 67–78. http://dx.doi.org/10.32996/ijels.2021.3.3.6.
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The main objective of the study was to determine the effectiveness of formula poems for enriching writing in the English classroom at the University of Cebu- Main Campus. A quasi-experimental design was used. The experimental group was treated with the use of creative formulae, while the control group was taught to use freewriting. The experts utilized the researcher-made rubric to measure the students' writing performance in both groups. The writing performances of the free writing group had fair rating and there were students got ratings that were also poor. The writing performances of the formula writing group had a very good rating and good ratings which shows that they were better in poetry writing compared to the free writing group. There is a significant difference in the performances of the free writing and formula writing groups. The engagements of the subjects with the formula poems have proved that it is much effective compared to freewriting in assessing the outputs of the subjects. The study concluded that the writing strategy of the students of the formula writing group using formula poems is effective. Furthermore, student writing guided by poetic formulas contributes to more engaged learning and provides a strong framework for creative thinking.
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Girgensohn, Katrin, and Felicitas Macgilchrist. "Autonomous Writing Groups and Radical Equality: An Innovative Approach to University Writing." Canadian Journal for Studies in Discourse and Writing/Rédactologie 28 (February 6, 2018): 79–102. http://dx.doi.org/10.31468/cjsdwr.586.
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This paper presents a program for a university writing group, ran as a trial in Germany, that differs from common writing groups by allowing writers a high level of autonomy and choice. To theoretically frame this writing group model, we draw on the French philosopher Jacques Rancière and his presupposition of a radical equality of intelligence. Findings suggest that the use of these writing groups provide a foundation for students to experience academic writing in ways that are more playful, creative, and joyful, without feeling inferior and increasing students’ awareness of their own intelligence, capacity and creativity. By coupling grounded analysis with theoretical reflections, and a set of questions to guide practice, this paper outlines how this program could be relevant for writing educators, curriculum developers, and other faculties in higher educational institutions across global contexts.
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Salamah, Umi. "PEMBELAJARAN MENULIS KARYA ILMIAH BERBASIS DEEP DIALOGUE CRITICAL-CREATIVE THINKING (DDCCT)." JINoP (Jurnal Inovasi Pembelajaran) 4, no. 1 (May 30, 2018): 90. http://dx.doi.org/10.22219/jinop.v4i1.5718.
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Abstrak:Kendala yang sering ditemukan dalam pembelajaran menulis karya ilmiah di perguruan tinggi adalah menemukan, memilih, memerinci, dan mengembangan topik menjadi tulisan karya ilmiah yang logis dan sistematis sesuai dengan kaidah Bahasa Indonesia. Beberapa semester terakhir, penulis menerapkanmetode deep dialogue critical dan creative thinking (DDCCT) untuk membimbing mahasiswa mengatasi kesulitan tersebut. Prinsip penerapan metode DDCCT dalam pembelajaran menulis karya ilmiah adalah untuk mengekplorasi pengalaman, pengetahuan yang dimiliki mahasiswa, mengamati potensi lingkungannya melalui dialog secara mendalam dan berpikir kritis-kreatif untuk melakukan inovasi kreatif dalam tulisan karya ilmiah. Berdasarkan hasil penerapan metode DDCCT, ditemukan hasil yaitu: (1) DDCCT dapat meningkatkan antusias selama proses pembelajaran menulis karya ilmiah; (2) DDCCT dapat mengoptimalisasikan potensi inteligensi mahasiswa untuk menemukan, memilih, memerinci, dan mengembangkan topik berdasarkan pengalaman, pengetahuan, dan potensi di lingkungannya; (3) mental, emosional, dan spiritual mahasiswa berkembang seimbang selama dialog berlangsung; (4); mahasiswa dan dosen dapat menjadi pendengar, pembicara, penulis, dan pemikir yang baik; dan (5) metodeDDCT ini mudah diimplementasikan dalam matakuliah lainnya, karena lebih menekankan pada aspek nilai, sikap dan kepribadian (sportifivitas). Dengan demikian pembelajaran menulis karya ilmiah berbasis DDCCT dapat meningkatkan hard skill dan soft skill dalam menulis karya ilmiah maupun mengomunikasikannya secara lisan.Kata kunci: pembelajaran, menulis karya ilmiah, Kaidah Bahasa Indonesia, DDCCT Abstract: Frequent problems to be found in scientific writing learning in a higher institution are to find, choose, describe, and develop topic into a logic and sistematic scientific papers according to the Rules of Indonesian Language. For several last semesters, the writer applied a method of deep dialogue critical and creative thinking(DDCCT) to guide her pupils to solve those problem. The principal method of DDCCT in scientific journal writing’s learning was to explore the experience, knowledge that was acquierd by the writer’s students, to observe its surrounding’s potential through deep dialogue and having a creative-critical thought to execute a creative innovation in scrientif journal. According to the result of DDCCT application, there were discovered (1) DDCCT could increase enthusiasm during learning process of writing scientific journal; (2) DDCCT could optimalize intellegence potential of students to find, choose, describe, and develop a topic based on experience, knowledge, and its surrounding potential; (3) mentality, emotional, and spiritual aspect of students was developed during dialogue; (4) students and lecturer could be a decent listener, talker, and thinker; and (5) DDCCT’s method was easy to be implemented in other subjects because it’s more emphasizing the aspect of attitude’s value and personality(sportivity). Therefore learning of scientific journal writing based on DDCCT can increase hard skill and soft skill in writing a scientific journal as well as communicating it verbally. Keyword: learning, scientific papers, the Rules of Indonesian language, DDCTPEMBELAJARAN MENULIS KARYA ILMIAH BERBASISDEEP DIALOGUECRITICAL-CREATIVE THINKING
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Gabsi, Zouhir. "Writing in Arabic as a Foreign Language (AFL): Towards Finding a Balance between Translation Dependency and Creative Writing." Journal of Language Teaching and Research 11, no. 4 (July 1, 2020): 532. http://dx.doi.org/10.17507/jltr.1104.02.
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The main objective of the paper is to assess the effect of Google translation and other software applications on the students’ writing in Arabic as a Foreign Language (AFL). Its central hypothesis hinges on the possibility that some students’ errors are attributable to translation mishaps. The research is based on three main areas of enquiry: first; it seeks to establish patterned input when writing in Arabic, such as a semantic transfer from English to Arabic and literal translation. Second, the paper discusses those areas of the Arabic language that challenge the students’ inability to provide a correct TL (Target Language) output on the levels of morpho-syntax, semantics, and pragmatics. Third, the paper argues for the importance of teaching the rudiments of translation at the early stages of language learning. Hence, it proposes solutions and empirical strategies to reducing the students’ reliance on translation by, for instance, educating them about the translation process, and by designing guided writing tasks with rehearsed structures, and without discouraging creativity.
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Palupi, Bening Sri, Slamet Subiyantoro, Triyanto Triyanto, and Rukayah Rukayah. "Creative-Thinking Skills in Explanatory Writing Skills Viewed from Learning Behaviour: A Mixed Method Case Study." International Journal of Emerging Technologies in Learning (iJET) 15, no. 01 (January 15, 2020): 200. http://dx.doi.org/10.3991/ijet.v15i01.11487.
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Creative thinking involves the activities of complex skills and cognitive abilities, personality factors and motivations, styles, strategies, and metacognitive skills. Therefore, creative-thinking skills can reflect the students’ personality considered as unique individuals. On the other hand, the effectiveness of education can be seen from teaching practices and class climate. The application of guided inquiry learning (GIL) and problem-based learning (PBL) models is one effort to improve the effectiveness of education. This research is a mixed-method case study that aims to describe the behaviour of groups of students, studying with GIL and PBL, with high, moderate, and low creative-thinking skills. The mixed-method analysis applied is a concurrent embedded strategy that combines primary data (qualitative) and secondary data (quantitative) to complement each other. The results showed that the application of the GIL and PBL models was proved to be effective for learning explanatory writing skills. In terms of the creative-thinking skills, the higher the students' creative-thinking skills are, the higher their explanatory writing skills will be. Students who have high creative-thinking skills also exhibit prominent attitudes during the learning process, such as intensity of asking frequently with substantive questions on the subject matter and having good opinion and leadership skills.
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Helbig-Mischewski, Brygida. "A Guide on German Textbooks for Creative and Autobiographical Writing – Tips and Inspirations." Autobiografia 4 (2015): 99–111. http://dx.doi.org/10.18276/au.2015.1.4-06.
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Petersen, David. "The Sierra Club Nature Writing Handbook: A Creative Guide by John A. Murray." Western American Literature 31, no. 1 (1996): 92–93. http://dx.doi.org/10.1353/wal.1996.0039.
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Shavers, Clarissa A. "New Beginnings: A Creative Writing Guide for Women Who Have Left Abusive Partners." Family & Community Health 22, no. 3 (October 1999): 98–99. http://dx.doi.org/10.1097/00003727-199910000-00014.
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Handayani, Ni Nengah Diah, Putu Eka Dambayana Suputra, and Putu Adi Krisna Juniarta. "Identifying Teaching Writing Strategies Used by English Teachers at SMK N 3 Singaraja During Remote Teaching." Art of Teaching English as a Foreign Language 1, no. 2 (January 22, 2021): 28–44. http://dx.doi.org/10.36663/tatefl.v1i2.79.
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The current study was carried out to identify the teaching writing strategies in remote teaching setting. This study was a case study. The study was conducted at SMK N 3 Singaraja. The participants of the current study were X grade English teachers of the 2020-2021 academic year, which consist of four teachers (2 females and 2 males). In conducting the study, observation and interview guide were used. The data were analyzed with guidance of analyzing qualitative data by Miles, Huberman, & Saldana (2014). The findings showed that the teaching writing strategies implemented by English teachers were guided writing, mind mapping, scaffolding, and dictogloss. In this remote teaching setting, English teachers are encouraged to be more creative in designing instruction and carrying the teaching strategies for teaching writing. Further study is suggested to identify teaching strategies used by English teacher in remote teaching for different language skills.
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Handayani, Ni Nengah Diah, Putu Eka Dambayana Suputra, and Putu Adi Krisna Juniarta. "Identifying Teaching Writing Strategies Used by English Teachers at SMK N 3 Singaraja During Remote Teaching." Art of Teaching English as a Foreign Language 1, no. 1 (January 22, 2021): 27–43. http://dx.doi.org/10.36663/tatefl.v1i1.79.
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The current study was carried out to identify the teaching writing strategies in remote teaching setting. This study was a case study. The study was conducted at SMK N 3 Singaraja. The participants of the current study were X grade English teachers of the 2020-2021 academic year, which consist of four teachers (2 females and 2 males). In conducting the study, observation and interview guide were used. The data were analyzed with guidance of analyzing qualitative data by Miles, Huberman, & Saldana (2014). The findings showed that the teaching writing strategies implemented by English teachers were guided writing, mind mapping, scaffolding, and dictogloss. In this remote teaching setting, English teachers are encouraged to be more creative in designing instruction and carrying the teaching strategies for teaching writing. Further study is suggested to identify teaching strategies used by English teacher in remote teaching for different language skills.
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Oakley, Grace, Helen Wildy, and Ye’Elah Berman. "Multimodal digital text creation using tablets and open-ended creative apps to improve the literacy learning of children in early childhood classrooms." Journal of Early Childhood Literacy 20, no. 4 (June 11, 2018): 655–79. http://dx.doi.org/10.1177/1468798418779171.
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This article reports on an exploratory mixed-methods study that investigated how the creation of multimodal digital texts, using tablets, and open-ended creative apps contributed to the literacy learning of five-year-old children in two schools in low socioeconomic areas in Western Australia. Participating teachers learned about seven exemplar learning activities designed to engage children in multimodal text creation using tablets, primarily to improve literacy. Teachers used exemplars to guide their literacy planning and practice over three school terms. Pre- and post-test scores suggest that aspects of participating children’s reading had improved. Teachers also reported some improvements in children’s oral language and writing, as well as reading.
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Piscayanti, Kadek Sonia, and Issy Yuliasri. "Inventing Voice of Identity through L2 Poetry Writing: A Construct of Mindfulness-Based Strategy in Remote Learning." Language Circle: Journal of Language and Literature 16, no. 1 (October 1, 2021): 71–80. http://dx.doi.org/10.15294/lc.v16i1.32613.
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Voice of identity can be found in an expressive writing such as poetry writing. In l2 learning context, poetry is a medium to learn a new language in a creative way. Language is developed through mindfulness and creativity. As language develops, l2 learners make use of their sensitivity to language and create or produce the language that represents the voice of identity themselves. This article focuses on how l2 poetry writing can invent voice of identity in the l2 learners by using the construct of mindfulness-based strategy. In the pandemic context where offline education is not possible, mindfulness-based strategy is best implemented in l2 remote learning since it has four main principles in language learning such as finding novelty in learning, being sensitive to context, actively engaged in the present moment, and stimulate opennes and multiperspectives. By online learning, poetry is taught with mindfulness concepts and they are guided mindfully on how they become language learners creatively and effectively by writing their poetry about their life during the pandemic. The data collected are poetry and reflection diary and analyzed through the construct of poetry in mindfulness framework. The results indicated that poetry writing can represent voice of l2 learner’s identity; their new perspectives of the world, reflection and sensitivity to context, choices of life, present moment engagement, opennes and multiperspectives
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SHORT, NIGEL P. "A Creative Guide to Exploring Your Life: Self-Reflection Using Photography, Art and Writing." Journal of Psychiatric and Mental Health Nursing 18, no. 3 (March 13, 2011): e5-e5. http://dx.doi.org/10.1111/j.1365-2850.2010.01638.x.
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AHMAD, AZLAN, AMIRUL MUKMININ MOHAMAD, and NOORHAZILA MOHD HAMID. "KAJIAN PERSEPSI PELAJAR TERHADAP PENGAJARAN DAN PEMBELAJARAN (PdP) ATAS TALIAN BAGI KURSUS PENULISAN PANTUN KREATIF (Student Perception Study on Online Teaching and Learning for Creative Poem Writing Course)." MALIM: JURNAL PENGAJIAN UMUM ASIA TENGGARA (SEA JOURNAL OF GENERAL STUDIES) 22, no. 1 (November 20, 2021): 278–89. http://dx.doi.org/10.17576/malim-2021-2201-21.
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Online teaching and learning (PdP) is a new trend that is happening everywhere, including in Malaysia. The process of seeking knowledge that was previously face to face with teachers or lecturers is now only on the computer screen or smatrphone respectively. This change occurred due to the Covid-19 epidemic that hit the whole world at this time it is certain that this sudden change is affecting the ongoing PdP process. This study is to look at students' perceptions on the effectiveness of the online PdP process for creative poem writing courses. The study will involve approximately 60 students who registered for this course in semester 2, academic session 2020-2021. This study will use a questionnaire to obtain research data which is also the main instrument of the study. The focus of this study is to see the effectiveness of the PdP process of this course is conducted online, especially in terms of input achieved by students after attending this skills-shaped course. This study is important to see if there are any KAJIAN PERSEPSI PELAJAR TERHADAP PENGAJARAN DAN PEMBELAJARAN (PdP) ATAS TALIAN BAGI KURSUS PENULISAN PANTUN KREATIF (Student Perception Study on Online Teaching and Learning for Creative Poem Writing Course) weaknesses in the implementation of the PdP of the online Creative Poetry Writing course and follow -up steps that need to be taken to improve the weaknesses that occur. The results of this study are also important to be used as a guide in sustaining the skills course in the future if the PdP process is still happening online. Keywords: Online teaching and learning; Covid-19 pandemic; Poetry writing
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Wedasuwari, Ida Ayu Made, Ida Bagus Putrayasa, Gede Artawan, and Wayan Artika. "Literary Literacy Development Patterns in the Lentera Community." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 432–39. http://dx.doi.org/10.9756/int-jecse/v14i1.221054.
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This study aims to determine the pattern of literary literacy development carried out by the Lentera community. This study used a qualitative research design with grounded theory. This study used three data collection techniques, namely, observation, interviews, and documentation. Data analysis was performed using open coding, axial coding, and selective coding. The results of this study indicated that the modeling pattern is an effort made by the supervisor to guide and improve the literary literacy skills of members through the examples provided. The pattern of modeling development can be done by reading literature, preparing to model, observing models, basic exercises, and evaluation. The pattern of fostering creative works is a pattern of coaching to train members' writing skills with the support of good coaching, ability, and fondness for reading so that members will be able to create a new literary work. Coaching in the pattern of fostering creative works includes: reading literary works, writing literary works, relaxation, and reflection, and evaluation.
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Firdaus, Sulton, Isnol Khotimah, and Aviah Asma’ul Hosna. "Taṭhwīr Mawād Mahārah al-Kitābah bi Ṭharīqah Lu’bah Khimna al-Kalimah fī Shu’bah al-Dīniyah Min Madrasah al-‘ĀLiyah al-Hukūmiyah 1 Probolinggo." Studi Arab 13, no. 1 (June 30, 2022): 29–48. http://dx.doi.org/10.35891/sa.v13i1.3136.
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Arabic learning as a source of Islamic development needs publication with written works. However, there are obstacles in writing skills such as the use of words that are not in accordance with the rules, and most students memorize vocabulary without knowing how to write them. So the objectives of this research are: 1. To provide material for creative writing skills using the game method. 2. Knowing the effectiveness of using the designed method. The researcher uses the Dick and Carey model of research and development approach with stages: defining goals, conducting learning analysis, students, formulating specific goals, developing assessment tools, educational strategies, selecting teaching materials, carrying out formative evaluations, and reviewing instructions. The results of the study: 1. learning writing skills in the religious program of MAN 1 Probolinggo in schools and dormitories. 2. Material development using a guessing game model with Arabic script with rules. Consists of: (a) guides and accompanying books used. (b) Lesson plan. 3. The designed model is effective to use. based on statistical analysis of students' responses and understanding before using the designed method with an average test result of 81.5 pre-test and after using the method with a post-test average of 86.16.
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Rahmat, Noor Hanim, Norhartini Aripin, Zarina Razlan, and Zulaikha Khairuddin. "The Influence of Metacognitive Scaffolding on Learning Academic Writing Online." International Journal of Education 13, no. 3 (September 12, 2021): 48. http://dx.doi.org/10.5296/ije.v13i3.18902.
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The pandemic has caused a big wave of change in the way teaching is done. One of the many areas of concern is that the teaching that was previously done not only face -to-face but also using hands-on; coupled with one-to-one or group by group conferences, is now done online. How can that be done online? In the traditional face-to-face classroom, the writing teacher monitors the working memory of the writers (planning, translating and reviewing) by marking and making comments of the learners’ drafts. The comments and recommendations for changes made by the teachers acted as scaffolds to the learners to guide them to improve on their writing. When online learning hits the classrooms, writing teachers need to incorporate creative language teaching into the online classrooms. This study explores the use of metacognitive scaffolding on learning academic writing online. Learners were taught metacognitive scaffolding during online classes. They responded to the survey. Findings revealed interesting implications for teaching and learning of academic writing online.
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Gambino, Renata, and Grazia Pulvirenti. "Neurohermeneutics A Transdisciplinary Approach to Literature." Gestalt Theory 41, no. 2 (July 1, 2019): 185–200. http://dx.doi.org/10.2478/gth-2019-0018.
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Summary In the epistemic frame of the biocultural turn and of the neuroaesthetics, we have developed neurohermeneutics as an approach to literature that aims at contributing to the current debate about the linkage between literary, cognitive and neuroscientific studies, focusing on the relationship between mindbrain processes mirrored in the formal features of the text and the strategies activated by the author in a text in order to guide the reader in imagining, emotionally feeling and cognitively getting meanings out of the literary experience. The aim of the neurohermeneutical approach is to grasp and describe phenomenologically the mirroring process between the two extremes of the literary experience, i.e. the writer’s creative process as it is mirrored in the formal features of the literary work and the reader’s imaginative reconfiguration of the text, and what they share in common. The reader revives the mental imaginative processes of the author by creating his/her unrepeatable individual experiences of the text and subjectively redesigning it in an endless loop of features that trigger the imagination and its creative potential both while writing and by reading literature.
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Sundari, Hanna, Rina Husnaini Febriyanti, and Gustaman Saragih. "Designing Task-Based Syllabus For Writing Class." SHS Web of Conferences 42 (2018): 00019. http://dx.doi.org/10.1051/shsconf/20184200019.
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Writing is viewed as the most complex skill to learn and to teach. Beside learner factors, teacher, materials and syllabus may also affect the process of learning language as foreign language. Syllabus, in general, can be defined as a set of what is taught (content) and the way it is taught (procedure. This current research aims to design a task-based syllabus for writing class at university level. This study was conducted by qualitative descriptive design with 92 students and 4 lecturers as respondents. As part of research and development project in one private university in Jakarta, a developed task-based syllabus was based on need analysis and the principles of task-based language teaching. Students’ proficiency levels are fair with sentence patterns and grammar as the most difficult aspects. Academic writing is more preferable orientation with the small portions of creative writing. Then, the developed task-based syllabus has been proposed for writing class which covers the components of goal (learning outcome), course description and objectives, a set of writing tasks, features of content focus and language focus and course evaluation. The developed syllabus, then, can guide the lecturers in designing lesson plan and selecting materials for writing class.
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Unigwe, Chika. "The Black Messiah: Writing Equiano." Journal of Commonwealth Literature 55, no. 3 (January 7, 2019): 449–55. http://dx.doi.org/10.1177/0021989418816121.
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In this essay, Nigerian author Chika Unigwe discusses the challenges involved in writing the biographical novel The Black Messiah (currently published only in Dutch translation as De zwarte messias), which imaginatively retraces the life of Olaudah Equiano. Unigwe’s first attempt to reimagine Equiano took the form of a children’s book in the late 1990s. This project immediately drew her attention to the two primary, antithetical difficulties of writing biographical fiction: on the one hand, one needs to rely on historical information to recreate the past accurately but, on the other, fiction — being art — cannot impart a great deal of such information without becoming too didactic. Unigwe abandoned this early project but eventually took it up again in the form of an adult novel. Some of her creative choices in writing this book were guided by the imaginative spaces left in Equiano’s autobiography — for example, he hardly mentions his white wife and remains vague about his time as a plantation overseer. This prompted a series of questions for Unigwe to explore: how did a black man experience an interracial marriage in the eighteenth century? How did Equiano handle “stubborn” slaves as an overseer? How could a twenty-first century writer recreate Equiano’s state of mind without judging him by contemporary standards? There were additional challenges too. One pertained to the type of language to be used to recount Equiano’s story, another to the constraints involved in writing about a real figure, many aspects of whose life and death are on the historical record. Ultimately, Unigwe tried to find a balance between fact and fiction, history and imagination, so as to highlight the magnitude of Equiano’s accomplishments, while also exploring him as a human being whose story remains particularly relevant today.
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Nabhan, Salim. "Bringing multiliteracies into process writing approach in ELT classroom: Implementation and reflection." EduLite: Journal of English Education, Literature and Culture 4, no. 2 (September 4, 2019): 156. http://dx.doi.org/10.30659/e.4.2.156-170.
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Designing new pedagogy in response to the advancement of technology that requires the integration of literacy has became the issue in ELT classroom. What is more, the conception of teaching English skills, including writing, is not merely limited to the language skills target but also how the learners become multiliterate in facing todays’ world. This article puts forward the framework of multiliteracies that is integrated in process writing approach to bridge the gap between literacy education and writing pedagogy. This study aims at investigating the enactment of the incorporation of multiliteracies with process writing approach and to explore the learners’ reflection toward the use of the framework in their writing practices. The data were taken from online surveys, the participants’ reflection, observation, and focus group discussion in the end of the study. Researcher used qualitative analysis with embedded quantitative data. The proposed framework was delivered to pre-service teachers (PST) in English Writing subject at the English Language Education Department, Faculty of Teacher Training and Education, Universitas PGRI Adi Buana Surabaya, Indonesia. Step by step procedures in process writing approach were incorporated with multiliteracies along with some activities used in teaching writing. Findings indicated that implementing the framework in teaching writing provides PSTs with the opportunities to embrace the multiple modes of meaning making and digital technology in writing, produce texts, and present them in multimodal and creative ways. In addition, despite several challenges in its implementation, the activities helped to improve the writing skill, decrease the chance of plagiarism, and increase the authentic writing. Finally, PSTs were motivated to enhance their digital literacy used in writing practices. As a result, the study suggests that multiliteracies had a space in the teaching writing skill following the guided procedures in process writing approach.
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Wu, Jingli. "Construction of College Chinese Writing Practice Teaching Platform under the Background of Information Technology." Mobile Information Systems 2022 (June 28, 2022): 1–9. http://dx.doi.org/10.1155/2022/9038215.
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Writing has always been one of the difficulties in teaching Chinese as a foreign language. With the advent of the information society, modern information technology, represented by networking, digitalization, multimedia, and intelligence, has become a creative tool to expand human capabilities, changing people’s traditional way of life, study, and work. Guided by the theory of integration of information technology and curriculum, combined with the characteristics of Chinese writing, this paper puts forward that the goal of integration of information technology and Chinese writing is to change the traditional teaching structure, create an ideal environment for students to learn Chinese and improve their Chinese information literacy. A practical teaching platform for college Chinese writing is constructed, which is designed from the user role and based on user access control. The design includes the roles of graduate students, foreign teachers, administrators, and users. Each user has different operation rights, module rights, and management rights. According to a small amount of online information and the results of a previous course, we can make a good prediction. The results show that this method is effective, and we can predict students’ academic performance through their online behavior.
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Mason, Stephanie. "Keep Candy in the House." Art/Research International: A Transdisciplinary Journal 6, no. 2 (September 4, 2021): 442–67. http://dx.doi.org/10.18432/ari29578.
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My mother’s love of Tootsie Rolls was the only fact I could grasp after her sudden passing. I wanted to share this and other memories of her through a eulogy that was whimsical, far-ranging, and entertaining, but I struggled to write one. My struggles reminded me of other writing challenges, such as my recent dissertation proposal, although there I was partly guided by my arts-informed research methodology framework. Gradually, I found some of those methodological elements could illuminate parts of eulogy writing: formal concerns, audience, presence and engagement, subjectivity, and meaning-making all resonate with arts-informed research’s commitment to form, audience, creative enquiry, researcher presence, and holistic quality. These connections show arts-informed research affords lifelong learning opportunities apart from academic practice; in this case, arts-informed research is a resource tool for navigating lived experiences of grief and grief writing. Moreover, arts-informed research encourages affective narratives and socially-constructed meanings to produce new understandings, which I realize here by including eulogy excerpts to produce an artistic representation of “research” about my mother (including her undying love of chocolate).
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Langley, Matthew, Benjamin Lomas, Zena Schofield, and Gillian Doody. "A guide to a new short course to promote interest and engagement in psychiatry in medical students." BJPsych Bulletin 39, no. 4 (August 2015): 200–204. http://dx.doi.org/10.1192/pb.bp.114.046797.
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SummaryThis article describes a new course for preclinical medical undergraduates designed to promote interest and engagement in psychiatry. The course employed a range of innovative teaching techniques alongside ward visits to provide students with early clinical experience. Unusually, assessment for the course involved the production of creative works as well as reflective writing about students' experiences. We collected a variety of feedback from participants showing that they found the course enjoyable and educational. We conclude that, overall, the course had a positive effect on student perceptions of psychiatry.
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Meir, Jonatan. "The Discovery and Publication of Joseph Perl’s Yiddish Writings." Zutot 13, no. 1 (March 11, 2016): 55–69. http://dx.doi.org/10.1163/18750214-12341274.
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The attitude of Tarnopol satirist Joseph Perl (1773–1839) towards the Yiddish language has been discussed by a number of scholars. In particular, researchers have examined his views with regard to his most well-known satire, Sefer Megaleh temirin, which was printed in Hebrew in Vienna, 1819, with a partial Yiddish translation of the work appearing in Vilna, 1938. However, there remains much to be said concerning the creative process which guided Perl’s writing in Yiddish, as well as the later discovery and publication of his Yiddish works, both of which are chapters in the wider story of the development of Yiddish literature in the first half of the nineteenth century and the increasing scholarly interest in it at the outset of the twentieth century. This article briefly describes these multifaceted matters and then offers suggestions for the future study of Perl’s writing in particular, and maskilic Yiddish literature in general.
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Purbarani, Etsa, Abdus Syukur Ghazali, and Nita Widiati. "Strategi Pembelajaran Menulis Puisi Reflektif untuk Siswa SMA Kelas X." Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan 4, no. 1 (January 30, 2019): 124. http://dx.doi.org/10.17977/jptpp.v4i1.11911.
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<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p><strong>Abstract:</strong> Writing poetry learning in school tends to be mechanistic and less direct students in creative process that cause difficulty and decrease students’ motivation on writing poetry. Therefore, the researcher develops poetry writing learning strategy, that is learning strategy of writing reflective poetry which is packaged in a guidebook designed for teachers. Based on those explanations, this development aims to (1) developing products in the form of learning strategies to write reflective poems, (2) develop a guide of the implementation of a reflective poetry writing strategy that designed for teachers, and (3) reported the product feasibility test of reflective poetry writing strategy.</p><p class="Abstract"><strong>Abstrak:</strong> Selama ini, pembelajaran menulis puisi di sekolah cenderung bersifat mekanistik dan kurang mengarahkan siswa untuk berproses kreatif. Hal tersebut menjadikan siswa mengalami kesulitan dan penurunan motivasi dalam menulis puisi. Oleh karena itu, dikembangkan strategi pembelajaran menulis puisi, yaitu strategi pembelajaran menulis puisi reflektif yang dikemas dalam bentuk buku panduan dan ditujukan untuk guru. Berdasarkan paparan tersebut, penelitian pengembangan ini bertujuan untuk (1) mengembangkan produk berupa strategi pembelajaran menulis puisi reflektif, (2) mengembangkan panduan penerapan strategi pembelajaran menulis puisi reflektif yang penggunaannya ditujukan untuk guru, dan (3) melaporkan uji kelayakan produk strategi pembelajaran menulis puisi reflektif.</p></td></tr></tbody></table></div>
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Quinn, James. "Reflecting on reflection: Exploring the role of writing as part of practice-led research." Journal of Writing in Creative Practice 13, no. 2 (February 1, 2020): 243–58. http://dx.doi.org/10.1386/jwcp_00007_1.
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The phrase ‘writing up’ is often framed as the point where a research project is nearing its end, with only a summarizing thesis between a student and their completion. This text seeks to interrogate this dichotomy between research practice and writing. Instead, the text engenders reflective writing as a constant undercurrent of dialogue that continually shapes research through reflective thought. The text implements concepts from two key texts to meet these ends: Kamler and Thompson’s Helping Doctoral Students Write: Pedagogies for Supervision and Bolt and Barrett’s Practice as Research: Approaches to Creative Arts Enquiry. The first of the texts problematizes the notion of a formal ‘writing up’ stage often cited by students and supervisors in research study, arguing instead for a shift towards a more dynamic role for writing in research, or indeed writing as research. The second of the contributing texts presents Barbara Bolt’s notion of the ‘exegesis’ as ancillary to this thought – outlining written practice in arts research as an intrinsic, generative process, married to any practical outcome. Using the rhetoric outlined in these two references, this article then summarizes with an application of the notion of the ‘exegesis’ to an assortment of personal written texts, such as reflective journal entries and assessed written works across three years of postgraduate study. Herein lies the key claim of this article – that exegesis permeates every meaningful or developmental step of practice-led research, forming a crucial reciprocal relationship between visual and written work not unlike other hybridized methodologies outlined by authors such as Mieke Bal in her text, Travelling Concepts in the Humanities: A Rough Guide.
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Harwell, Kevin R. "Everyone's guide to copyrights, trademarks, and patents: The comprehensive handbook for protecting your writing, inventions, and other creative work." Government Publications Review 18, no. 5 (September 1991): 554–55. http://dx.doi.org/10.1016/0277-9390(91)90151-m.
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HOLTER, JULIA, and VALENTINA P. Chepiga. "CODE-SWITCHING AND CREATIVE PROCESS: PUSHKIN’S PLANS “THE GUESTS WERE ARRIVING AT THE DACHA”, “THE RUSSIAN PELHAM” AND “IN THE WATERS OF THE CAUCASUS”." Tyumen State University Herald. Humanities Research. Humanitates 8, no. 1 (2022): 38–61. http://dx.doi.org/10.21684/2411-197x-2022-8-1-38-61.
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Alexander Pushkin’s code-switching is a particularly interesting, anachronic or historic example from the early modern period. It is established that he used French language (analytical and well-established) for planning, and the Russian language (expressive but in need for renewal and normalization) as language of textualization. The genetic exercise proposed here will nuance the above division, pointing at the limitations of functional separations. Today, we know that bilingual writers are guided parallelly by both languages in their creative process, though their functions may be different. They are also inspired by other “voices” that constitute other creative vectors (other languages, music, images…). But can this be demonstrated for Pushkin if the majority of his survived plans were formalized in French? The plans for three texts, “The Guests Were Arriving at the Dacha” (1828), “The Russian Pelham” and “In the Waters of the Caucasus” (1831), display abundant cases of code-switching between Russian and French, as well as between writing and drawing. We will endorse Youri Lotman’s vision of code-switching as “auto-communication” on different channels (linguistic or not) to show how the ideas bouncing off the linguistic units, but also sparking thanks to the mnemonic function of drawings, establish a current, and a creative tension between different channels of auto-communication.
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Papilaya, Pamella Mercy, and Prelly Marsell J. Tuapattinaya. "Problem-Based Learning dan Creative Thinking Skills Students Based on Local Wisdom in Maluku." AL-ISHLAH: Jurnal Pendidikan 14, no. 1 (April 10, 2022): 429–44. http://dx.doi.org/10.35445/alishlah.v14i1.1406.
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In learning conservation biology with online learning communities, lecturers usually guide their students through a discussion-based learning process. In theory, mixed learning can increase interaction in the learning environment. Effective learning is promoted through flexibility, enabling the use of various student learning styles. This study aimed to 1) describe students' creative thinking skills about local wisdom on small islands in Maluku; 2) know the differences in creative thinking skills of experimental class students (using problem-based learning and conventional classes on small islands in Maluku; and 3) knowing differences in students' creative thinking skills on the topic of different local wisdom in small islands in Maluku. This research used the development of 4D Model teaching materials, field lectures, and online-based discussions. The data were analyzed descriptively, and the level of development of the 4D model combined with the student's PBL was evaluated using the normalized N-Gain g, while the quantitative data were analyzed through the ANCOVA test. The research findings reveal that competitive and facilitator styles significantly mediated the relationship between technology user acceptance and mixed learning on students' creative thinking skills. One of the weaknesses found in this study was the geographical differences between the islands. The internet facilities owned by students were not evenly distributed, and the needs of media were various. Blended learning was somewhat challenging to be applied in optimal learning. Scaffolding was given to students to concentrate more on education and independent activities. According to students, problem-based learning, creative thinking, finding information, and writing reports were problem-solving features that contributed the most to student learning.
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Bird, Steven. "Strategies for Representing Tone in African Writing Systems." Written Language and Literacy 2, no. 1 (July 23, 1999): 1–44. http://dx.doi.org/10.1075/wll.2.1.02bir.
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Tone languages provide some interesting challenges for the designers of new orthographies. One approach is to omit tone marks, just as stress is not marked in English (zero marking). Another approach is to do phonemic tone analysis, and then make heavy use of diacritic symbols to distinguish the "tonemes" (shallow marking). While orthographies based on either system have been successful, this may be thanks to our ability to manage inadequate orthographies, rather than to any intrinsic advantage which is afforded by one or the other approach. In many cases, practical experience with both kinds of orthography in sub-Saharan Africa has shown that people have not been able to attain the level of reading and writing fluency that we know to be possible for the orthographies of non-tonal languages. In some cases this can be attributed to a socio linguistic setting which does not favour vernacular literacy. In other cases, the orthography itself may be to blame. If the orthography of a tone language is difficult to use or to learn, then a good part of the reason may be that the designer either has not paid enough attention to the FUNCTION of tone in the language, or has not ensured that the information encoded in the orthography is ACCESSIBLE to the ordinary (non-linguist) user of the language. If the writing of tone is not going to continue to be a stumbling block to literacy efforts, then a fresh approach to tone orthography is required — one which assigns high priority to these two factors. This article describes the problems with orthographies that use too few or too many tone marks, and critically evaluates a wide range of creative intermediate solutions. I review the contributions made by phonology and reading theory, and provide some broad methodological principles to guide those who are seeking to represent tone in a writing system. The tone orthographies of several languages from sub-Saharan Africa are presented throughout the article, with particular emphasis on some tone languages of Cameroon.
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Nuraeny, Elita. "A New Quest is Available: seeing, walking and narrating the city." International Journal of Built Environment and Scientific Research 4, no. 2 (December 28, 2020): 127. http://dx.doi.org/10.24853/ijbesr.4.2.127-136.
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Walking becomes a conversation, of past, present and future, between our body and the city. However, today’s modern hand-held map demands us to look down, disrupting the dialogue between the body and city. Like a modern role-playing game, the map guides us to our quest mark beyond with minimum consideration of the present time. The map makes the quest mark and path visible; yet, the in-between space of our reality is overlooked. Following the idea of a hidden quest mark in our real world, this study explores the lost narrative between our body and the city. The study examined a project named Location + that follows spatial history, experiences and the journey beyond of a hidden church of the Knights Templar in London. The project is filled with instructions to decipher codes, directing people to the church. By using psychogeography, the project Location + approaches a spatial narrative using site writing and creative map-making that is specific to the site. By emphasizing the idea that our journey matters, this project allows a dialogue between the body and city.
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Oladosu, Afis. "AUTHORITY VERSUS SEXUALITY: DIALECTICS IN WOMAN'S IMAGE IN MODERN SUDANESE NARRATIVE DISCOURSE." Hawwa 2, no. 1 (2004): 113–39. http://dx.doi.org/10.1163/156920804322888275.
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AbstractNotwithstanding its "peripheral" status in Arabic literary writing, the portrayal of the woman's image in the Sudanese narrative discourse essays the protean nature of literary and intellectual activities in Sudan and the eclecticism in the status of the Sudanese woman (al-mar'a al-sūdāniyya) in the early modern period in the country. This paper attempts to appropriate her locus and location in Sudan's historical and socio-cultural landscape using the mirror provided by Mu'āwiyya Muhammad Nūr, Mulkat Dār Muhammad and Tayeb Salih as its guide. The dialecticism in her image which is evidenced in the creative world of these writers is thereafter sublimated into two strategies: Authority and Sexuality.
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Kladder, Jonathan. "Maschine-itivity: How I found my creativity using a digital sampling device to compose music." Journal of Music, Technology and Education 9, no. 3 (December 1, 2016): 289–313. http://dx.doi.org/10.1386/jmte.9.3.289_1.
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The ubiquity of digital music technology has prompted researchers and scholars to examine how music educators might support music learning that encourages creativity through the use of these mediums. Infusing technology into current curricular offerings offers one avenue in fostering a diversity of music learning experiences for students when teachers are interested in developing creativity in their students. Research examining current practising teachers and their experiences with digital sampling and beat making technology is limited. The purpose of this research was to offer my experiences learning, writing and sharing music using a sampling and beat-making device called the Maschine. This auto-ethnography uses Sawyer’s eight stages of the creative process as the theoretical framework to guide analysis of my creativity. The aims of this research were to: (1) reflect on the creative process involved in making music on a digital sampling and beat-making device; (2) provide a contextual understanding of my challenges and successes along the way; and (3) suggest implications for both current and future music teachers interested in learning to use this type of technology in their music teaching to provide contemporary music making experiences for their students. Results suggest that vernacular and informal music learning strategies were common over the 14-week semester, as YouTube tutorials supported my learning. My creativity occurred in small incremental steps and yielded three completed compositions at the culmination of the project. A conceptual model of the creative process is proposed, outlining the non-linearity of my creative process. Implications for music education are offered in conclusion.
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Nurul Hijrah, Hardiyanti Ridwan, Amran AR, and Diarti Andra Ningsih. "Pelatihan Baca Tulis Al-Qur'an di TK/TPA Masjid Nurul Ikhsan Dusun Idaman." PENDIMAS: Jurnal Pengabdian Masyarakat 1, no. 1 (July 22, 2022): 30–33. http://dx.doi.org/10.47435/pendimas.v1i1.918.
Full textAbstract:
Al-Qur’an adalah kitab suci ummat manusia merupakan sumber utama ajaran islam dan menjadi petunjuk kehidupan manusia karena isinya mencakup segala aspek ajaran agama yang disyariatkan Allah kepada manusia, dan sudah menjadi tanggung jawab umat islam untuk menjaga al-Qur’an yaitu dengan mempelajarinya, memahaminya, dan mengamalkannya dalam kehidupan sehari-hari. Melalui pelatihan baca tulis al-Qur’an yang dikemas dalam bentuk pembelajaran yang kreatif dan inovatif seperti pelatihan menulis huruf hijaiyah yang penyebutan hurufnya beragam, serta membaca al-Qur’an sesuai dengan tajwid, diharapkan mampu membantu santri untuk lebih mengetahui bacaan al-Qur’an dengan baik dan benar. TK/TPA Nurul Ikhsan di Dusun Idaman Desa Arabika Kecamatan Sinjai Barat, sebagai lembaga pendidikan agama islam menjadi salah satu objek untuk melakukan pelatihan baca tulis al-Qur’an sejak dini. Hal tersebut dilakukan agar anak-anak dapat mempelajari dan mencintai al-Qur’an sejak dini. Hasil menunjukkan bahwa pelatihan baca tulis al-Qur’an yang dikemas dalam pembelajaran kreatif meningkatkan ketertarikan santri untuk mempelajari al-Qur’an.
Kata Kunci: Pelatihan, Baca Tulis, Al-Qur’an.
The Qur’an is the holy book of mankind which is the main source of Islamic teachings and is the guide to human life because its contents cover all the main religious teachings prescribed by Allah to humans, and it is the responsibility of muslim to maintain the Qur’an, namely bylearn it, understand it, an apply it in everyday life. Thoung training in reading and writing the Qur’an which is packaged in creative and innovative forms of learning such as training in wtiting hijaiyah letters with various mentions of the letters, as well as reading the Qur’an in accordance with tajwid, it is hoped that it will help student to know more about reading the Qur’an by reading and writing the Qur’an, goog and right. TK/TPA Nurul Ikhsan in Dusun Idaman Desa Arabika Kecamatan Sinjai Barat, as an Islamic religious education has become one of the objects for conducting training in reading and writing the Qur’an from an early age. This is done so that students can learn and love the Qur’an from an early age. The result showed that the reading and writing training og the Qur’an Which was packaged in creative learning increased the students’ interest in learning the Qur’an.
keywords : Training, Read and Wrait. the Qur’an