To see the other types of publications on this topic, follow the link: English Personal narratives.
Dissertations / Theses on the topic 'English Personal narratives'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 23 dissertations / theses for your research on the topic 'English Personal narratives.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Thomas, Jeannie B. "Honoring the Farm: Identity and Meaning in Personal Narratives." DigitalCommons@USU, 1987. https://digitalcommons.usu.edu/etd/7379.
Full textAbstract:
This thesis employs the literary folklorist methodology to explore personal narratives. Personal narratives told by Elizabeth (Beth) Wyatt Winn were analyzed. It was discovered that these narratives provide an eyewitness account of history, reveal world views, and encapsulate experiences into values and personal meanings. The depth of meaning found in Elizabeth (Beth) Wyatt Winn's personal narratives illustrates the importance of personal narratives in historical research and historical re-creation and simulation.
Appendices include several oral interviews containing personal narratives.
2
Bonn, Suzanne. "Teacher use of personal narratives in the Japanese university English language classroom." Thesis, Aston University, 2015. http://publications.aston.ac.uk/26749/.
Full textAbstract:
While storytelling in conversation has been extensively investigated, much less is known about storytelling in the English language classroom, particularly teachers telling their personal experience stories, termed teacher personal narratives in this study. Teacher personal narratives, a combination of the ancient art of human storytelling and the current practices of teaching, offer an innovative approach to language teaching and learning. This thesis examines teacher personal narrative use in Japanese university English language classrooms and is of relevance to both practicing classroom teachers and teacher educators because it explores the role, significance, and effectiveness of personal stories told by teachers. The pedagogical implications which the findings may have for language teaching and learning as well as for teacher education programs are also discussed. Four research questions were posed: 1. What are the characteristics of teacher personal narratives? 2. When, how, and why do language teachers use personal narratives in the classroom? 3. What is the reaction of learners to teacher personal narratives? 4. How do teacher personal narratives provide opportunities for student learning? A mixed methods approach using the tradition of multiple case studies provided an in-depth exploration of the personal narratives of four teachers. Data collection consisted of classroom observations and audio recordings, teacher and student semi-structured interviews, student diaries, and Japan-wide teacher questionnaires. Ninety-seven teacher personal narratives were analyzed for their structural and linguistic features. The findings showed that the narrative elements of orientation, complication, and evaluation are almost always present in these stories, and that discourse and tense markers may aid in student noticing of the input which can lead to eventual student output. The data also demonstrated that reasons for telling narratives mainly fall into two categories: affectiveoriented and pedagogical-oriented purposes. This study has shown that there are significant differences between conversational storytelling and educational storytelling.
3
Naqvi, Misbah. "Personal and professional identities of three expatriate, Pakistani, Muslim, female teachers of English : the narratives thus." Thesis, University of Bath, 2016. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687369.
Full textAbstract:
This research enquiry explores the life-history narratives of three Pakistani female expatriate tertiary-level English language teachers at Gulf Coeducational University (GCU). The study was conducted in order to investigate the participants’ journeys as learners and how they perceive themselves as teachers. The historical, educational, and linguistic background of Pakistan is provided along with an overview of GCU, where all the participants presently teach. Harré’s conception of personhood (1983) is related to the identity formation of the participants. Bourdieu’s theory of cultural capital in society (1986, 2001), applied to the hierarchical status of languages in Pakistan (Rahman, 2004a; Mansoor, 2004), serves as a theoretical framework. A discussion of what Pakistani identity may entail, with emphasis on the significance of language on cultural identity, is given. Narrative research methodology is utilised (Clandinin and Connelly, 1996, 2000), to conduct three in-depth semi-structured interviews with the participants. Emerging themes are explored and research findings discussed with reference to relevant literature. The significance of their cultural capital, experiences of teacher-centred approaches in Pakistan and abroad, and the gender-based constraints the participants experienced during their educational trajectories are analysed. The implications of the study: for professional development, teacher training programmes and for the internationalisation of education can be explored in further research.
4
Lee, Jessica Nalani Oi Jun. "Too Much Information: Agency and Disruptions of Power in Personal Narratives of Mental Illness and Suffering." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/323465.
Full textAbstract:
Healing in the mental health system of the 21st century is difficult as the credibility of mental health users is constantly called into question, their experiences and perceptions of their "illness" undervalued or even completely ignored. This attitude towards mental health users must be changed in order to work towards truly alleviating mental illness and suffering. Careful analysis of the rhetoric of published personal narratives written by women describing their experiences with mental healthcare reveals the ways in which medical knowledge is created, owned, and disseminated only by the “authoritative expert,” defined as healthcare professionals who categorize, taxonomize, and pathologize in order to treat both physical and mental illness. I argue the authoritative expert marginalizes the "everyday expert," exemplified through the perceptions of women who, in their narratives, record realities that do not always match the diagnoses and prognoses assigned to them by their healthcare providers. My project's central question asks: In what ways do personal narratives of mental illness and suffering illuminate the ways in which language constructs reality? My research illuminates the ways in which narratives of mental illness and suffering are healing, and thus serves as an advocate for patient rights, both by empowering patients and by furthering discussion among medical professionals regarding problematizing "standard" treatment. My work advances the connection between politics and language as it takes a commonly undervalued form of language and lived experience--narrative--and researches the ways in which it has been and can continue to be used as a powerful political agent to empower mental health users by giving them a voice. Specifically, I demonstrate how patients' personal experiences should and can be valued as a way to illuminate their own understanding of their disease as well as to inform their treatment. This project lays the foundation for future research examining ways treatment for mental illness should be differentiated from treatment for physical illness. I am interested in ways to further combat the stigma of mental illness by looking at ways providers can honor and respect the opinions and values of mental health patients in non-pejorative ways.
5
Young, Sandra Michele. "Negotiating truth, freedom and self : the prison narratives of some South African women." Master's thesis, University of Cape Town, 1996. http://hdl.handle.net/11427/18833.
Full textAbstract:
The autobiographical prison writings of four South African women - Ruth First, Caesarina Kana Makhoere, Emma Mashinini and Maggie Resha - form the focus of this study. South African autobiography is burdened with the task of producing history in the light of the silences enforced by apartheid security legislation and the dominance of representations of white histories. Autobiography with its promise of 'truth' provides the structure within which to establish a credible subject position. In chapter one I discuss the use of authenticating devices, such as documentary-like prose, and the inclusion in numerous texts of the stories of others. Asserting oneself as a (publicly acknowledged) subject in writing is particularly difficult for women who historically have been denied access to authority: while Maggie Resha's explicit task is to highlight the role women have played in the struggle, her narrative must also be broadly representative, her authority communal. As I discuss in chapter two, prison writing breaks the legal and psychological silences imposed by a hostile penal system. In a context of political repression the notion of the truth becomes complicated, because while it is important to be believed, it is also important, as with Ruth First, not to betray her comrades and values. The writer must therefore negotiate with the (imagined) audience if her signature is to be accepted and her subjectivity affirmed. The struggle to represent oneself in the inimical environment of prison and the redemptive value in doing so are considered in chapter three. The institution of imprisonment as a means of silencing political dissidence targets the body, according to Michel Foucault's theories of discipline and control explored in chapter four. Using the work of Lois McNay and Elizabeth Grosz I argue in chapter five that it is necessary also to pay attention to the specificities of female bodies which are positioned and controlled in particular ways. I argue, too, using N. Chabani Manganyi, that while anatomical differences provide the rationale for racism and sexism, the body is also an instrument for resisting negative cultural significations. For instance, Caesarina Kana Makhoere represents her body as a weapon in her political battle, inside and outside prison. The prison cell itself is formative of subjectivity as it returns an image of criminality and powerlessness to the prisoner. Following the work of human geographers in chapter six I argue that space and subjectivity are mutually constitutive, as shown by the way spatial metaphors operate in prison texts. The subject can redesign hostile space in order to represent herself. As these texts show, relations of viewing are crucial to self-identification: surveillance disempowers the prisoner and produces her as a victim, but prisoners have recourse to alternative ways of (visually) interacting in order to position the dominators as objects of their gaze, through speaking and then also through writing. Elaine Scarry's insights into torture are extended in chapter seven to encompass psychological torture and sexual harassment: inflicting bodily humiliation, as well as pain, on the body, brings it sharply into focus, making speech impossible. By writing testimony and by generating other scenes of dialogue through which subjectivity can be constructed (through being looked at and looking, through having the message of self affirmed in the other's hearing) it is possible to contain, in some way, the horror of detention and to assert a measure of control in authoring oneself. For Mashinini this healing dialogue must take place within an emotionally and ideologically sympathetic context. v For those historical subjects who have found themselves without a legally valued identity and a platform from which to articulate the challenge of their experience, writing a personal narrative may offer an invaluable chance to assert a truth, to reclaim a self and a credibility and in that way to create a kind of freedom. Bibliography: pages 173-182.
6
Kapetanovic, Ena. "Education as an Act of Self-Fulfilment : A Literary Analysis of Holocaust Narratives in the Light of Personal Development and Their Utilization in the EFL Classroom." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-65907.
Full textAbstract:
The aim of the present inquiry was to identify significant factors which had impact on the lives of Miriam Darvas and the protagonist Liesel Meminger, linked to the circumstances of the Holocaust in their respective narratives Farewell to Prague and The Book Thief. Through the investigation of the living conditions impacting the individuals, Maslow’s Theory of Motivation is applied in order to find the factors hindering the possibility for Miriam and Liesel to develop in their personal selves. Simultaneously, an educational aim followed the study in order to clarify the pedagogical possibilities of using the narratives in an EFL classroom. The findings of the present inquiry indicate great similarities in the change of circumstances between Miriam and Liesel due to the war, which consequently impacted the individuals in their basis of developing their personal self. The results disclosed several instances in which the surroundings of Darvas and Meminger hindered their ability to develop and deprived them of the necessities needed, according to Maslow’s theory. However, they also disclosed indications of finding inner strength by self-improvement through education. Therefore, the findings from the present study supports an area of pedagogical possibilities using the narratives in the EFL classroom, such as enhancing the knowledge and understanding for the living conditions during the Holocaust, providing alternative reading suggestions to the commonly used Holocaust literature, as well as allowing collaborations between several subjects in high school.
7
Berman, Mona. "Elie Wiesel's fictional universe : the paradox of the mute narrator." Thesis, Rhodes University, 1986. http://hdl.handle.net/10962/d1001829.
Full textAbstract:
The approach I have chosen for my study is to analyse the narrative techniques in Wiesel's fiction, with particular emphasis on the role of the narrator and listener in the narratives. This will not only highlight aspects of his authorial strategy involving the reader's response to various dimensions of the Holocaust, but will allow an appraisal of the literary merit of Wiesel's novels. The hushed reverence that tends to accompany allusions to Auschwitz and its literature has impeded certain theoretical investigations, with the result that most critical studies undertaken on Wiesel's works have dealt predominantly with themes and content rather than with form. A narrative approach, however, while it accounts for themes, does so within the narrative process of the work. Form and content are examined as interwoven entities in the particular context of an individual work. My decision to adopt this pursuit is based on the conviction that Wiesel's fiction is a significant contribution to the literature of testimony, not only because of its subject matter, but also because of the way in which his narrators unfold their stories with words suspended by silence in the text. The paradox of the mute narrator, the title of my study, is intended to convey the paradoxical quality of Wiesel's fiction and to show how silence, which is manifested in the themes of his work, is concretized by his strategy of entrusting the transmission of the tale to narrators, who, for various reasons have been silenced. A mute by definition cannot emit an articulate sound. A narrator, on the other hand, is a storyteller who is reliant on verbal articulation for communication. This contradiction in terms is dramatized in the novels and is symptomatic of the dilemma of Wiesel's narrators who are compelled to bear testimony through their silence. In my study of Wiesel's fiction, I will follow the chronological sequence in which the novels were written, although I will not be using a developmental approach, except to point out that the trilogy which marks the beginning of his exploration into narrative strategies, and The Testament, the last book I will be dealing with, are a culmination of his previous fictional techniques. While a developmental analysis of his fiction, particularly from a thematic point of view, enables the reader to gain insight into his background, which is important in a comprehensive study of his works, I feel that this avenue of investigation has been competently dealt with by other critics. Ellen Fine's Legacy of Night, one of the first book-length studies of Wiesel, puts forward a convincing argument for examining his fiction in chronological sequence as a kind of serialized journey from being a witness in l'univers concentrationnaire to bearing - witness in a post-Holocaust world. Furthermore, it is possible to trace the direction Wiesel's fiction follows, as in each book the seeds are sown for new ideas which are expanded upon in subsequent books. My discussion, however, will deal with the narrative process of each novel as an individual work in its own particular context. Apart from the trilogy which is examined in one chapter, and The Testament which serves as a conclusion to the study, I have not used cross references to Wiesel's other fiction when analysing specific books. Moreover, I have deliberately avoided including Wiesel's comments on his works and references to them in his essays, interviews and non-fiction writing. The reason for this approach is that I consider each novel to be a separate narrative work which merits an interpretative response that is independent of the comparative criteria that has up to now influenced the assessment of his fiction. (Introduction, p. 12-14)
8
Santos, Jane dos. "Narrativas pessoais : uma experiência didática de escrita em inglês sob a aprendizagem implícita e explícita." Universidade Federal de Alagoas, 2009. http://repositorio.ufal.br/handle/riufal/466.
Full textAbstract:
The theme of this work is personal narrative as an element of English
teaching. Personal narratives are a very frequent type of genre in our oral day-today
interactions. These oral narratives have the constant presence of certain
elements in their internal structure, which are usually incorporated by written
narratives. Therefore, the objective of this work is to use personal narratives as a
tool for the teaching and learning of the English language. In order to reach this
objective, a didactic experience was developed with fourteen students from a
group under my responsibility in the Licentiate Degree in Languages (Portuguese-
English) at Faculdade José Augusto Vieira (FJAV), in the city of Lagarto, Sergipe.
The aim of the didactic experience was to enable students to write texts by making
conscious use of the structure and elements of personal narratives as a text genre.
The instruments which were used to verify the effectiveness of the didactic
experience were questionnaires, field notes, students writing production and
interviews. The research was based on the analysis of narratives according to
Labov and Waletzky (1967), Pratt (1977), Prince (1983), Polanyi (1979), and
Tannen (1982), among others. A theory of genres by Bakhtin (2003), Schneuwly
(2004) and Marcuschi (2005), as well as a theory of writing by Raimes (1983),
Flower and Hayes (1981) and Grabe and Kaplan (1996) integrated the work.
Likewise, studies on implicit and explicit learning by Mathews et al. (1989), Zimmer
and Alves (2006), and others, gave theoretical support to the research. The results
of the research revealed the necessity to develop writing practices which attend
both to the linguistic and social needs of learners. I hope that this work can
contribute to the development of more meaningful teaching tasks and to the
formation of more efficient writers of English as a foreign language.<br>O tema deste trabalho é a narrativa pessoal como elemento do ensino da
língua inglesa. As narrativas pessoais são um gênero textual muito freqüente na
oralidade, nas nossas interações do dia-a-dia. Essas narrativas pessoais orais têm
a presença constante de certos elementos, em sua estrutura interna, que são
geralmente incorporados pelas narrativas escritas. Desta forma, a pesquisa tem
como proposta utilizar as narrativas pessoais como uma estratégia de ensino para
a aprendizagem da escrita na língua inglesa. Para alcançar este objetivo, uma
experiência didática foi desenvolvida com catorze alunos de uma turma sob minha
responsabilidade no curso de Letras com habilitação em português e inglês, na
Faculdade José Augusto Vieira (FJAV), no município de Lagarto, Sergipe. O
objetivo da experiência didática era levar os alunos a escreverem textos
empregando conscientemente a estrutura e os elementos do gênero narrativa
pessoal. Os instrumentos de pesquisa utilizados foram questionários, notas de
campo, análise das produções escritas dos alunos colaboradores e entrevistas. O
referencial teórico apoiou-se nas análises das narrativas, segundo Labov e
Waletzky (1967), Pratt (1977), Prince (1983), Polanyi (1979), e Tannen (1982),
entre outros. Uma teoria de gêneros baseada em Bakhtin (2003), Schneuwly
(2004) e Marcuschi (2005), assim como uma teoria de produção de textos de
Raimes (1983), Flower e Hayes (1981) e Grabe e Kaplan (1996), também
integraram o arcabouço teórico do trabalho. Da mesma forma, estudos sobre
aprendizagem implícita e explícita, realizados por Mathews et al. (1989), Zimmer e
Alves (2006), e outros, deram suporte teórico à pesquisa. Os resultados da
pesquisa revelaram a necessidade do desenvolvimento de práticas de escrita que
atendam tanto às necessidades lingüísticas quanto às sociais dos aprendizes.
Espera-se que este trabalho contribua para o desenvolvimento de atividades de
ensino mais significativas e para a formação de escritores mais eficientes de
inglês como língua estrangeira.
9
McCall, Fiona. ""Our dear mother stripped" : the experiences of ejected clergy and their families during the English Revolution." Thesis, University of Oxford, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.670060.
Full text
10
Hansler, Kathryn Marie. "Re-examining the personal narrative in first year composition." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2471.
Full textAbstract:
This thesis explores the current theories on the personal narrative (as a tool in teaching freshman composition) and examines the ways that this essay is now being used in first year courses at California State University, San Bernardino.
11
Tse, Tso Yuk Wah. "A narrative study of personal experience in teacher knowledge : English language teachers in Hong Kong (China)." access full-text online access from Digital Dissertation Consortium, 2005. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?NR02616.
Full text
12
Spencer, Trina D. "The Effect of a Narrative Intervention on Preschoolers' Story Retelling and Personal Experience Story Generation Skills." DigitalCommons@USU, 2009. https://digitalcommons.usu.edu/etd/451.
Full textAbstract:
Narration, or storytelling, is an important aspect of language. Narrative skills have practical and social importance; for example, children who tell good stories receive attention and approval from their peers. When children accurately recount events surrounding an injury or dispute, vital information is passed to parents and teachers. Additionally, early childhood narrative skills are moderately correlated with reading comprehension in primary grades. Because narration is socially and academically valued, language interventionists often address it. The research literature on narrative intervention has most often included school-aged participants and those with language or learning difficulties. Only a small number of studies have investigated narrative intervention with preschoolers, and the supporting evidence is suggestive rather than conclusive. Outcomes frequently targeted include narrative story grammar (e.g., character, problem, action, consequence) and general language outcomes (e.g., length of story, mean length of communication unit, and total number of words). Results have been generally positive; however, the methodological quality of studies is poor. Therefore, few firm conclusions can be drawn regarding the efficacy of narrative interventions. Because of its potential and popularity, the effect of narrative intervention on a range of populations needs to be examined systematically through high quality research. This study evaluated the effects of a narrative intervention on story retelling and story generation using a multiple baseline design with five target participants. We delivered narrative intervention in a small group arrangement. Materials, activities, and instructor assistance were adjusted systematically within session to facilitate increasingly independent practice of story retells and personal story generations. Results suggest that narrative intervention improved participants' narrative retell and personal generation performance based on Index of Narrative Complexity (INC) scores. All five target participants made substantial gains in narrative retelling, demonstrated improved pre-intervention to post-intervention INC scores for personal generations, and these improvements maintained when assessed following a 2-week break. In addition, we documented growth in general language measures such as number of communication units, mean length of utterance, number of different words, and total number of words.
13
Williams, Robert Hillis Jr. "Presumed Teacher: an Autobiographic Articulation of a Personal and Professional Educational Identity." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/26709.
Full textAbstract:
The author reflects upon and examines his own educational memories, his personal and professional and historical relationship to public education, and his life as a learner. This reflection and examination - complete with connections to many strands of inquiry in broadly accepted educational, sociological, and psychological theory - culminates in both an enhanced self-awareness and in this document, this ethnographic and autobiographic statement of past experiences, present educational frustrations and celebrations, and future educational goals, hopes, and dreams. Likewise, the author argues that this autobiographic statement, this studied articulation, is both an artifact of and a necessary co-requisite to his educational identity. He further asserts the absolute necessity of just such autobiographical writing for his own sanity in the face of multiple institutional mores unrelated to authentic, student-centered learning in public education, for genuine self-awareness and ethical practice for all educational professionals, and for enhanced learning opportunities for all learners at various levels of maturity everywhere.<br>Ph. D.
14
Ebrahim, Hallat Rajab. "Narrative analysis of the oral stories of personal experience told by Iraqi Kurdish and white British English-speaking women." Thesis, University of Leicester, 2016. http://hdl.handle.net/2381/39096.
Full textAbstract:
Narrative has long been investigated as a culturally sensitive mode of expression which may vary in terms of narrative content, linguistic expression and interactional style. This thesis builds on earlier cross-cultural studies of narrative, exploring the stories told by Kurdish and English speakers. Through the quantitative and qualitative analysis of the data (80 stories told by Iraqi Kurdish and white British English-speaking women, and semi-structured ethnographic interviews with the same participants), I examine the variation in the structure and styles of the stories of personal experiences told by selected Iraqi Kurdish and white British English-speaking women using Labov’s (1972) and Ochs and Capps' (2001) models of narrative analysis. The thesis then goes on to explore the implications that these variations might have for interpreting the cultural identities of the participants through their stories. The findings show cross-cultural variation in the Iraqi Kurdish and white British English women’s style and structure of storytelling. All the Kurdish participants preferred repetition in their stories, regardless of their multilingual status or whether they told stories in Kurdish or English. In contrast the white British English participants favoured lexical intensifiers in their storytelling style. Another difference emerged between the groups of participants. Whilst all the Kurdish participants perceived boosters as more vivid, it was the English monolinguals who perceived repetition as more vivid (on average).The Kurdish participants’ style of storytelling is more dramatized and more interactive than that of the the white British English-speaking women. This difference could not be explained by a surface level comparison based on the cultural identity of the tellers, but instead involved the complex interplay of cultural context, story genre and topics of story genres. In terms of structure, the participants in this study did not only tell narratives but also other types of story genres including anecdotes, exemplums and recounts with exemplums being the most frequent for the Kurdish speakers. This confirmed the Kurdish women’s assertion, in the ethnographic interviews, of the moral purpose of storytelling, with their frequent use of exemplums reflecting this emphasis on moral purpose.
15
Rumfelt, Catherine Coker. "The Necessity of Narrative: Personal Writing and Digital Spaces in the High School Composition Classroom." unrestricted, 2009. http://etd.gsu.edu/theses/available/etd-04162009-103704/.
Full textAbstract:
Thesis (M.A.)--Georgia State University, 2009.<br>Title from file title page. Marti Singer, committee chair; Mary Hocks, George Pullman, committee members. Description based on contents viewed Aug. 11, 2009. Includes bibliographical references (p. 55-63).
16
Greene, Cantice G. "Writing and Wellness, Emotion and Women: Highlighting the Contemporary Uses of Expressive Writing in the Service of Students." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/english_diss/63.
Full textAbstract:
In an effort to connect women’s spiritual development to the general call for professors to reconnect significantly with their students, this dissertation argues that expressive writing should remain a staple of the composition curriculum. It suggests that the uses of expressive writing should be expanded and explored by students and professors of composition and that each should become familiar with the link between writing and emotional wellness. In cancer centers, schools of medicine, and pregnancy care centers, writing is being used as a tool of therapy. More than just a technique for helping people cope with the stresses of loss, pain, and abuse, teaching personal writing techniques enables writers to transfer their skill in writing narratives to other forms of writing, including the more traditional academic essay. By presenting interdisciplinary blending of composition and performance studies, the discussion introduces contemporary tools of writing that engage digital environments and digital storytelling techniques already familiar to students. An important highlight of the research, that allowing students to treat personal themes in the writing classroom boosts students’ overall academic performance, is a discussion relevant to professors outside of the English department. Spurred by the public health calls for intervention in the HIV and HPV spread on minority, tribal, and HBCU campuses, the essay also considers the appropriateness of offering the Life-Support Class (a mainstay of Pregnancy Care Centers) in campus clinics. The subject of emotion is treated in the essay in relation to women’s relationships on campus and the evasion and stigmatization of emotion among professors in the academic setting. Further, the essay highlights research which suggests that a fear of feminist retaliation interferes with campus psychologists’ recommendations for the best outcomes for sexual health. This dissertation follows the trend of feminist research methodology by explicitly exposing the author’s hopes and goals, which connect women’s spiritual formation to expressive writing.
17
Barlow, Rebecca Quist. "Nourishing the Self: Cookbooks as Autobiography." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/2994.
Full textAbstract:
Though casual readers may often assume cookbooks are primarily reference materials,cookbooks actually offer readers a type of autobiography; I examine cookbooks as literary autobiographical acts by analyzing three celebrity chefs' cookbooks and the recent film, Julie and Julia. Julie and Julia, starring Meryl Streep and Amy Adams, illustrates several key autobiographical ideas, specifically Barthes' ideas of readerly and writerly texts and the distinction between an author and a persona. The film acts as a visual representation of the way a reader engages with a text and makes it a writerly text while successfully distinguishing between an author and a persona/narrator. After a brief review of autobiography theory through Julie and Julia, the three selected authors' work further magnifies the ideas. The first celebrity chef, David Lebovitz, uses a highly narrative style and incorporates numerous autobiographical details into his books. The second, Ina Garten, utilizes different methods of creating a persona, including photography. The third chef, Dorie Greenspan, uses the same methods used by Lebovitz and Garten, but has been replicated extensively in online baking groups, making her texts ideal for understanding the role of the reader in an autobiography. The work of these three authors illustrates well how autobiographies function and how readers can reiterate their own autobiographies through the books and food they consume.
18
Cunningham, Mary. "The Influence of Cultural Schema on L2 Production: Analysis of Native Russian Speakers' English Personal Narratives." Thesis, 2011. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9694.
Full textAbstract:
The present study focuses on 24 personal narratives told by eight highly proficient bilingual L1-Russian, L2-English speakers (NRS) in comparison to 24 personal narratives told by eight native English speakers (NES) in an effort to not only discover any structural differences that may be revealed through statistical analysis, but also to discover evidence of previously documented Russian and American cultural schema in the narratives through qualitative inquiry and narrative analysis. Although much has been written concerning Russian culture, cross-linguistic differences between Russian and English, and Russian English language learners these concepts have never been synthesized and applied to a study of Russian-English bilingual narratives in English in order to discover if the cultural schema and linguistic tendencies from L1 are maintained in the second language.
The statistical structural analysis included in this study did not reveal any differences between the NES and NRS narratives. On the other hand qualitative analysis of cultural schemas revealed significant transfer of Russian cultural schema in the Native Russian Speaker participants' L2 narrative production. The Russian speakers were found to maintain their distinctly Russian emotional expression. Influence of cultural schema on L2 production was also visible in the thematic differences between the two sets of stories. The NES responses to each prompt were thematically quite similar, and differed noticeably from the themes of the NRS stories. Similarly, Hofstede's dimensions of national culture also revealed some differences between the two groups. However, theRussian cultural schema proposed by Croft, triplicity, was not found to be moreprominent in the NRS narratives than in the NES ones. In conclusion, the Native Russian Speakers in this study showed significant transfer of their L1 cultural schema when speaking their L2.
The findings of this study have revealed the high likelihood of influence and transfer of cultural schema, even when bilingual English language speakers have achieved a very high level of English language mastery. However, this cultural influence on L2 production does not impinge on competence of bilingual speakers when speaking English.
19
Hegge, Laura. "Interacting Narratives and the Intentional Evolution of Personal Practical Knowledge: Experienced English Teachers' Multiliterate Innovations in the Professional Knowledge Ecosystem." Thesis, 2013. http://hdl.handle.net/1807/43592.
Full textAbstract:
This study is an exploration of the lived experiences of three secondary teachers who have developed innovative approaches to English education in response to the needs of diverse, multi-literate urban students. The research marries multiliteracies pedagogy with narrative inquiry, and explores themes and discourses in the teachers’ narrations of their practices. From the new perspective developed from this pairing emerge two significant findings. First, the study contributes to teacher development by synthesizing concepts of design in multiliteracies pedagogy and personal practical knowledge in narrative inquiry. From this synthesis arises the notion of the intentional design of personal practical knowledge occurring through self-directed professional learning that leads to innovation in teaching. Second, the study develops the concepts of interacting narratives and professional knowledge landscape, offering a method of analyzing the multifaceted interactions of Self and Other narratives in the context of a professional knowledge ecosystem. This method provides a specific framework for contextualizing interacting narratives and provides a new clarity of focus in narrative research texts.
20
Noble, Anne Frances. "The psychological benefits of learning to write well about personal trauma." 2006. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=442202&T=F.
Full text
21
Pithouse-Morgan, Kathleen Jane. "What is this? What is this? What is this? : a teacher's personal narrative inquiry into a memorable curriculum experience." Thesis, 2003. http://hdl.handle.net/10413/3686.
Full textAbstract:
In this dissertation, I present a narrative curriculum inquiry that grew out of a personal
teaching experience in an independent Durban school in 2001. A grade seven creative
writing project in English turned out to be an experience that was emotionally as well as
intellectually intriguing to me. After carrying out the teaching work of my grade seven
Teen Stories project, I was left with a strong desire to know what it was about this
particular experience that was so important to me. The focus of my research, therefore,
became my personal curriculum experience in the context of the Teen Stories creative
writing project.
In the course of this thesis, I describe how my desire to come to a deeper understanding
of my curriculum experience led me to search within my life story to discover fruitful
truths about myself as a teacher and a researcher. I illustrate my research journey from
the fieldwork in the classroom through to the construction of my narrative research text.
Drawing on the conceptual work of scholars such as Dewey (1916; 1934; 1963), Denzin
(1989), Clandinin and Connelly (2000), and Conle (1999; 2000), I endeavour to share,
make sense of and theorise my personal story of a significant curriculum experience. The
study moves outwards from my personal experience to a conceptualisation that I believe
has the potential to contribute to the development of new modes of curriculum practice
for me and other members of my South African teaching community.<br>Thesis (M.Ed.)-University of Natal, 2003.
22
Chao, Chi-Pei, and 趙娸珮. "Narrative structure in Chinese personally experienced stories:Preschool to 4th grade Taiwanese and English-Chinese bilinguals." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/77557870129628275033.
Full text
23
Stasko, Carly. "A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing." Thesis, 2009. http://hdl.handle.net/1807/18109.
Full textAbstract:
This qualitative study uses narrative inquiry (Connelly & Clandinin, 1988, 1990, 2001) and self-study to investigate ways to further understand and facilitate the integration of holistic philosophies of education with media literacy pedagogies. As founder and director of the Youth Media Literacy Project and a self-titled Imagitator (one who agitates imagination), I have spent over 10 years teaching media literacy in various high schools, universities, and community centres across North America. This study will focus on my own personal practical knowledge (Connelly & Clandinin, 1982) as a culture jammer, educator and cancer survivor to illustrate my original vision of a ‘holistic media literacy pedagogy’. This research reflects on the emergence and impact of holistic media literacy in my personal and professional life and also draws from relevant interdisciplinary literature to challenge and synthesize current insights and theories of media literacy, holistic education and culture jamming.