Journal articles: 'HBJ Writer'

1

Appleby, Bruce C., Stephen A. Bernhardt, Lisa Gerrard, et al. "Writing with HBJ Writer." College Composition and Communication 38, no. 4 (1987): 478. http://dx.doi.org/10.2307/357646.

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Souryasack, Rassamichanh, and Jin Sook Lee. "Drawing on Students’ Experiences, Cultures and Languages to Develop English Language Writing: Perspectives from Three Lao Heritage Middle School Students." Heritage Language Journal 5, no. 1 (2007): 79–97. http://dx.doi.org/10.46538/hlj.5.1.4.

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Lao students have not fared well in the American educational system. Raised in a home culture that emphasizes and values the oral tradition, the acquisition of academic writing skills has been especially problematic even for U.S.-born students of Lao heritage. Recognizing that writing is a critical component for academic success, this study examines the second language writing experiences of three long-term ESL learners of Lao heritage who took part in a nine-week writing workshop. Analysis of their writings, pre and post interviews, and observational notes from the writing workshops revealed that these students had been unmotivated to write at school. However, joining a community of emerging writers who shared similar social, academic and cultural experiences created a supportive environment for students to write about topics of personal relevance such as community, isolation, and their heritage language and culture. Participation in the workshop was associated with more positive attitudes towards writing, increased motivation, a clearer understanding of the writing process, and improved writing mechanics. Thus, we argue for the need to value, validate, and make visible students' personal experiences, including their heritage cultures and languages, as a critical strategy in motivating students to write.

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FREED, DANIEL J. "WRITER." Hearing Journal 55, no. 3 (2002): 66. http://dx.doi.org/10.1097/01.hj.0000293483.78693.7a.

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4

Nochimson, Martha P. "Boardwalk Empire: America Through a Bifocal Lens." Film Quarterly 66, no. 1 (2012): 25–39. http://dx.doi.org/10.1525/fq.2012.66.1.25.

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5

Gregory, P. "Born a Writer: Forged as a Historian." History Workshop Journal 59, no. 1 (2005): 237–42. http://dx.doi.org/10.1093/hwj/dbi018.

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Raizen, Esther. "Would That Be Me! Ayin Hillel, an Environmental Writer." Hebrew Studies 47, no. 1 (2006): 343–61. http://dx.doi.org/10.1353/hbr.2006.0034.

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7

Caplan, J. "'Write me down, make me real'." History Workshop Journal 60, no. 1 (2005): 195–201. http://dx.doi.org/10.1093/hwj/dbi041.

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KURTOGLU, ORHAN. "The Memoirs of Sıdkî Baba about Ali Nihani who is writer of." Türk Kültürü ve HACI BEKTAŞ VELİ Araştırma Dergisi, no. 90 (June 19, 2019): 11–24. http://dx.doi.org/10.34189/hbv.90.001.

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9

Rahe, Frederick A. "WRITER APPRECIATES UNBIASED ETHICS STORY." Hearing Journal 62, no. 6 (2009): 47. http://dx.doi.org/10.1097/01.hj.0000356814.56952.a9.

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Potter, Ellen F., Christine McCormick, and Beverly A. Busching. "Academic and Life Goals: Insights from Adolescent Writers." High School Journal 85, no. 1 (2001): 45–55. http://dx.doi.org/10.1353/hsj.2001.0018.

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11

Polonsky, Ronnie. "WRITER WANTS MORE education, LESS MARKETING." Hearing Journal 58, no. 5 (2005): 56. http://dx.doi.org/10.1097/01.hj.0000287180.05161.c2.

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12

Kaplan, C. "Black heroes/white writers: Toussaint L'Ouverture and the literary imagination." History Workshop Journal 46, no. 1 (1998): 33–62. http://dx.doi.org/10.1093/hwj/1998.46.33.

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13

Snir, Reuven. "Exile from Exile: Israeli Writers from Iraq (review)." Hebrew Studies 40, no. 1 (1999): 391–94. http://dx.doi.org/10.1353/hbr.1999.0067.

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14

Sokoloff, Naomi. "Conversations with Dvora: An Experimental Biography of the First Modern Hebrew Woman Writer (review)." Hebrew Studies 39, no. 1 (1998): 272–74. http://dx.doi.org/10.1353/hbr.1998.0016.

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15

Beck, Richard. "Beyond the Choir: An Interview with David Simon." Film Quarterly 62, no. 2 (2008): 44–49. http://dx.doi.org/10.1525/fq.2008.62.2.44.

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Abstract In this interview, David Simon, executive producer and writer (together with Ed Burns), talks about Generation Kill, the seven-part HBO adaptation of Evan Wright's book about the 2003 U.S. invasion of Iraq and the early days of occupation. Simon emphasizes the desire to stay as faithful as possible to the book as well as discussing particular characters and scenes.

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16

Vaughan, M. "Mr Mdala Writes to the Governor: Negotiating Colonial Rule in Nyasaland." History Workshop Journal 60, no. 1 (2005): 171–88. http://dx.doi.org/10.1093/hwj/dbi038.

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17

MUNDY, MARTHA. "Between the oral and the written." History Workshop Journal 32, no. 1 (1991): 184–92. http://dx.doi.org/10.1093/hwj/32.1.184.

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18

KATZ, K. RAY. "WRITER SAYS MARCON GROUP SHOULD HAVE BEEN CITED." Hearing Journal 55, no. 10 (2002): 66. http://dx.doi.org/10.1097/01.hj.0000293851.07937.bf.

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19

Porten, Bezalel. "The Original Torah: The Political Intent of the Bible's Writers (review)." Hebrew Studies 40, no. 1 (1999): 292–96. http://dx.doi.org/10.1353/hbr.1999.0058.

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20

Livsey, T. "HOW TO WRITE THE HISTORY OF ORGANISED CRIME, Birkbeck, 9 June 2011." History Workshop Journal 72, no. 1 (2011): 328–30. http://dx.doi.org/10.1093/hwj/dbr041.

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21

Stahl, Neta. "Jesus and the Pharisees through the Eyes of Two Modern Hebrew Writers: A Contrarian Perspective." Hebrew Studies 56, no. 1 (2015): 359–65. http://dx.doi.org/10.1353/hbr.2015.0019.

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22

Mohammadi, Bahram, Katja Kollewe, Amir Samii, Christian F. Beckmann, Reinhard Dengler, and Thomas F. Münte. "Changes in resting-state brain networks in writer's cramp." Human Brain Mapping 33, no. 4 (2011): 840–48. http://dx.doi.org/10.1002/hbm.21250.

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23

Callahan, Laura. "U.S. Latinos’ Use of Written Spanish: Realities and Aspirations." Heritage Language Journal 7, no. 1 (2010): 1–27. http://dx.doi.org/10.46538/hlj.7.1.1.

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This paper reports on an investigation of writing in Spanish in the lives of U.S. Latinos. Twentytwo semi-structured interviews were conducted with informants recruited from among students and former students of high school and college Spanish courses. The interviews were transcribed and coded for concepts and emergent themes (Rubin & Rubin, 2005; Bogdan & Biklen, 1992). Some themes that emerged relate to what U.S. Latinos do with written Spanish and what they would like to be able to do; other themes include classroom experiences, extra-academic avenues of acquisition, the social position of varieties of Spanish, language maintenance, and intergenerational loss. Themes were grouped into four categories: Spanish language maintenance and loss, issues of prescriptivism, the experience of writing in Spanish, and current and planned uses for written Spanish. The results reflect some common patterns in objectives for and obstacles to using written Spanish. The experiences and insights will be of interest to those who are involved in the disciplines of heritage language education and language maintenance in Spanish, in particular at the college level, as well as to individuals concerned with hiring biliterate professionals.

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24

Cohen, Doron B. "Written lives: On Israeli literary autobiographies by Nitza Ben-Dov." Hebrew Studies 54, no. 1 (2013): 434–36. http://dx.doi.org/10.1353/hbr.2013.0029.

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25

Kim, Geon-Woo, and Aleem Siddiqui. "The role of N6-methyladenosine modification in the life cycle and disease pathogenesis of hepatitis B and C viruses." Experimental & Molecular Medicine 53, no. 3 (2021): 339–45. http://dx.doi.org/10.1038/s12276-021-00581-3.

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AbstractN6-methyladenosine (m6A) is the most prevalent modification of mammalian cellular RNAs. m6A methylation is linked to epigenetic regulation of several aspects of gene expression, including RNA stability, splicing, nuclear export, RNA folding, and translational activity. m6A modification is reversibly catalyzed by methyltransferases (m6A writers) and demethylases (m6A erasers), and the dynamics of m6A-modified RNA are regulated by m6A-binding proteins (m6A readers). Recently, several studies have shown that m6A methylation sites have been identified in hepatitis B virus (HBV) transcripts and the hepatitis C virus (HCV) RNA genome. Here, we review the role of m6A modification in HBV/HCV replication and its contribution to liver disease pathogenesis. A better understanding of the functions of m6A methylation in the life cycles of HBV and HCV is required to establish the role of these modifications in liver diseases associated with these viral infections.

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26

Kinginger, Celeste. "Book Review: The Genius of Language: Fifteen Writers Reflect on their Mother Tongues. (2005). Wendy Lesser (Ed.)." Heritage Language Journal 7, no. 1 (2010): 154–56. http://dx.doi.org/10.46538/hlj.7.1.8.

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27

Björnsdóttir, Sigríður, Marit Westergaard, and Terje Lohndal. "The Effects of Attrition on Grammatical Gender: A View from North American Icelandic." Heritage Language Journal 17, no. 3 (2020): 332–54. http://dx.doi.org/10.46538/hlj.17.3.2.

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Heritage grammars have been argued to differ with respect to whether they are an instantiation of divergent attainment or attrition. Attrition and divergent attainment are not mutually exclusive and can even co-exist with respect to the same or different grammatical phenomena, but teasing these apart requires longitudinal studies or carefully selected cross-sectional data (Montrul, 2008; 2016; Polinsky, 2011). In this article we present data from a longitudinal corpus of letters written by a speaker of North American Icelandic over a span of seventy-two years. The earliest letters suggest that the writer acquired Icelandic consistent with the baseline. However, in the last thirty years of writing, non-target forms emerge in the corpus. Morphosyntax, notably grammatical gender and inflectional morphology, is the most affected domain of grammar. In this article we focus on the nature of the changes attested for grammatical gender across time. Our results show that gender assignment does not undergo a systematic re-analysis. However, the non-target gender agreement indicates the overuse of an agreement default, which may reflect a trend towards a systematic reduction of the gender agreement system.

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28

Hendel, Ronald S. "Oral World and Written Word: Ancient Israelite Literature (review)." Hebrew Studies 39, no. 1 (1998): 201–3. http://dx.doi.org/10.1353/hbr.1998.0005.

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29

Glaser, Amelia. "Antonio's Devils: Writers of the Jewish Enlightenment and the Birth of Modern Hebrew and Yiddish Literature (review)." Hebrew Studies 48, no. 1 (2007): 406–10. http://dx.doi.org/10.1353/hbr.2007.0041.

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30

Gallea, Cecile, Silvina G. Horovitz, Muslimah 'Ali Najee-Ullah, and Mark Hallett. "Impairment of a parieto-premotor network specialized for handwriting in writer's cramp." Human Brain Mapping 37, no. 12 (2016): 4363–75. http://dx.doi.org/10.1002/hbm.23315.

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31

Zyzik, Eve. "Expressing Causation in Spanish: A Functional Analysis of Heritage Speakers’ Written Production." Heritage Language Journal 11, no. 1 (2014): 76–97. http://dx.doi.org/10.46538/hlj.11.1.4.

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The current study examines the various linguistic means that heritage speakers of Spanish use to express the concept of causation. In Spanish causation can be expressed lexically with verbs such as tirar ‘knock over’ or syntactically via two distinct constructions with the verb hacer ‘to do/make’: hacer-infinitive and hacer que-subjunctive. The data set consists of over 1,400 causative sentences produced on a written task by heritage speakers from different proficiency levels (n=58) and a baseline group of native speakers (n=22). The results reveal that heritage speakers and native speakers produced the same range of causative constructions, although there were significant differences in frequency and conventional patterns of usage. The native speakers showed an overwhelming preference for the hacer-infinitive construction whereas the heritage speakers did not. A secondary aim of the study was to examine word order in the hacer-infinitive construction given cross-linguistic differences between English and Spanish causatives. This analysis revealed that 89% of heritage speakers’ causative sentences reflected Spanish word order, suggesting a limited role for dominant language transfer.

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32

Bennett, Huw, Michael Finch, Andrei Mamolea, and David Morgan-Owen. "Studying Mars and Clio: Or How Not to Write about the Ethics of Military Conduct and Military History." History Workshop Journal 88 (2019): 274–80. http://dx.doi.org/10.1093/hwj/dbz034.

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33

Lederman, Norman, and Paula Hendricks. "WRITERS URGE TELECOILS FOR BTEs, EVEN THE SMALLEST ONES." Hearing Journal 60, no. 3 (2007): 62. http://dx.doi.org/10.1097/01.hj.0000286717.22371.3b.

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34

Kim, Say Young, Lanfang Liu, Li Liu, and Fan Cao. "Neural representational similarity between L1 and L2 in spoken and written language processing." Human Brain Mapping 41, no. 17 (2020): 4935–51. http://dx.doi.org/10.1002/hbm.25171.

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35

Fuchs, Christian. "Reflections on Sven-Eric Liedman’s Marx-Biography “A World to Win: The Life and Works of Karl Marx”." tripleC: Communication, Capitalism & Critique. Open Access Journal for a Global Sustainable Information Society 16, no. 2 (2018): 619–27. http://dx.doi.org/10.31269/triplec.v16i2.1039.

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The English translation of Sven-Eric Liedman’s Marx-biography A World to Win: The Life and Works of Karl Marx was published two weeks before Marx’s bicentenary. This article presents reflections on Liedman’s book and asks how one should best write biographically about Marx. The paper compares Liedman’s biography to the Marx-biographies written by Jonathan Sperber (Karl Marx: A Nineteenth-Century Life) and Gareth Stedman-Jones (Karl Marx: Greatness and Illusion). A biography is a way of repeating a person’s life, works and age in a process of reconstruction and retelling. The question that arises is how to write a biography as a dialectical text. Sven-Eric Liedman: A World to Win: The Life and Works of Karl Marx. London: Verso, London, 2018. 768 pages., £35.00 hbk. ISBN 9781786635044

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36

William C. Sewell. "Creating a Public Sphere in the Secondary Language Arts Classroom: Empowering Students to Think and Write Critically About Outside the Classroom." High School Journal 92, no. 1 (2008): 11–21. http://dx.doi.org/10.1353/hsj.0.0008.

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37

Matsunaga, Sachiko. "Instructional Needs of College-Level Learners of Japanese as a Heritage Language: Performance-Based Analyses." Heritage Language Journal 1, no. 1 (2003): 44–57. http://dx.doi.org/10.46538/hlj.1.1.4.

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This paper reports a study comparing the reading performances (i.e., comprehension and speed in reading Japanese texts) and oral skills of intermediate and advanced learners of Japanese at an American university. The study assessed the performance of 14 heritage learners, who spoke Japanese at home and/or went to a Japanese school in the U.S., against that of 11 Chinese learners with extensive knowledge of kanji (Chinese characters used to write Japanese) in their first language (L1), and 14 non- heritage learners without such knowledge in their L1s. As anticipated, the heritage learners were found to have high oral proficiency. Their weakness, however, was not underdeveloped reading proficiency, as anticipated, but insufficient knowledge of kanji. The paper discusses the importance of recognizing the instructional needs of heritage learners studying a language that uses kanji in writing, and suggests some pedagogical methods to satisfy their needs.

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38

Kassir, Gaye. "Arenas and Rosales: a Portrayal of Exile, Personal Disenfranchisement, and Escape through the Written Word." Hispanic Research Journal 3, no. 3 (2002): 227–41. http://dx.doi.org/10.1179/hrj.2002.3.3.227.

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39

Myers, David G. "WRITERS URGE TELECOILS FOR BTEs, EVEN THE SMALLEST ONES." Hearing Journal 60, no. 3 (2007): 62. http://dx.doi.org/10.1097/01.hj.0000286718.22371.df.

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40

Blenkinsopp, Joseph. "It Is Written: Scripture Citing Scripture. Essays in Honour of Barnabas Lindars, SSF (review)." Hebrew Studies 31, no. 1 (1990): 116–19. http://dx.doi.org/10.1353/hbr.1990.0013.

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41

Zhu, Linlin, Yaoxin Nie, Chunqi Chang, Jia-Hong Gao, and Zhendong Niu. "Different patterns and development characteristics of processing written logographic characters and alphabetic words: An ALE meta-analysis." Human Brain Mapping 35, no. 6 (2013): 2607–18. http://dx.doi.org/10.1002/hbm.22354.

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42

Hoffmeier, James K. "What Did the Biblical Writers Know & When Did They Know It? What Archaelogy Can Tell Us about the Reality of Ancient Israel (review)." Hebrew Studies 43, no. 1 (2002): 247–50. http://dx.doi.org/10.1353/hbr.2002.0020.

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43

MÜLLER-SCHÖLL, NIKOLAS. "Theatre of Potentiality. Communicability and the Political in Contemporary Performance Practice." Theatre Research International 29, no. 1 (2004): 42–56. http://dx.doi.org/10.1017/s030788330300124x.

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Much contemporary experimental theatre and many performance practitioners in Germany and Austria share an interest in what one might call the material conditions or the medium of their performances. The article discusses different examples where the sharing of space, language and time in performance and thereby the ‘communicability’ (W. Benjamin) of communication is explored. Directors and writers discussed include H.J. Kapp, W. Golonka, L. Chetouane, R. Pollesch, C. Bosse, J. Szeiler. It is argued that in these cases theatre is done in a political way, because it allows the experience of alterity and opens up a space of potentiality.

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44

Drukker, Tamar S. "[inline-graphic xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="01i" /] (The Freedom to Write: the Woman-Artist and the world in Ruth Almog's Fiction) (review)." Hebrew Studies 52, no. 1 (2011): 459–61. http://dx.doi.org/10.1353/hbr.2011.0001.

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45

Thompson, Thomas L. "Biblical Archaeology and the Politics of Nation-Building." Holy Land Studies 8, no. 2 (2009): 133–42. http://dx.doi.org/10.3366/e1474947509000511.

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Since the time of the British mandate, Zionist and, later, Israeli politics of nation-building has strongly influenced ‘biblical archaeology’ and has significantly undermined the integrity of Israeli scholarship. Critiques from Yael Zerubavel and Keith Whitelam to Nadia Abu El-Haj and Raz Kletter have repeatedly pointed out the consistent nationalistic distortions that have infected the field. The efforts of critical scholars to write a history of Palestine independent of biblical perspectives have corrected such distortions since the 1980s and have raised considerable doubt concerning the legitimacy of the Judeo-ethnocentrism which dominates nationalist Israeli claims on the heritage of ancient Palestine and the Bible.

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46

Ullendorff, Edward. "H.J. Polotsky (1905–1991): Linguistic Genius." Journal of the Royal Asiatic Society 4, no. 1 (1994): 3–13. http://dx.doi.org/10.1017/s1356186300004880.

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H. J. Polotsky was my teacher at the Hebrew University of Jerusalem for four years in the 1930s and my friend and mentor and scholarly critic for 53 years. It is difficult for me to speak or write about him without a measure of personal involvement and indeed emotion. In the humanities he was a polymath, as a student of languages he was, I believe, without parallel in this generation. He could appear austere to those not well acquainted with him; he was a man of few words but many thoughts and great profundities. His style in all languages was exquisite and witty; his letters were invariably full of humour and his aphorisms pithy, widely admired, and never forced. He did not suffer fools gladly, but he mellowed with age and developed much tolerance even towards the majority of mankind who could contemplate his mastery with awe – yet never emulate it. While he and I lived in the same city, Jerusalem, for five years only, we were in wellnigh constant communication by letter (more about that correspondence, in part now published, anon), by meetings (often extending over many weeks), and in more recent years by telephone. When I was in error, even in senectute, he could be as sharply reproving as he had been towards the immature undergraduate – and such frankness was not only welcomed, but it had always been of the very essence of our relationship. In a book of reminiscences of Jerusalem in the 1930s I had written of the difficulty of envisaging a future deprived of his guidance and counsel and had expressed the hope that such a contingency would not arise until senility had numbed the blow for me. Alas, this was not to be: he died shortly before his 86th birthday. When his son telephoned me with the sad news on 10 August 1991, I found some consolation in the task of editing his letters in the manner prescribed by him earlier; and that book was published just six months after his death.

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47

Ou, Hua, and Shannon Willingham. "Written Instructions vs. Audiology Service for PSAP Use." Hearing Journal 70, no. 10 (2017): 34. http://dx.doi.org/10.1097/01.hj.0000526534.86242.73.

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48

Bar-Asher, Moshe. "From Oral Transmission to Written Transmission: Concerning the Meaning of Some Orthographic Forms in the Manuscripts of the Mishnah and of Rabbinic Literature." Hebrew Studies 52, no. 1 (2011): 201–12. http://dx.doi.org/10.1353/hbr.2011.0014.

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49

Haugbolle, Sune. "Moving Through the Interregnum." Middle East Journal of Culture and Communication 8, no. 1 (2015): 13–36. http://dx.doi.org/10.1163/18739865-00801003.

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This article analyzes the iconic Syrian writer and activist Yassin al-Haj Saleh. It analyzes the film Baladna al-rahib [Our Terrible Country] by Syrian filmmakers Muhammad Ali Atassi and Ziad Homsy as a way to explore current debates about revolution, exile and representation in Syria and the Middle East. Homsy and Atassi embrace and use Saleh’s stature as an iconic figure whose embodied meaning functions as an ‘aperture’ to a truth beyond his own person; the truth, in this case, about the Syrian revolution. By using theories of iconicity and revolution, the article interrogates current debates about revolution. What can a revolutionary icon do or say in a situation of apparent defeat? What images of revolution can filmmakers create in a state of what Gramsci called the interregnum, when the old is dying and the new is struggling to be born? It suggests that icons do not only reflect struggle, but also make and remake ideological positions. For the revolutionary project, the key issue becomes what kind of ideological re-making emerges from crisis, and what kind of change to the repertoire of action critique animates.

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50

Mrázek, Rudolf. "H.J. van Mook, 1894–1965. Een vrij en gelukkig Indonesië, written by Tom van den Berge." Bijdragen tot de taal-, land- en volkenkunde / Journal of the Humanities and Social Sciences of Southeast Asia 172, no. 2-3 (2016): 376–77. http://dx.doi.org/10.1163/22134379-17202006.

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Journal articles on the topic 'HBJ Writer'

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