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Relevant bibliographies by topics / Identity of writer

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Academic literature on the topic 'Identity of writer'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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Journal articles on the topic "Identity of writer"

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Wu, Daping, and Adcharawan Buripakdi. "Writer Identity Construction in EFL Doctoral Thesis Writing." GEMA Online® Journal of Language Studies 21, no. 3 (2021): 16–36. http://dx.doi.org/10.17576/gema-2021-2103-02.

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Research on EFL doctoral thesis writing is booming. The literature indicates a link between doctoral thesis writing and identity formation. Despite the call for scholarly attention on doctoral thesis writers, writers of doctoral theses in English as a Foreign language (EFL) settings have not been well represented in the previous studies. Moreover, although writer identity has been proposed as consisting of four aspects, most of the research has mainly adopted a corpus approach to discuss the discoursal self or authorial identity. To bridge these gaps, this study explored how multicultural writers at a university in Thailand constructed identity through EFL doctoral thesis writing and how their multiple aspects of writer identity interplayed. With the data triangulated from a questionnaire, written narratives, and semi-structured interviews, the study revealed that 1) multiple identities are developed through writers’ self-adjustment and social acculturation; 2) passive alignment to institutional conventions leads to an actual distancing from discoursal construction of writer identity; 3) self-marginalization as EFL learners, negative external voices, and the role of student writer most hinder the development and representation of the authorial self. The research recommends EFL learners should be explicitly informed of the notions of constructing an authorial voice in the writing of doctoral theses. Keywords writer identity; identity construction; EFL doctoral thesis writing; novice writer; non-native English-speaking context

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He, Fangzhi. "Identity Construction in Academic Writing of Student Writers Who Use English as an Additional Language: A Literature Review1." Chinese Journal of Applied Linguistics 43, no. 4 (2020): 506–24. http://dx.doi.org/10.1515/cjal-2020-0033.

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Abstract Academic writing is social interaction between writer and reader, during which writers can employ discursive and non-discursive features to construct their identities. However, many student writers who are users of English as an additional language (EAL) may find it challenging to construct their identities in academic writing. Properly constructed identity in academic writing can help EAL student writers develop a stronger sense of self, exercise their agency, and negotiate the academic discourse. Therefore, this paper reviews empirical studies on EAL student writers’ identity construction when they write in English to investigate the features of identities that EAL student writers construct in texts and the factors that influence their identity construction. The findings show that, compared with expert writers and native-English-speaking (NES) counterparts, EAL student writers tend to present a weak authorial identity. Furthermore, EAL student writers tend to be more engaged with texts than with readers and lack commitment to their claims. The identities that EAL student writers construct in academic writing are also interwoven with EAL students’ English proficiency levels, educational experience, disciplinary conventions, genre affordances, and audience awareness. The findings of this literature review can help teachers and educators raise EAL students’ identity awareness and facilitate students in strategically constructing writer identities in academic writing.

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Li, Ying, and Liming Deng. "Writer Identity Construction Revisited: Stance, Voice, Self, and Identity in Academic Written Discourse." Chinese Journal of Applied Linguistics 42, no. 3 (2019): 327–44. http://dx.doi.org/10.1515/cjal-2019-0020.

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Abstract Recent research on academic discourse has revealed the intersection of writing and writer identity construction. However, some terms that are being used in writer identity study are sometimes not only interchangeably used without making an explicit connection between them but also used in a way that may cause misunderstanding. The paper is intended to tease out four key terms, namely, stance, voice, self, and identity so that the respective role that each plays in academic written discourse can be differentiated on the one hand, and their interrelationship can be clarified on the other. It is hoped that such a panoramic picture can offer some pedagogical implications for academic writing teaching and research and provide some insights into the research on writer identity construction in academic written discourse as well.

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Fernsten, Linda A. "Writer Identity and ESL Learners." Journal of Adolescent & Adult Literacy 52, no. 1 (2008): 44–52. http://dx.doi.org/10.1598/jaal.52.1.5.

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Jiang, Chunsheng. "Deconstruction and Construction—A Narrative Study of Tutuola’s Novels." Theory and Practice in Language Studies 10, no. 12 (2020): 1566. http://dx.doi.org/10.17507/tpls.1012.08.

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Nigerian writer Amos Tutuola, as one of the first generation of native African writers who write literature works in English, has received much attention since the very beginning of his publishing of works. This article explores the narrative strategies used by Tutuola in the process of constructing his cultural identity, which was partly neglected by critics. The special narrative and expressive cultural identity, narrative mode and identity establishment, and nostalgic representation were just Tutuola’s strategies that formed the procedure of the deconstruction of colonial power and the construction of national identity.

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Matsuda, Paul Kei. "Identity in Written Discourse." Annual Review of Applied Linguistics 35 (March 2015): 140–59. http://dx.doi.org/10.1017/s0267190514000178.

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ABSTRACTThis article provides an overview of theoretical and research issues in the study of writer identity in written discourse. First, a historical overview explores how identity has been conceived, studied, and taught, followed by a discussion of how writer identity has been conceptualized. Next, three major orientations toward writer identity show how the focus of analysis has shifted from the individual to the social conventions and how it has been moving toward an equilibrium, in which the negotiation of individual and social perspectives is recognized. The next two sections discuss two of the key developments—identity in academic writing and the assessment of writer identity. The article concludes with a brief discussion of the implications and future directions for teaching and researching identity in written discourse.

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Tiope, Kizha. "Identity Gained and Identity Lost." Writing across the University of Alberta 1, no. 1 (2020): 25–28. http://dx.doi.org/10.29173/writingacrossuofa13.

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This assignment asked students to select a literacy sponsor, either an individual or an institution, from their personal experiences with literacy and explain to their readers how their interactions with this person or organization shaped or affected their development as a reader or writer.

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Lehman, Iga Maria, and Robin Anderson. "Inviting individual voice to second language academic writing." International Review of Pragmatics 13, no. 1 (2021): 61–85. http://dx.doi.org/10.1163/18773109-01301002.

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Abstract Our purpose in this paper is to present the findings of a study aimed at investigating how second language (L2) student-writers construct their identities as academic authors in tertiary education. We consider the restraints institutionalized text production can place on the constitution of writer identity, and call for pedagogical approaches to writing to take on board our findings to better help students in the process of finding their unique authorial voice. While the specific socio-cultural and institutional contexts within which people write limit possibilities for their self-representation, we argue that student writers should be encouraged to bring their own life histories and sense of the self to their texts. The study follows the notion of writer voice as proposed by Lehman (2018). She proposes categorising writer voice into three main types: individual, collective and depersonalized. As these three aspects of voice are predominantly cued through metadiscourse features we employed a three-dimensional analytic rubric designed by Lehman (2018) in order to identify and analyze the potential of individual voice in the facilitation and enhancement of academic writing in a second language (see Lehman, 2018).

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Rimell, Vicky. "Epistolary Fictions: Authorial identity in Heroides 15." Proceedings of the Cambridge Philological Society 45 (2000): 109–35. http://dx.doi.org/10.1017/s0068673500002364.

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Heroides 15, Sappho's letter to Phaon, is an enigma in its present context for many different reasons. What is Sappho doing, heterosexualised, at the end of a string of elegiac epistles written by women plucked straight from myth and each given their fifteen minutes of fame? Despite the mythology that grew up around her, of which Phaon was a part, Sappho was a real woman and a real writer, the Greek love poet par excellence; not only that, she was and is a figure who, in her poetic persona at least, is famous for communicating her love for women, not for the local ferryman. This Sappho looks very written, yet as the only heroine–writer, and as the love-poet often cited as Ovid's influential predecessor, she can represent the culmination and reification of the Heroides' illusion of female authorship.In doing so, Sappho functions as the crucial figure in a collection of poems in which the Ovidian author writes in disguise; in what becomes finally a life or death situation, her poem radically questions the definition and definability of authorship, gender and identity. We are constantly asked, and are prompted to ask: Just how authentic, or how written is Sappho in this self-conscious erotic alignment of His ‘n’ Hers, Roman and Greek love poets? What is it for an Ovidian author conspicuously to write, through and over, the poetess whose work he recommends should be read alongside his own, and whose influence on his own writing and love-affairs he hints at on several occasions?

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Lammers, Jayne C., and Valerie L. Marsh. "“A Writer More Than . . . a Child”: A Longitudinal Study Examining Adolescent Writer Identity." Written Communication 35, no. 1 (2017): 89–114. http://dx.doi.org/10.1177/0741088317735835.

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This article reconsiders theoretical claims of identity fluidity, stability, and agency through a longitudinal case study investigating one adolescent’s writing over time and across spaces. Qualitative data spanning her four years of high school were collected and analyzed using a grounded theory approach with literacy-and-identity theory providing sensitizing concepts. Findings uncovered how she laminated identity positions of perfectionism, expertise, risk taking, and learning as she enacted her passionate writer identity in personal creative writing, English classrooms, an online fanfiction community, and theater contexts. Using “identity cube” as a theoretical construct, the authors examine enduring elements of a writer’s identity and the contextual positioning that occurs when youth write for different audiences and purposes. Findings suggest that adolescents approach writing with a durable core identity while flexibly laminating multiple sides of their identity cube, a reframing of identity that has implications for literacy-and-identity research.

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Dissertations / Theses on the topic "Identity of writer"

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Sloan, Philip J. "Assembling the identity of "writer"." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1416523281.

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Gardner, Paul. "Scribing the writer : implications of the social construction of writer identity for pedagogy and paradigms of written composition." Thesis, University of Bedfordshire, 2014. http://hdl.handle.net/10547/345674.

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A reflexive analysis of five peer reviewed published papers reveals how socio-cultural and political discourses and individual agency compete to shape the identity of the learner-writer. It is posited that although hegemonic political discourses construct ‘schooling literacy’ (Meek 1988 ) which frame the socio-cultural contexts in which texts, authors, teachers and leaners develop; the socio-cultural standpoint of the individual makes possible conscious construction of counter discourses. Writer identity is integral to the compositional process. However, writer identity is mediated by, on the one hand, dominant discourses of literacy that inform current pedagogies of writing (Paper One) and on the other by socio-cultural narratives that shape identity (Paper Three). A synthesis of Gramsci’s notion of cultural hegemony and Bronfenbrenner’s ecological systems theory is used to explain the constraining function of dominant discourses in literacy education. These works largely fall within a qualitative paradigm, although a mixed-method approach was adopted for the data collection of Papers Four and Five. The methods these papers had in common were the use of survey and documentary analysis of reflective journals. A semi-structured interview with a focus group was the third method used to collect data for Paper Five. Individual semi-structured interviews were used to collect partial life-histories for Paper Two and textual analysis of pupils’ narrative writing was the main method used for Paper One. Paper Three involved a rhizotextual auto-ethnographic analysis of original poetry. Findings suggest pedagogies which minimise or negate the identity of the writer are counter-productive in facilitating writer efficacy. It is suggested, the teaching of writing should be premised on approaches that encourage the writer to draw upon personal, inherited and secondary narratives. In this conceptualisation of writing, the writer is simultaneously composing and exploring aspects of self. However, the self is not a fixed entity and writing is viewed as a process by which identity emerges through reflexive engagement with the compositional process. The corollary is that pedagogy of writing needs to embrace the identity of the writer, whilst also allowing space for the writer’s ‘becoming’.

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John, Suganthi Priscilla. "The writing process and writer identity : investigating the influence of revision on linguistic & textual features of writer identity in dissertations." Thesis, University of Birmingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.419722.

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Tetschner, Ben. "The story of a writer : a study of the creation and maintenance of a writer's identity /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p1422970.

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Iannucci, Alisa Marko. "Antebellum Writer-Travelers and American Cosmopolitanism." Thesis, Boston College, 2011. http://hdl.handle.net/2345/2420.

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Thesis advisor: James D. Wallace<br>James Fenimore Cooper, George Catlin, and Margaret Fuller all spent significant portions of their lives living outside the United States, among people who - at least initially - were foreign to them. The writing those cross-cultural forays inspired demonstrated that they learned a great deal about American culture in addition to the foreign cultures they visited, and that sometimes the insights gained were difficult to hear but impossible to refute. These writers became advocates for a cosmopolitan approach not only to travel but also to cultural identity. Each felt the slipperiness of U.S. cultural identity and determined that the most productive means of securing it was by active cosmopolitan engagement with foreign others. This project explores how travel led them to view culture as a moveable category, and as a result, to work proactively to encourage a culture of patriotic cosmopolitanism in the United States. While Fuller, Cooper, and Catlin lived and wrote, the United States was marked by an isolating insistence on exceptionalism that dominated American culture. Calls for transformative, active, or personal engagement with foreign cultures were rare. Juxtaposing Appiah's approach to cosmopolitanism with the cultural analysis of such critics as William W. Stowe and Mark Renella on travel and nineteenth-century American culture, and Larry J. Reynolds and Michael Paul Rogin, on political issues of the same era gives a new perspective to these writers. Catlin, Cooper, and Fuller were dissimilar in many ways, but all enacted a cosmopolitanism that was unusual for their time and striking in its opposition to nationalist cultural currents. Their careers were defined by travel experiences marked by challenges to their cultural identity, and they met these with self-reflection that led to their awareness of the treatment cultural others received from Americans. Engaging with both Amerindian and European versions of "foreignness" led these writers to preach a cosmopolitan consciousness and to model the best ways for Americans to comport themselves while acting as citizen diplomats. A close reading of Catlin's presence as cultural intermediary in his ethnography reveals a man seeking to meet Amerindians on their own terms; he was a rare case study, and the lukewarm support he received is telling; mainstream Americans were not interested in viewing Indians as living people with a culture worth learning about. Most important, Catlin's writings of his experience in Indian lands and abroad demonstrate his exceptional receptivity to foreignness. Catlin did not see or market himself as a "travel-writer" but rather an artist and advocate for the Indians offering his own brand of proto-ethnography to the nineteenth-century reading public. Nevertheless, his work is an unusual addition to the travel-writing genre, and particularly productive in its presentation of how one adventurous traveler's experience of cultural difference led to cosmopolitan awareness. The extent to which one's experience of a foreign culture can be communicated to others who have not shared in those experiences is limited, and this accounts, in part, for the contradictions, defensive rationalizations, and rambling reflections present in Catlin's accounts. He faced a task that travel writers who direct their work to home-bound readers can't avoid: the unacknowledged naiveté of such readers must be dealt with, and foreignness presented in terms of the known. The psychological processes undergone by cross-cultural travelers can be significant, and are not so easily translated to the uninitiated. Cooper recognized that cross-cultural encounters had formed American identity from the start and worked against the prevailing tendency to denigrate, dismiss, and destroy Amerindians. He noticed that efforts to encourage international acceptance of American culture as a distinctive, worthy addition to the catalog of world cultures were often hampered by cross-cultural missteps and failures. More than most, Cooper understood the process of exploring foreignness as well as the value of the experience, but found that understanding difficult to communicate to less-cosmopolitan audiences. Cooper's cross-cultural engagement is explored in two works that participated in the ongoing transatlantic squabble over the insinuations about U.S. culture in travel writing by Europeans. In Notions of the Americans (1828) and "Point de Bateaux à Vapeur--Une Vision" (1832), Cooper advanced American arguments against the propriety and usefulness of such judgments. Homeward Bound and Home As Found (1838), took these transatlantic discussions to a different level. Remaining staunchly American, Cooper was less interested in defending his country from European "attacks" than in understanding the differences that inspired them; his argument, aimed at Americans, was for a more enlightened U.S. culture--one that had the cosmopolitan skills required to command respect internationally. Cooper's ultimate understanding of "culture" as a moveable category of human difference in The Monikins (1835). Fuller worked for a cosmopolitan American culture that would be able to lead the world for the sake of the progress of humanity. Americans would be simultaneously citizens of the United States and of the world. Through her engagement with other cultures, she sought to fit her own to her ideal. Hers was not a consuming globalism, but a model of international engagement from the ground up. By extending the transcendental opposition to individual conformity to the cultural scale, Fuller hoped that thinking Americans would learn to benefit from the "variety" that surrounded them. In her writing and by her example, she shifted the focus of travel from place to people, urging Americans to travel not only to see foreign places but to meet foreign people and immerse themselves in foreign points of view. She relates her impressions of Native Americans as foreigners who suffer from Americans' failure to see them as a people worthy of respectful engagement, and her desire that her country not repeat that mistake in dealing with other nations. In her first significant travel experience, which exposed her to immigrant settlers and Indian communities, she discovered her interest in learning about and forming relationships with groups of people who were different from her, displaying not only cosmopolitan curiosity but cosmopolitan willingness to put herself forward into the unknown. Her years of study of foreign language and arts had left her better prepared to make meaningful connections there. As a woman she felt especially well-positioned to practice a cosmopolitanism that was its own kind of revolution<br>Thesis (PhD) — Boston College, 2011<br>Submitted to: Boston College. Graduate School of Arts and Sciences<br>Discipline: English

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Ivanic, Roz. "The discoursal construction of writer identity : an investigation with eight mature students." Thesis, Lancaster University, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.335355.

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Van, Heerden Michelle. "Exploring habitus and writer identities : an ethnographic study of writer identity construction in the FET phase at two schools in the Western Cape." Thesis, University of the Western Cape, 2015. http://hdl.handle.net/11394/5217.

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Philosophiae Doctor - PhD<br>The purpose of this study is to investigate the writing identities constructed in the Further Education and Training (FET) Phase and the ways in which these identities either strengthen or impede academic writing at university. Success at university is predominantly dependent on students' ability to express their ideas through writing academic essays or assignments in most faculties. However, studies over the past decade highlight the inability of many South African learners, especially those for whom English is not a home language, to succeed at universities. The poor performance of such students is often linked to the lack of adequate preparation in the FET Phase, which is grades 10 to 12, the grades prior to entering first year undergraduate programmes. The significance of this study is that it sheds light on the discourse features of policy, texts, pedagogy and assessment in the FET Phase and the consequences of these for the construction of writers' identities. Further, it foregrounds the ways that policy positions teachers, learners and learning despite diversity in school cultures, identities and histories, and more importantly the ways that unique local pedagogical contexts construct writer identities as a bridge towards engagement in academic essays and the discourses valued at higher institutions. The intention was thus twofold: on the one hand to understand the writer identities constructed in the FET phase and secondly to shed light on the ways that these identities intersect with academic writing, in an attempt to inform first year writing programmes at universities. This was an ethnographic study that included participant observation, interviews with teachers and document analysis of national curriculum policies, grade 12 English Additional language external question papers and first year student texts. The participants were two grade 10 English classes from two schools with different profiles in terms of learner background, linguistic repertoire, and socio-economic circumstances. The rationale for focusing on grade 10 is that it is the first initiation point into the FET Phase and as such an important site to investigate the ways in which writing identities are activated. I thus ‘shadowed’ these learners for two years, up to the end of grade 11. Finally, I analysed first year student texts produced by learners from these two schools in their first year of study at a Cape Town university. In order to engage with my data, I first drew on Bourdieu's concepts of field, habitus and capital, to illuminate the ways in which national policies constructed theories and pedagogies of language teaching and learning, and positioned teachers, as well as the consequences of these policies and positionings for constructing sound writer identities. I then focused on the different organizing practices at the two schools, in order to foreground positionings enacted in local contexts. As a result, the study sheds light on the ways that writer identities were activated at two secondary schools in Cape Town, both of which served a previously disadvantaged population but with one classified as poorly resourced while the other enjoyed the status of a well-resourced school. My study centred on the visible and invisible curricula, the differing kinds of cultural capital they produce and the conversion of this capital into other forms of cultural and symbolic capital (such as access to university) which may eventually be converted to economic capital in the form of access to well-paid kinds of employment. Secondly, I drew on Systemic Functional Linguistics, with its conception of language as socially produced and politically situated and its development by the 'Sydney school' into genre-based pedagogy, as an analytical lens to unpack the language learning and teaching theories underpinning policy documents. This lens was also useful for evaluating the extent to which curriculum, pedagogy and assessment tools inducted learners into the key 'genres of schooling' (such as information report, explanation, and argument) that are necessary for success across the curriculum at school and university. Most importantly, it allowed for a rigorous linguistic analysis of first year student scripts and the extent to which writers managed the three metafunctions, ideational, interpersonal and textual. These metafunctions are the basis for coherent, well-structured, genreappropriate writing. The study found that mismatches between policy framing and the way that writing was taught and assessed in the FET Phase resulted in massive gaps between the writer identities constructed in the FET Phase and the first year writer identities valued at universities. Findings help to pinpoint some of the reasons why particular learners manage to make the transition into tertiary study and why a large number of learners studying through English as an additional language either fail to gain access into university or fail during their first year of study. Finally, findings pointed out the effects of post democracy curriculum shifts and national examinations on classroom discourse and pedagogy, especially in relation to constructing enabling writer identities, and more importantly on the ability of learners making the transition into university to produce academically valued texts in their first year of study.

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Saha, Suma. "The construction of writer identity of Bangladeshi L2 students in the English academic community." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/46602.

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This study was conducted to investigate how five Bangladeshi L2 graduate students construct and express their writer identities in their L2 academic writing practices in English academic community. The study is based upon feminist poststructuralism, especially Weedon’s (1997) concept of subjectivity portraying the individual as uncertain, contradictory, dynamic, and changing over historical time and social space. I conducted semi-structured interviews and collected writing samples of the participants. Following Ivanič’s (1998) concept of writer identity which bears multiplicity with four interrelated aspects of autobiographical self, discoursal self, self as author, and possibilities for self-hood, I analyzed the data thematically to illustrate how participants constructed their writer identities. Findings suggest that the participating Bangladeshi student writers tried to construct their autobiographical selves by drawing on previous literacy practices. However, it was their field of study (science or arts) that allowed or restricted them from expressing their individual interest, experiences, opinions and commitment in their L2 writing. Participants also constructed their discoursal selves through citations practices, linguistics choices, and organization of their papers as they tried to accommodate to the discourses preferred by their field of study or professors. In addition, the science and non-science major students expressed themselves as authors differently by employing either personal or impersonal writing styles and by making claims following different disciplinary conventions. It was clearly the participants’ awareness of the possibilities of self-hood that influenced how they constructed their writer identities. Such identities, as the study illustrate, were multiple, shifted, conflicted, and developed as participants tried to align themselves with the preferred identities or possibilities in the English academic community. The paper concludes with teaching implications for academic writing in a second language.

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Kriner, Bridget Ann. "Writer Self-Efficacy and Student Self-Identity in Developmental Writing Classes: A Case Study." Cleveland State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=csu1494340855144881.

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Cheng, Chiuyee Dora. "Academic Writing of Multilingual Undergraduates: Identity and Knowledge Construction Across Five Disciplines." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu153187612119893.

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Books on the topic "Identity of writer"

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Charalambous, Zoe. Writing Fantasy and the Identity of the Writer. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20263-7.

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The woman writer in late-nineteenth-century Italy: Gender and the formation of literary identity. E. Mellen Press, 1992.

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Pedersen, Ena. Writer on the run: German-Jewish identity and the experience of exile in the life of Henry William Katz. Max Niemeyer Verlag, 2001.

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Hand, Felicity. The subversion of class and gender roles in the novels of Lindsey Collen (1948- ), Mauritian social activist and writer. Edwin Mellen Press, 2010.

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Michelson, Bruce. Mark Twain on the loose: A comic writer and the American self. University of Massachusetts Press, 1995.

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Nash, Geoffrey. The Arab writer in English: Arab themes in a metropolitan language, 1908-1958. Sussex Academic Press, 1998.

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Ippolito, Emilia. Caribbean women writers: Identity and gender. Camden House, 2000.

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John, Simmons. Telling stories: A writers approach to identity. Interbrand Newell and Sorrell, 1998.

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Alaks, Jorj Ke. Reinventing identity: An anthology of Dalit writers, Kerala. Vikas Adhyayan Kendra, 2008.

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Women writers and national identity: Bachmann, Duden, Özdamar. Cambridge University Press, 2003.

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Book chapters on the topic "Identity of writer"

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Young, Ross, and Felicity Ferguson. "Writer-identity." In Writing for Pleasure. Routledge, 2020. http://dx.doi.org/10.4324/9780429268984-9.

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Tracie, Rachel. "A Woman and a Writer." In Christina Reid's Theatre of Memory and Identity. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-97876-5_2.

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Charalambous, Zoe. "Writing Fantasy: The Story of Writer Identity." In Writing Fantasy and the Identity of the Writer. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20263-7_3.

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Ezer, Hanna. "Six Narratives Highlight the Identity of the Writer." In Sense and Sensitivity. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-241-7_3.

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Charalambous, Zoe. "“Write About This”." In Writing Fantasy and the Identity of the Writer. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20263-7_6.

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Charalambous, Zoe. "Do We Write Freely?" In Writing Fantasy and the Identity of the Writer. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20263-7_5.

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Charalambous, Zoe. "Trace Your Writing Fantasy: Your Story of Writer Identity." In Writing Fantasy and the Identity of the Writer. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20263-7_4.

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Thomas, Louise M. "Territories and Categories of Academic Writer: Possibilizing Through the Act/Art of Writing." In Academic Writing and Identity Constructions. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01674-6_2.

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Charalambous, Zoe. "Why Does Writing Matter?" In Writing Fantasy and the Identity of the Writer. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20263-7_1.

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Charalambous, Zoe. "What Is Your Fairy Tale? What Is Your Writing Fantasy?" In Writing Fantasy and the Identity of the Writer. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20263-7_10.

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Conference papers on the topic "Identity of writer"

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Vorugunti, Chandra Sekhar, D. S. Guru, and Viswanath Pulabaigari. "An Efficient Online Signature Verification Based on Feature Fusion and Interval Valued Representation of Writer Specific Features." In 2019 IEEE 5th International Conference on Identity, Security, and Behavior Analysis (ISBA). IEEE, 2019. http://dx.doi.org/10.1109/isba.2019.8778566.

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Sychev, Oleg A. "Ways To Write Algorithms And Their Execution Traces For Teaching Programming." In International Scientific Forum «National Interest, National Identity and National Security». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.02.02.127.

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Bondareva, Liudmila, Marina Potyomina, and Vera Tkachenko. "Explication of the Migrant Writers’ Hybrid Identity in German-speaking Discourse." In Proceedings of the International Conference on European Multilingualism: Shaping Sustainable Educational and Social Environment (EMSSESE 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/emssese-19.2019.45.

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Rufova, Elena. "ARTISTIC IDENTITY OF RUSSIAN-WRITING ETHNIC WRITERS WRITERS (IN A CASE OF P. CHERNYKH-YAKUTSKY�S WORKS)." In 4th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/62/s27.052.

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Krompák, Edina. "Diglossia and Local Identity: Swiss German in the Linguistic Landscape of Kleinbasel." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.7-2.

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The city of Basel is situated in the German-speaking part of Switzerland, in the geographic triangle of three countries: France, Germany and Switzerland. Everyday urban life is characterised by the presence of Standard German and Swiss German as well as diverse migrant languages. Swiss German is ‘an umbrella term for several Alemannic dialects’ (Stepkowska 2012, 202) which differ from Standard German in terms of phonetics, semantics, lexis, and grammar and has no standard written form. Swiss German is predominantly used in oral forms, and Standard German in written communication. Furthermore, an amalgamation of bilingualism and diglossia (Stepkowska 2012, 208) distinguishes the specific linguistic situation, which indicates amongst other things the high prestige of Swiss German in everyday life. To explore the visibility and vitality of Swiss German in the public display of written language, we examined the linguistic landscape of a superdiverse neighbourhood of Basel, and investigated language power and the story beyond the sign – ‘stories about the cultural, historical, political and social backgrounds of a certain space’ (Blommaert 2013, 41). Our exploration was guided by the question: How do linguistic artefacts – such as official, commercial, and private signs – represent the diglossic situation and the relation between language and identity in Kleinbasel? Based on a longitudinal ethnographic study, a corpus was compiled comprising 300 digital images of written artefacts in Kleinbasel. Participant observation and focus group discussions about particular images were conducted and analysed using grounded theory (Charmaz 2006) and visual ethnography (Pink 2006). In our paper, we focus on signs in Swiss German and focus group discussions on these images. Initial analyses have produced two surprising findings; firstly, the visibility and the perception of Swiss German as a marker of local identity; secondly, the specific context of their display.

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"A Study of the Cultural Identity of Chinese American Women Writers from a Cross-cultural Perspective." In 2020 International Conference on Social and Human Sciences. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000183.

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Sapozhnikova, Yulia. "The Problem of Self-identity in Slave Narratives Written by African American Women." In 45th International Philological Conference (IPC 2016). Atlantis Press, 2017. http://dx.doi.org/10.2991/ipc-16.2017.23.

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Mouli, T. Sai Chandra. "Towards Understanding Identity, Culture and Language." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.3-8.

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Knowledge of self is at the core of all human endeavours. In the quest identity assumes significance. It acquired greater relevance and respect on account of Postcolonial concerns. ‘Class’ emerged as the basis of a person’s identity. Subsequent to liberation of colonies from alien rule, postcolonial concerns gained ground. Focus on indigenous ways of life adds new dimension. Social, cultural, psychological and economic structures became the basis of one’s own view of identity. These dynamics are applicable to languages that flourished, perished or are on the verge of extinction. In India, regional, linguistic, religious diversity add to the complexity of the issue in addition to several subcultures that exist. Culture is not an independent variable. Historical factors, political developments, geographical and climatic conditions along with economic policies followed do contribute to a larger extent in fixing the contours of a country’s culture. Institutional modifications also sway the stability of national culture. Cultural transmission takes place in diverse ways. It is not unidirectional and unilateral. In many countries culture models are passed on from one generation to another through recitation. The learners memorize the cultural expressions without understanding meaning or social significance of what is communicated to them. Naturally, this practice results in hierarchical patterns and hegemony of vested elements. This is how norms of ‘high’ and ‘low’ are formed and extended to written works and oral/folk literatures respectively. This presentation focuses on the identity, culture and language of indigenous people in Telugu speaking states of Telangana and Andhra Pradesh in South India.

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Tegeh, I. Made, Luh Putu Putrini Mahadewi, and I. Nyoman Jampel. "Identify and Analysis of Society Opinion about Read Write Arithmetic in Early Chilhood Education." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.89.

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Meškova, Sandra. "THE SENSE OF EXILE IN CONTEMPORARY EAST CENTRAL EUROPEAN WOMEN’S LIFE WRITING: DUBRAVKA UGREŠIČ AND MARGITA GŪTMANE." In NORDSCI International Conference. SAIMA Consult Ltd, 2020. http://dx.doi.org/10.32008/nordsci2020/b1/v3/22.

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Exile is one of the central motifs of the 20th century European culture and literature; it is closely related to the historical events throughout this century and especially those related to World War II. In the culture of East Central Europe, the phenomenon of exile has been greatly determined by the context of socialism and post-socialist transformations that caused several waves of emigration from this part of Europe to the West or other parts of the world. It is interesting to compare cultures of East Central Europe, the historical situations of which both during World War II and after the collapse of socialism were different, e.g. Latvian and ex-Yugoslavian ones. In Latvia, exile is basically related to the emigration of a great part of the population in the 1940s and the issue of their possible return to the renewed Republic of Latvia in the early 1990s, whereas the countries of the former Yugoslavia experienced a new wave of emigration as a result of the Balkan War in the 1990s. Exile has been regarded by a great number of the 20th century philosophers, theorists, and scholars of diverse branches of studies. An important aspect of this complex phenomenon has been studied by psychoanalytical theorists. According to the French poststructuralist feminist theorist Julia Kristeva, the state of exile as a socio-cultural phenomenon reflects the inner schisms of subjectivity, particularly those of a feminine subject. Hence, exile/stranger/foreigner is an essential model of the contemporary subject and exile turns from a particular geographical and political phenomenon into a major symbol of modern European culture. The present article regards the sense of exile as a part of the narrator’s subjective world experience in the works by the Yugoslav writer Dubravka Ugrešič (“The Museum of Unconditional Surrender”, in Croatian and English, 1996) and Latvian émigré author Margita Gūtmane (“Letters to Mother”, in Latvian, 1998). Both authors relate the sense of exile to identity problems, personal and culture memory as well as loss. The article focuses on the issues of loss and memory as essential elements of the narrative of exile revealed by the metaphors of photograph and museum. Notwithstanding the differences of their historical situations, exile as the subjective experience reveals similar features in both authors’ works. However, different artistic means are used in both authors’ texts to depict it. Hence, Dubravka Ugrešič uses irony, whereas Margita Gūtmane provides a melancholic narrative of confession; both authors use photographs to depict various aspects of memory dynamic, but Gūtmane primarily deals with private memory, while Ugrešič regards also issues of cultural memory. The sense of exile in both authors’ works appears to mark specific aspects of feminine subjectivity.

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Reports on the topic "Identity of writer"

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Hickling, Sophie. Tackling Slippage. Institute of Development Studies (IDS), 2019. http://dx.doi.org/10.19088/slh.2020.004.

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This issue of Frontiers of CLTS explores current thinking and practice on the topic of tackling slippage of open defecation free (ODF) status. It looks at how slippage is defined and identified, and at different patterns of slippage that are seen after ODF is declared. Although a considerable amount has been written on how to establish strong Community-Led Total sanitation (CLTS) programmes that prevent slippage from happening, this issue looks at how to reverse slippage that has already taken place. Note however, that at a certain level, strategies used to reverse slippage and those used in advance to set a programme up for success to prevent slippage occurring overlap. From the literature, there is little documented evidence on how slippage can be reversed; evidence and guidance tend to focus on prevention. This review begins to address this gap. Implementers are encouraged to use the proposed patterns of slippage framework and slippage factors section to understand the type and extent of slippage experienced, then use the examples in the section on tackling slippage to identify potential slippage responses. In addition to a review of current literature,1 in depth interviews were carried out with key informants at global, regional and country level. Key informants were selected purposively to identify experiences and innovations in tackling slippage from across the sector.

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Melnyk, Andriy. «INTELLECTUAL DARK WEB» AND PECULIARITIES OF PUBLIC DEBATE IN THE UNITED STATES. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.50.11113.

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The article focuses on the «Intellectual Dark Web», an informal group of scholars, publicists, and activists who openly opposed the identity politics, political correctness, and the dominance of leftist ideas in American intellectual life. The author examines the reasons for the emergence of this group, names the main representatives and finds that the existence of «dark intellectuals» is the evidence of important problems in US public discourse. The term «Intellectual Dark Web» was coined by businessman Eric Weinstein to describe those who openly opposed restrictions on freedom of speech by the state or certain groups on the grounds of avoiding discrimination and hate speech. Extensive discussion of the phenomenon of «dark intellectuals» began after the publication of Barry Weiss’s article «Meet the renegades from the «Intellectual Dark Web» in The New York Times in 2018. The author writes of «dark intellectuals» as an informal group of «rebellious thinkers, academic apostates, and media personalities» who felt isolated from traditional channels of communication and therefore built their own alternative platforms to discuss awkward topics that were often taboo in the mainstream media. One of the most prominent members of this group, Canadian clinical psychologist Jordan Peterson, publicly opposed the C-16 Act in September 2016, which the Canadian government aimed to implement initiatives that would prevent discrimination against transgender people. Peterson called it a direct interference with the right to freedom of speech and the introduction of state censorship. Other members of the group had a similar experience that their views were not accepted in the scientific or media sphere. The existence of the «Intellectual Dark Web» indicates the problem of political polarization and the reduction of the ability to find a compromise in the American intellectual sphere and in American society as a whole.

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HEFNER, Robert. IHSAN ETHICS AND POLITICAL REVITALIZATION Appreciating Muqtedar Khan’s Islam and Good Governance. IIIT, 2020. http://dx.doi.org/10.47816/01.001.20.

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Ours is an age of pervasive political turbulence, and the scale of the challenge requires new thinking on politics as well as public ethics for our world. In Western countries, the specter of Islamophobia, alt-right populism, along with racialized violence has shaken public confidence in long-secure assumptions rooted in democracy, diversity, and citizenship. The tragic denouement of so many of the Arab uprisings together with the ascendance of apocalyptic extremists like Daesh and Boko Haram have caused an even greater sense of alarm in large parts of the Muslim-majority world. It is against this backdrop that M.A. Muqtedar Khan has written a book of breathtaking range and ethical beauty. The author explores the history and sociology of the Muslim world, both classic and contemporary. He does so, however, not merely to chronicle the phases of its development, but to explore just why the message of compassion, mercy, and ethical beauty so prominent in the Quran and Sunna of the Prophet came over time to be displaced by a narrow legalism that emphasized jurisprudence, punishment, and social control. In the modern era, Western Orientalists and Islamists alike have pushed the juridification and interpretive reification of Islamic ethical traditions even further. Each group has asserted that the essence of Islam lies in jurisprudence (fiqh), and both have tended to imagine this legal heritage on the model of Western positive law, according to which law is authorized, codified, and enforced by a leviathan state. “Reification of Shariah and equating of Islam and Shariah has a rather emaciating effect on Islam,” Khan rightly argues. It leads its proponents to overlook “the depth and heights of Islamic faith, mysticism, philosophy or even emotions such as divine love (Muhabba)” (13). As the sociologist of Islamic law, Sami Zubaida, has similarly observed, in all these developments one sees evidence, not of a traditionalist reassertion of Muslim values, but a “triumph of Western models” of religion and state (Zubaida 2003:135). To counteract these impoverishing trends, Khan presents a far-reaching analysis that “seeks to move away from the now failed vision of Islamic states without demanding radical secularization” (2). He does so by positioning himself squarely within the ethical and mystical legacy of the Qur’an and traditions of the Prophet. As the book’s title makes clear, the key to this effort of religious recovery is “the cosmology of Ihsan and the worldview of Al-Tasawwuf, the science of Islamic mysticism” (1-2). For Islamist activists whose models of Islam have more to do with contemporary identity politics than a deep reading of Islamic traditions, Khan’s foregrounding of Ihsan may seem unfamiliar or baffling. But one of the many achievements of this book is the skill with which it plumbs the depth of scripture, classical commentaries, and tasawwuf practices to recover and confirm the ethic that lies at their heart. “The Quran promises that God is with those who do beautiful things,” the author reminds us (Khan 2019:1). The concept of Ihsan appears 191 times in 175 verses in the Quran (110). The concept is given its richest elaboration, Khan explains, in the famous hadith of the Angel Gabriel. This tradition recounts that when Gabriel appeared before the Prophet he asked, “What is Ihsan?” Both Gabriel’s question and the Prophet’s response make clear that Ihsan is an ideal at the center of the Qur’an and Sunna of the Prophet, and that it enjoins “perfection, goodness, to better, to do beautiful things and to do righteous deeds” (3). It is this cosmological ethic that Khan argues must be restored and implemented “to develop a political philosophy … that emphasizes love over law” (2). In its expansive exploration of Islamic ethics and civilization, Khan’s Islam and Good Governance will remind some readers of the late Shahab Ahmed’s remarkable book, What is Islam? The Importance of Being Islamic (Ahmed 2016). Both are works of impressive range and spiritual depth. But whereas Ahmed stood in the humanities wing of Islamic studies, Khan is an intellectual polymath who moves easily across the Islamic sciences, social theory, and comparative politics. He brings the full weight of his effort to conclusion with policy recommendations for how “to combine Sufism with political theory” (6), and to do so in a way that recommends specific “Islamic principles that encourage good governance, and politics in pursuit of goodness” (8).

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