To see the other types of publications on this topic, follow the link: Identity of writer.
Dissertations / Theses on the topic 'Identity of writer'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Identity of writer.'
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
Sloan, Philip J. "Assembling the identity of "writer"." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1416523281.
Full text
2
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.
Full textAbstract:
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’.
3
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.
Full text
4
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.
Full text
5
Iannucci, Alisa Marko. "Antebellum Writer-Travelers and American Cosmopolitanism." Thesis, Boston College, 2011. http://hdl.handle.net/2345/2420.
Full textAbstract:
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
6
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.
Full text
7
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.
Full textAbstract:
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.
8
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.
Full textAbstract:
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.
9
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.
Full text
10
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.
Full text
11
Hussain, Sarah. "'Said to be a writer' : tradition, gender and identity in the poetry of Charlotte Mew." Thesis, Queen Mary, University of London, 2002. http://qmro.qmul.ac.uk/xmlui/handle/123456789/1506.
Full textAbstract:
This thesis studies the poetry of Charlotte Mew (1869-1928) and explores how this still relatively obscure poet, writing at the turn of the last century, has a key role in any discussion of poetic tradition and ideas of gender and female identity as these are configured in the early twentieth century. This thesis examines why Mew's work has been condemned to obscurity in spite of her comparative success during her own lifetime and goes on to suggest that the very reasons for her rejection from the literary canon - the critical approbation of her peers, biography and the problem of placement in literary culture - are the methods of exploring her true contribution to it. Chapters two to five study Mew's work from four different but related critical standpoints: the figure of the fallen woman, the Victorian women's poetic tradition, Modernism and impersonality and female Modernisms and ideas of the feminine sublime. One of the major problems in establishing Mew's work in the critical culture has been the difficulty in placing her as either a Victorian or a Modernist. This thesis studies her writing in both critical contexts suggesting that Mew's work challenges the absolute categories of the literary canon. The chapters are divided into a study of the critical arguments surrounding ideas of tradition and gender followed by a detailed textual study of her poems. Her poetry is compared to that of writers as diverse as D.G . Rossetti, Augusta Webster, Christina Rossetti, Robert Browning, T. S. Eliot and H. D. Through a constant balancing of Mew's individual voice and her place in the literary culture, I suggest that her work is integral to an understanding of literary tradition and that her work is central to discussions of gender poetics and female subjectivity in the twentieth century.
12
Walsh, Marcie J. "Unpacking Students’ Writer Identity in the Transition from High School to College: A Mixed Methods Study." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5312.
Full textAbstract:
Since the 1975 publication of Newsweek’s article asserting that “Johnny” can’t write, many have continued to support the claim that students graduating from American high schools and universities can’t write. This criticism has led many students to believe the problem lies exclusively with them. Efforts to improve students’ writing have had little effect, as reflected in continually concerning scores on the National Assessment of Educational Progress. Recently, researchers have begun to suggest that the problem should be addressed by working to change students’ identification as a bad writer. Two constructs have emerged from these efforts: writer and authorial identity. Research on these constructs, however, is relatively recent and therefore limited. Further, the constructs have been investigated in separate literature bases, divided almost exclusively between English composition studies (writer identity) and psychology (authorial identity).
This study seeks to investigate students’ writer and authorial identities right at the entry point into college. Expectations for writing are different in college than they are in high school. College students, many of whom fall into the emerging adulthood phase of development, may experience difficulties writing in college if these different expectations aren’t made explicit. In addition, this study explores whether writer and authorial identity are two distinct constructs, or whether similarities between the two exist. Data were collected from a diverse sample of first-year undergraduates at a large, urban, public university in the southeastern United States. Using a mixed method research design, quantitative data on authorial identity were collected using a modified version of an existing scale to measure authorial identity; open-response questions provided the qualitative data. Mixed analyses of the quantitative and qualitative findings found areas of significant differences between the two constructs, but also areas of overlap. These findings suggest that authorial identity may be a more specific form of writer identity, one in which the writer’s authentic voice and knowledge are effectively represented in what is written. Although this study is a first step in trying to identify why “Johnny” can’t write, it provides evidence that viewing the problem through the lens of students’ writer and authorial identity warrants further investigation.
13
Cheung, Kevin Yet Fong. "Understanding the authorial writer : a mixed methods approach to the psychology of authorial identity in relation to plagiarism." Thesis, University of Derby, 2014. http://hdl.handle.net/10545/324822.
Full textAbstract:
Academic writing is an important part of undergraduate study that tutors recognise as central to success in higher education. Across the academy, writing is used to assess, develop and facilitate student learning. However, there are growing concerns that students appropriate written work from other sources and present it as their own, committing the academic offence of plagiarism. Conceptualising plagiarism as literary theft, current institutional practices concentrate on deterring and detecting behaviours that contravene the rules of the academy. Plagiarism is a topic that often elicits an emotional response in academic tutors, who are horrified that students commit these ‘crimes’. Recently, educators have suggested that deterring and detecting plagiarism is ineffective and described moralistic conceptualisations of plagiarism as unhelpful. These commentaries highlight the need for credible alternative approaches to plagiarism that include pedagogic aspects of academic writing. The authorial identity approach to reducing plagiarism concentrates on developing understanding of authorship in students using pedagogy. This thesis presents three studies that contribute to the authorial identity approach to student plagiarism. Building on the findings of previous research, the current studies used a sequential mixed-methods approach to expand psychological knowledge concerning authorial identity in higher education contexts. The first, qualitative, study used thematic analysis of interviews with 27 professional academics teaching at institutions in the United Kingdom. The findings from this multidisciplinary sample identified that academics understood authorial identity as composed of five themes; an individual with authorial identity had confidence; valued writing; felt attachment and ownership of their writing; thought independently and critically; and had rhetorical goals. In addition, the analysis identified two integrative themes representing aspects of authorial identity that underlie all of the other themes: authorial identity as ‘tacit knowledge’ and authorial identity as ‘negotiation of identities’. The themes identified in the first study informed important aspects of the two following quantitative studies. The second study used findings from the first study to generate a pool of questionnaire items, assess their content validity and administer them to a multidisciplinary sample of 439 students in higher education. Psychometric analyses were used to identify a latent variable model of student authorial identity with three factors: ‘authorial confidence’, ‘valuing writing’ and ‘identification with author’. This model formed the basis of a new psychometric tool for measuring authorial identity. The resultant Student Attitudes and Beliefs about Authorship Scale (SABAS) had greater reliability and validity when compared with alternative measures. The third study used confirmatory factor analysis to validate the SABAS model with a sample of 306 students. In addition, this study identified aspects of convergent validity and test-retest reliability that allow the SABAS to be used with confidence in research and pedagogy. The overall findings of the combined studies present a psycho-social model of student authorial identity. This model represents an important contribution to the theoretical underpinnings of the authorial identity approach to student plagiarism. Differing from previous models by including social aspects of authorial identity, the psycho-social model informs future pedagogy development and research by outlining a robust, empirically supported theoretical framework.
14
Choi, Ha Young. "Korean-American literature as autobiographical metafiction focusing on the protagonist's "writer" Identity in East goes West, Dictee, and Native Speaker /." Cincinnati, Ohio : University of Cincinnati, 2008. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1216414005.
Full textAbstract:
Thesis (Ph. D. )--University of Cincinnati, 2008.<br>Advisors: Jana Braziel (Committee Chair), Jay Twomey (Committee Member), Sharon Dean (Committee Member), Deb Meem (Other) Title from electronic thesis title page (viewed Sept. 27, 2008). Includes abstract. Includes bibliographical references.
15
Sperrazza, L. "The narrative identity construction of three multilingual students at an American-style university in the UAE : an examination of motivational, ideological, attitudinal, and sociocultural factors that impact writer identity in academic English." Thesis, University of Exeter, 2019. http://hdl.handle.net/10871/36622.
Full textAbstract:
This study explores how multilingual students at an American-style university in the UAE construct their narrative identities as academic writers in English. I use a case-study approach on three first-year writing students by examining written journal responses, questionnaires, and semi-structured interviews about their past, present, and imagined-future experiences as writers. The study uses multiple theoretical frameworks to examine the writing motivations, linguistic ideologies, attitudinal beliefs, and sociocultural influences surrounding English as an academic discourse that are specific to the UAE, with particular focus on how English as the medium of instruction impacts writer identity and narrative identity construction in multilingual students. The study reveals that the participants' motivations as academic writers were impacted by their investments in English rather than their sole abilities as academic writers. Thus, English as the primary language of instruction in the UAE plays a significant role when understanding writer identity in the region. The study also reveals the challenges that can arise when educational practices in the UAE demand mastery of academic discourse in English without considering the potential impact on multilingual students' perceptions of their English-language abilities. This was highlighted when the participants encountered difficulties common to all academic writers, such as gatekeeping practices, formulaic teaching methods, and standard-language correctness, yet their English-language abilities were perceived to be the cause, either by themselves or their teachers, rather than the overall challenges of mastering an academic discourse. By having the participants construct their writer identities in narrative form, their unique experiences can offer important perspectives on the ways in which English impacts writer identity in multilingual students in the UAE.
16
Li, Xuemei. "Identity re/construction of cross-cultural graduate students." Thesis, Kingston, Ont. : [s.n.], 2008. http://hdl.handle.net/1974/1130.
Full text
17
Kastner, Stacy. "Identity Chats: Co-Authorized Narratives and the Performance of Writerly Selves in Mass-Multiliterate Times." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1370452658.
Full text
18
Khamis, Said A. M. "The Swahili novelist at the crossroad: the dilemma of identity and fecundity." Universitätsbibliothek Leipzig, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-91101.
Full textAbstract:
\"Are there any national literatures in black Africa yet? The simple answer is no. [...] If one examines the development of the African language literature that do exists, one is struck by certain recurring tendencies. Many of the books produced, particularly the early works, are of a predominantly moralistic nature. Sometimes they are retelling of folk stories or Bible stories, sometimes imitations of European religious literature, sometimes both.\\\" (Lindfors 1997: 121; 123)
Certain anomalies are obvious in the above extract. Swahili written literature with its long-standing tradition, dating far back to the 17th century, has relativly gathered its own aesthetic criteria, values and sensibility, hence \\\'own\\\' integrity and world view. I dare say that Lindfors will be suprised to learn today, how fast the Swahili novel has developed since when he had left it when he read Andrzejewski et al (1985) and Gérard (1981), who (by the way), themselves did not then see the their works as presenting a complete picture of African literatures in African languages.
This essay aims at showing the predicament of the Swahili novelist at the crossroads and how, in a contemporary situation, s/he works out his or her strategies towards resolving the impasses.
19
Choi, Ha Young. "Korean-American Literature as Autobiographical Metafiction: Focusing on the Protagonist’s “Writer” Identity in East Goes West, Dictee, and Native Speaker." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1216414005.
Full text
20
Khamis, Said A. M. "The Swahili novelist at the crossroad: the dilemma of identity and fecundity." Swahili Forum 14 (2007), S. 165-180, 2007. https://ul.qucosa.de/id/qucosa%3A11501.
Full textAbstract:
\"Are there any national literatures in black Africa yet? The simple answer is no. [...] If one examines the development of the African language literature that do exists, one is struck by certain recurring tendencies. Many of the books produced, particularly the early works, are of a predominantly moralistic nature. Sometimes they are retelling of folk stories or Bible stories, sometimes imitations of European religious literature, sometimes both.\\\" (Lindfors 1997: 121; 123)
Certain anomalies are obvious in the above extract. Swahili written literature with its long-standing tradition, dating far back to the 17th century, has relativly gathered its own aesthetic criteria, values and sensibility, hence \\\''own\\\'' integrity and world view. I dare say that Lindfors will be suprised to learn today, how fast the Swahili novel has developed since when he had left it when he read Andrzejewski et al (1985) and Gérard (1981), who (by the way), themselves did not then see the their works as presenting a complete picture of African literatures in African languages.
This essay aims at showing the predicament of the Swahili novelist at the crossroads and how, in a contemporary situation, s/he works out his or her strategies towards resolving the impasses.
21
Dambacher, Martine Tania. "L'écriture de l'île dans l'oeuvre de Marie Susini et de Maria Giacobbe." Thesis, Strasbourg, 2012. http://www.theses.fr/2012STRAC003.
Full textAbstract:
Deux écrivaines méridionales, insulaires et de même génération, Marie Susini et Maria Giacobbe, ont écrit à l’étranger au sujet de leur île : la Corse et la Sardaigne. Chaque auteure s’est réapproprié, par sa plume et son imaginaire exacerbé par l’éloignement, l’Ithaque natale qu’elle a quittée. L’étude des conditions de la genèse de l’écriture, ainsi que l’analyse des formes et des thématiques des écrits liées au fait de “revisiter” constamment l’île, constituent les enjeux principaux de cette recherche. Si le comparatisme poussera plus loin ses investigations, par des confrontations avec les critères de Margherita Marras et des comparaisons avec des textes d’autres auteurs insulaires et non insulaires, le questionnement concernant le parcours identitaire des écrivaines toutefois demeure. Qu’est-ce qu’un écrivain insulaire ? Qu’est-ce que l’écriture de l’île ?<br>Marie Susini and Maria Giacobbe, two female writers who were born in two islands of the Mediterranean - Corsica and Sardinia - and belonged to the same generation, have written about their native islands while they were abroad. Through her imagination exacerbated by the distance, each of them has recaptured her native Ithaca. The main object of this research is to study the genesis of their writing, the analysis of forms and themes connected to their constant interior “revisitation”. A comparative approach will further examine the text through the critical standards of Margherita Marras, and comparisons with the texts of other authors, whether they are insular or not. What is basically at stake is the question of identity: what is an insular writer? What does writing about an island consist in?
22
Soloway, Jason A. "Negotiating a hyphenated identity, three Jewish-Canadian writers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ39887.pdf.
Full text
23
MacLachlan, Sarah. "Border fictions : questions of identity and contemporary US cultures." Thesis, University of Sussex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.285757.
Full text
24
Nsanja, Geoffrey Wisdom. "Becoming academic writers : author identity in a Malawian university." Thesis, University of Leeds, 2018. http://etheses.whiterose.ac.uk/22373/.
Full textAbstract:
This project explores the dialectic between the identities which social essayist literacy traditions encourage and novice writers' view of such identities (Lillis, 2001) as novices transition to university education in a Malawian university. To do this, the study adopts the view of academic writing as social semiosis with identity implications (Ivanič, 1998). This position is predicated on the view that saying something is a performative act which hails a social being (Gee, 1996). Therefore, in asking novice writers to write in a certain way, the academy implicitly asks them to take on new discoursal identities. The study examines the dialectic that ensues from this. Such dialectic is largely examined from an Ubuntu perspective which stipulates that selfhood is brought about in interaction with and because of the "other" (cf., Swanson, 2007, 2009). To achieve this, the study adopts "ethnography as method" (Lillis, 2008) or "talk around text". Novice academic texts were analysed to isolate the identity positions which they performatively enacted. Then, in a discourse based interview set up (Hyland, 2012a), participants were given an opportunity to explicate why as well as how they created the positions identified. The emerging data from these talks were then analysed using Bamberg's (1997) model of interactive positioning to explore further how these novices perceive themselves in light of the emerging positions in their written texts. The findings of this study point to academic writing as a "stage managed form of interaction" (Thompson, 2001) in which what goes into the essay is hardly determined by the individual writer. The study's findings highlight that the contents of most novice essays are determined by "the reader/assessor" (Ivanič, 1998) and the impressions novices want to create for this authoritative "other". Novice writers' attempts to performatively take up authoritative positions in their writing are however hampered by both a lack of knowledge of academic writing conventions as well as a reverence for secondary discourse. This makes their writing to be either "voiceless" or mildly assertive. They thus struggle to dialogically assert themselves as authoritative since authoritativeness in academic writing is contingent on the "other". This is something novice academic writers in Malawi struggle to negotiate.
25
Silva, Maria da Guia. "O leitor universit?rio e a constru??o das pr?ticas de ler e escrever textos impressos e digitais." Universidade Federal do Rio Grande do Norte, 2013. http://repositorio.ufrn.br:8080/jspui/handle/123456789/16250.
Full textAbstract:
Made available in DSpace on 2014-12-17T15:06:59Z (GMT). No. of bitstreams: 1
MariaGS_DISSERT.pdf: 3445366 bytes, checksum: 68440e4fb7bb00bea09b12ac4797d669 (MD5)
Previous issue date: 2013-01-29<br>The construction of a mapping of the practices of reading and writing printed and digital texts, declared by graduating students from the Bachelor s degree in Science and Technology (BCT), has provided us the analysis of the course they are making in such a socio-historical moment characterized by the revolution of the post-paper. In this sense, the general objective of this research is to understand how that construction works under the point of view of those graduating students. For this, our reflection has been guided by the search of answers for some questions which have presented to us: what reading and writing conceptions BCT graduating students have; what reading and writing practices those collaborators develop; what collections they declare to have access to; what differences they declare to have between printed and digital reading and writing along the different social roles they develop; what the reader/writer identity relations of those collaborators are. To achieving the plausible answers, we have gathered a corpus composed by texts of three genres of the argument order: academic profiles (or self-portrait), opinion articles and argumentative letters. Besides, we have made semi-structured interviews and questionnaires in the online tool of the Google Docs. The methodology which supports this academic work is the qualitative research (SIGNORINI; CAVALCANTI, 1998)of ethnographic direction (THOMAS, 1993; ANDR?, 1995) in Applied Linguistics (CELANI, 2000; MOITA-LOPES, 2006) and the theoretical contribution comes from the bakhtinian perspective of language conception (BAKHTIN [1929] 1981); the socio-historical writing construction (L?VY, 1996; CHARTIER, R., 1998, 2002, 2007; COSCARELLI, 2006; CHARTIER, A., 2007; ARA?JO, 2007; COSCARELLI; RIBEIRO, 2007; XAVIER, 2009; MARCUSCHI; XAVIER, 2010); from the studies of the pedagogy of the writing (GIROUX, 1997); from the literacy studies understood as sociocultural practice, plural and situated (TFOUNI, 1988; KLEIMAN, 1995; TINOCO, 2003, 2008; OLIVEIRA; KLEIMAN, 2008), from the studies about identity in postmodernity (HALL, 2003; BAUMAN, 2005). The results of the analysis have pointed at a multiplicity of reading/writing practices of printed and digital texts developed by the BCT graduating students due to the coexistence of the modality printed and that one derived from the new mobile devices. In that multiplicity, the prevalent idea of the collaborators is that there is a continuum between printed texts and digital texts (not a dichotomy), since the option of reading/writing printed texts or digital ones is always linked to specific communication situations, which involve participants, objectives, strategies, values, (dis)advantages, besides (re)creation of discursive genres in function of the mobile devices to which those collaborators have access in the different spheres of activities that they participate. All of that has caused a deep intersection in the identity traces of college students readers/writers in the 21st century which cannot be ignored by academic formation<br>A constru??o de um mapeamento das pr?ticas de ler e escrever textos impressos e digitais, declaradas por graduandos do Bacharelado em Ci?ncias e Tecnologia (BCT), propiciou-nos a an?lise do percurso que eles est?o fazendo em um momento s?cio-hist?rico caracterizado pela revolu??o do p?s-papel. Nesse sentido, o objetivo geral desta pesquisa ? compreender como se d? essa constru??o sob o ponto de vista desses graduandos. Para tanto, norteou nossa reflex?o a busca por respostas a algumas quest?es que se nos apresentaram: 1) quais as concep??es de leitura e escrita dos graduandos do BCT; 2) quais as pr?ticas de leitura e escrita que esses colaboradores desenvolvem; 3) quais os acervos (digital, impresso ou ambos) a que eles declaram ter acesso; 4) que diferen?as eles declaram existir entre a leitura e a escrita impressa e a digital no exerc?cio dos diferentes pap?is sociais que desenvolvem; 5) quais as rela??es identit?rias de leitor/escrevente desses colaboradores. Para chegarmos a respostas plaus?veis, reunimos um corpus constitu?do de textos de tr?s g?neros da ordem do argumentar: perfis acad?micos (ou autorretratos), artigos de opini?o e cartas argumentativas. Al?m disso, realizamos entrevista semiestruturada e question?rio na ferramenta online do Google Docs. A metodologia que sustentou este trabalho acad?mico ? a de pesquisa qualitativa (SIGNORINI; CAVALCANTI, 1998) de vertente etnogr?fica (THOMAS, 1993; ANDR?, 1995) em Lingu?stica Aplicada (CELANI, 2000; MOITA-LOPES, 2006) e o aporte te?rico vem da concep??o de l?ngua(gem) de perspectiva bakhtiniana (BAKHTIN [1929] 1981); da constru??o s?cio-hist?rica da escrita (L?VY, 1996; CHARTIER, R., 1998, 2002, 2007; COSCARELLI, 2006; CHARTIER, A., 2007; ARA?JO, 2007; COSCARELLI; RIBEIRO, 2007; XAVIER, 2009; MARCUSCHI; XAVIER, 2010); dos estudos da pedagogia da escrita (GIROUX, 1997); dos estudos do letramento entendido como pr?tica sociocultural, plural e situada (TFOUNI, 1988; KLEIMAN, 1995; TINOCO, 2003, 2008; OLIVEIRA; KLEIMAN, 2008), dos estudos sobre identidade na p?s-modernidade (HALL, 2003; BAUMAN, 2005). Os resultados da an?lise empreendida apontam-nos para uma multiplicidade de pr?ticas de leitura/escrita de textos impressos e digitais desenvolvidas por graduandos do BCT devido ? coexist?ncia da modalidade impressa e da que decorre dos novos dispositivos m?veis. Nessa multiplicidade, a ideia que prevalece do ponto de vista desses colaboradores ? a de um continuum entre textos impressos e textos digitais (n?o uma dicotomia), uma vez que a op??o por ler/escrever textos impressos ou textos digitais est? sempre atrelada a situa??es de comunica??o espec?ficas, que envolvem participantes, objetivos, estrat?gias, valores, (des)vantagens, al?m da (re)cria??o de g?neros discursivos em fun??o dos dispositivos m?veis a que esses colaboradores t?m acesso nas diferentes esferas de atividade de que participam. Tudo isso tem ocasionado uma profunda intersec??o nos tra?os de identidade de leitores/escreventes universit?rios do s?culo XXI que n?o pode ser ignorada pela forma??o acad?mica
26
Murray, Alison Elaine. "The emergence of women's creative identity through narrative construction." Thesis, Boston University, 2002. https://hdl.handle.net/2144/33529.
Full textAbstract:
Thesis (Ed.D.)--Boston University<br>PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.<br>This dissertation investigated whether women's traditional work, that is, the work of nurturing others, could rightly be classified as a form of creative expression. This was achieved through a theoretical analysis of the concept of creativity and a qualitative study of Virginia Woolf's creative identity as articulated in her female character, Clarissa Dalloway, in her novel, Mrs. Dalloway (1925/1993) and coeval diary entries (1978, 1980). Five historical epochs were identified in the history of the concept of creativity, which were thematically determined, including, 1) ancient philosophies, 2) philosophies of the 4th to 15th centuries, 3) philosophies of the 16th to 18th centuries, 4) philosophies of the 19th century, and, finally, 5) philosophies of the 20th century. Whereas men's evolving conceptualizations of creativity were largely categorical, and appeared to value rationalism, individualism, control, mastery, and even superiority, women's generated systems of thought were more characteristically integrative, systemic, practical, and intent on the interpersonal. The study of Virginia Woolf's narrative revealed the same. In the process of writing her novel, Mrs. Dalloway (1925/1993), Woolf and her character, Clarissa Dalloway, were simultaneously recreated. Both of these women's creative identities, in fact, were inherently relational, as opposed to individualistic and isolated-a creative identity that is consistent with traditional models of men's development. Findings revealed from both the theoretical study of the concept of creativity and Virginia Woolfs creativity identity were used to construct a more universal theory of creativity that acknowledged the developmental strengths of both men and women. Additionally, findings were discussed relative to optimism, the narrative construction of a woman's creative identity, and education.<br>2031-01-01
27
Boz, Corinne. "Establishing an academic identity : second language writers and the institution." Thesis, Sheffield Hallam University, 2006. http://shura.shu.ac.uk/19385/.
Full textAbstract:
This study takes an academic literacies approach to writing and draws on the principles of a Critical Applied Linguistic approach to language. It aims to examine international postgraduate students' experiences of academic writing in the UK, with particular reference to their experience of trying to establish an academic writer identity. Importance is placed upon the wider institutional context, and the way that decisions on an institutional level serve to undermine students' attempts to establish a credible academic writer identify. Towards this end, this discussion incorporates an observation of the way that the Pre-sessional English course does or does not prepare international postgraduate students for study in their chosen departments. Significantly, the case study structure of this study allows the voices of the students to be represented in the discussion of such issues and allows them to relate their experiences of learning to represent themselves in an academic writing context. Drawing on the rich data provided, the study focuses on the discussion of the way that negotiation of academic writer identity is affected by feedback and grading practices, issues of patchwriting and plagiarism, and the use of the first person pronoun. The study concludes by analyzing the implications of the data and suggesting ways in which the institution may take practical steps towards providing a more supportive environment for second language writers. This study makes a significant contribution to the field of academic literacies research.
28
Gentil, Guillaume. "Academic biliteracy and identity construction : case studies of Francophone science writers." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=82880.
Full textAbstract:
This inquiry explores how eight young francophone scientists within anglophone and francophone postsecondary institutions in Montreal and Paris developed academic literacies in English and French, and constructed identities as members of national, linguistic, academic, and socio-cultural groups. I define literacy development as an individual's development of writing competencies and appropriation of language and social practices in and around written texts within specific socio-cultural, interactional, and discursive contexts. I adopt a socio-cultural, hermeneutic approach to literacy and identity to propose an integrated model of academic biliteracy development and identity construction inspired by Bakhtin, Halliday, Ricoeur, Taylor, and Vygotsky. To understand how the participants engaged in academic literacy practices and constructed identities in their academic writing, I conducted 50 hours of autobiographical and text-based interviews about their writing, life plans and experiences, and sense of self as writers and learners, over three years. I also paid visits to the participants' homes and workplaces, and collected documents such as legal texts, university statutes, and national census data so as to situate the participants' texts and experiences within their autobiographical, institutional, historical, and societal contexts. Through selected excerpts from interviews, documents, and writing samples, I argue that the participants' academic biliteracy development and identity construction was shaped by their individual evaluative responses to social forces. I suggest the shared individual and collective responsibilities of scientists, language specialists, academic gate keepers, universities, and governments for the advancement of academic literacies in more than one language. I draw implications of this inquiry for academic biliteracy, instruction and research in bilingual academic writing, and the theoretization of writers' identiti
29
Ouditt, Sharon Ann. "Fighting forces/female identity : women writers of the First World War." Thesis, University of Leicester, 1992. http://hdl.handle.net/2381/34880.
Full text
30
Mancino, Nicole. "Woman Writes Herself: Exploring Identity Construction in Laura Ingalls Wilder’s “Pioneer Girl.”." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1282590942.
Full text
31
Lai, Amy T. Y. "Identity quest and gender representation by writers of Asian English of Chinese origin." Thesis, University of Cambridge, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.249065.
Full text
32
Allen, Diane F. "MFK Fisher : food and feminist identity /." Fogler Library, University of Maine, 2004. http://www.library.umaine.edu/theses/pdf/AllenDF2004.pdf.
Full text
33
Fee, Margery. "Why C.K. Stead didn't like Keri Hulme's the bone people: Who can write as Other?" Australian and New Zealand Studies in Canada, 1989. http://hdl.handle.net/2429/11686.
Full textAbstract:
Stead argues that Hulme, with only one Maori great-grandparent, is not Maori enough to win a literary prize for Maori writing. The paper examines various means for dealing with the vexed question of how to judge whether someone of mixed ancestry can identify with the part of that ancestry that is a minority without risking appropriation of that culture. Hulme and the controversies surrounding her identity and her novel provide a useful focus.
34
Turner, George. "Electric guitar performance techniques : meaning and identity in written discourse." Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/12685/.
Full textAbstract:
This thesis presents an in-depth analysis of selected electric guitar performance techniques and technologies, including the power chord, the wah-wah pedal and finger tapping. Employing discourse analysis, the purpose of the thesis is to identify and understand themes within a wide range of written source material pertaining to the electric guitar. I analyse primarily Anglo-American originating, English-language sources that discuss these techniques and technologies, including archival and online materials, popular and trade publications, academic writing and my own participant interviews. From my analysis, I identify a number of themes that are present within written discourse pertaining to electric guitar performance techniques and technologies, and which also cut across them. The first three main chapters consider three particular aspects of electric guitar discourse. In Chapter 2, I explore the existence of clear invention and discovery narratives for each of the three performance techniques considered in the thesis, concluding with a general list of features that appear to promote the narratives’ continuity and prominence. In Chapter 3, I look at the contemporary meaning of virtuosity and the electric guitar, suggesting that ascriptions of virtuosity are closely linked with the assumptions that underpin aesthetic preference. In Chapter 4, I examine the meanings and attitudes that are apparent in discourse relating to new electric guitar technology, demonstrating that there is a clear yet inconsistent binary between acceptance and rejection of technological change. In Chapters 5 and 6, I theorise more generally about the electric guitar, situating a range of relevant written discourse within theories of late 20th and 21st Century Neoliberalism. I suggest that many of the values and attitudes I identify within electric guitar discourse reflect those of neoliberalism, particularly with respect to the shared value attached to authenticity, individuality, innovation and a willingness to engage with the marketplace.
35
Huang, Yi. "Borderland without Borders: Chinese Diasporic Women Writers in the Americas." Scholarly Repository, 2011. http://scholarlyrepository.miami.edu/oa_dissertations/559.
Full textAbstract:
This project seeks to expand Asian American studies and Asian North American studies to the Caribbean/South America by examining works of SKY Lee, Maxine Hong Kingston and Jan Shinebourne. I argue that these writers represent Chinese diasporic experiences by reconstructing Chinese immigration history to the Americas. Although different racial constitutions and different cultural and historical specificities occasion the racializations of the Chinese in these regions, the colonial and neocolonial powers deploy similar mechanism for racializations and cultural politics that favors the dominant. These writers’ evocation of the nomadic female subjectivity that traverses the multiple and shifting borderlands and contact zones in their narratives offers a comparative perspective on the construction of ethnic female identity across the Americas and leads to a critique of the function of (neo)colonial power in identity and social formation in the Americas. Engaging in a hemispheric study of the Chinese immigration to the Americas, this project also contributes to recent scholarship on diasporic studies as it challenges the conventional categorization of global diasporas, specifically Chinese diaspora as diaspora of trade, and destabilizes the homeland/hostland binary with an account of the secondary migrations within the Americas. Drawing on recent scholarship on diasporic, hemispheric and women’s studies, and global Asian immigration, the Introduction outlines the methodology of the project. Chapter one examines Lee’s "Disappearing Moon Café," arguing that in this family saga Lee repoliticizes the marginalization of the Chinese by exploring the relationship between Chinese and American Indians against the broad racial relationships in Canada. Chapter two reexamines autobiography as a genre and contends that Kingston documents anti-Chinese U.S. immigration history in "The Woman Warrior" and "China Men" by narrating her family genealogy, which mirrors the collective history of Chinese immigration to the Americas. Chapter three focuses on Shinebourne’s representations of creolized Chinese experiences in "The Last English Plantation" and "Timepiece" against the background of Afro- and Indo-Guyanese conflicts in colonial Guyana. While Lee and Kingston foster transpacific dialogues, Shinebourne’s works depict the intersecting experiences of Chinese, East Indian and African diasporas. Her works foreground the historical and political connection of Asian indentureship with African slavery as an alternative labor source for the colonial economy in the Caribbean and Latin America and hence make evident the extension of European Atlantic system to the Pacific
36
Abdulghaffar, Muhammad Abdulghazzaq. "The Problematic of identity in the Arab novel written in English." Thesis, SOAS, University of London, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.492664.
Full textAbstract:
This study investigates the Arab novel written in English, notwithstanding its exclusion from postcolonial writing of minorities who live in the Anglophone world. It focuses on how identity is constructed and how it becomes problematic through cultural politics of nationalism, gender, sexuality, ethnicity, religion and political history. It explores theories of cultural, regional, national and gender identities. It also examines theories of discursive and dispersive identities. Reading strategies are derived from such theories that address two questions: what are collective identities and how do individuals formulate their identities? The writers construct their identities by positioning themselves in relation to particular social conditions. Such positions and conditions are formed vis-a-vis the issues of cultural politics. Identity crisis emerges when the individuals struggle to reconcile the conflicting and transitional conditions of their positions inside and outside the 'nation-state'. Also, the differences of the social conditions and positions mould the 'hybrid' aspects of the individuals to the extent that there are types of hybridity which become a means of critique of the affinities of individuals with society and national identity. The predication of identity representations is not who we are but what identities are for. Textually, identity constructions are revealed through specific affiliations to the literary and religious traditions, The Arabian Nights, travel writing, the Qur'an and al-Manamat. The writers' engagement with these texts is part of their discourses on identity and can be described as modernist uses of the tradition. The texts express different affinities with the Arabic tradition and sphere. There are texts that have affiliations to the Arabic tradition and themes of Arab culture. There are texts that are only affiliated to the Arabic tradition. There are texts that only represent themes of Arab culture. Then, there are texts that have no affinities with the Arabic tradition and do not represent themes of the Arabic sphere. All these types of works are examined in this thesis in order to reveal complex aspects of what has been called 'The Problematic of Identity'.
37
Ibrahim, Nayr. "Identity in children learning to read and write in three languages : a case study." Thesis, University of Reading, 2017. http://centaur.reading.ac.uk/75014/.
Full textAbstract:
This study investigates how thirteen trilingual-triliterate children aged 5-17 appropriate, mediate and display their multilingual identity across three main socio-cultural and educational contexts: an out-of-school English literacy course; their mainstream French classroom; and community-based heritage language programmes (Spanish, German, Japanese, Korean, Sinhala, Bangia, Russian, and Farsi), crucial for maintaining a cultural/linguistic bond with their families, within and across national borders. The central focus is on eliciting children's attitudes, perceptions and interpretations of their trilingual-triliterate world. Drawing on a mixed and multi-method methodology, including surveys and questionnaires, interviews with the children and their parents, children' s drawings and written narratives, and chosen symbolic objects, this qualitative case study is embedded in a sociolinguistic, social constructionist and socio-cultural approach to language and literacy development and identity construction. The findings demonstrate that children are able to identify the place their languages occupy in their educational and family contexts; the importance of having access to the corresponding literacy; and the affective connection that binds the language to a significant being in their lives: their friends and teachers in school and their parents and relatives in the family context. Therefore, this study posits a tripartite construction of identity that children negotiate in interaction with real people; in tangible places; through relevant experiences. Children's multimodal productions thus reflect the construction of a multilingual identity that evolves simultaneously across fixed/unitary and dynamic/hybrid spaces, as children seek coherence in diversity. Finally, this thesis explores the importance of this diversity in building children's self-esteem, cementing a positive relationship with their languages, and creating an emerging linguistic and literate identity. It looks at the implications for classroom practice and teacher responses in multilingual contexts and examines the role of the parents in nurturing children's multiple literacies and identities.
38
Wallace, Linda M. "Negotiating place, explorations of identity and nature in select novels by contemporary Canadian women writers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0018/MQ49460.pdf.
Full text
39
Ait-Mbank, Mina. "Identity and the notion of space in the works of five Francophone Algerian women writers." Thesis, Queen's University Belfast, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.419480.
Full text
40
Howell, Elizabeth. "Struggling to write : identity and agency in a pre-university 'English for Academic Purposes' program." Thesis, University of Exeter, 2008. http://hdl.handle.net/10036/80834.
Full textAbstract:
This small-scale ethnographic research study investigated student perceptions of social identity and agency and the usefulness of the construct of the Community of Practice for struggling writers in the context of a pre-university EAP program. The appropriateness of socio-cultural theories in language teaching and learning today stems from social constructivist and social interactionist theories of the role of language in the discursive construction of society, knowledge and power. This study problematised these constructs in the development of writing for learners in a pre-university Higher Education context. Comparing data from focal students who were struggling with writing and from students who were more successful, the biographies of struggling students and their awareness of their futures, or imagined selves and communities, revealed not only learning histories in which they had radically different identities as learners and writers, but also a lack of clarity about their learning trajectory in the writing program. There was no apparent lack of investment in learning among the focal students, who identified themselves as weak writers, although there was frustration and anger at their predicament. The data suggest that they did not identify with the learning community at the start of the project, probably because they resisted belonging to a community which labeled them as failures. During the study a variety of means were used to elicit participants’ perceptions of their status as novice writers and to support their learning trajectory on an individual basis by elucidating the reasons for and requirements of academic writing. By the end of the study the focal students had developed more awareness of the subject positions the writing trajectory afforded them and had chosen ways in which to continue along their learning path. The Community of Practice appears to have potential as a means of supporting the roles of EAP students and teachers as members of the academic community of practice.
41
Snyder, Taylor A. "Mother Ireland and Her Daughters: Irish Women Writers and their Contributions to the Irish Literary Identity." Kent State University Honors College / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1367599203.
Full text
42
Smith, Jennifer Lodi. "Transformational Processing: Healthy Identity Functioning in Written Narratives of Emotionally Challenging Life Events." W&M ScholarWorks, 2003. https://scholarworks.wm.edu/etd/1539626423.
Full text
43
Cheung, Sui-fan Ellen. "The notion of 'identity' and the role of English in the writings of Singaporean and Malaysian writers." Click to view the E-thesis via HKUTO, 1998. http://sunzi.lib.hku.hk/hkuto/record/B31951922.
Full text
44
Annat, Aurelia L. S. "Imaginable nations : constructions of history and identity and the contribution of selected Irish Women writers 1891-1945." Thesis, University of Oxford, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.539936.
Full text
45
Cheung, Sui-fan Ellen, and 張瑞芬. "The notion of 'identity' and the role of English in the writings of Singaporean and Malaysian writers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31951922.
Full text
46
Borthwick, David. "Searching for voices : a study of identity and discourse in the work of selected contemporary Scottish writers." Thesis, University of Aberdeen, 2007. http://digitool.abdn.ac.uk/R?func=search-advanced-go&find_code1=WSN&request1=AAIU226078.
Full textAbstract:
This thesis uses the work of Mikhail Bakhtin and John Macmurray to inform a detailed reading of selected works by Janice Galloway, James Kelman, A.L. Kennedy and Irvine Welsh. The thesis argues that these writers depict versions of an ideologically pluralist and socially fragmented Scottish society in which the construction and maintenance of personal identity is particularly problematic. Bakhtin’s concept of ‘ideological becoming’ is used to discuss protagonists who are variously exploited by, or exploiters of, the many ideologically charged voices that surround and assail them. Chapters one and two explore selected works by Janice Galloway, James Kelman and A.L. Kennedy, examining the means by which their protagonists attempt a Bakhtinian (re)becoming after traumatic events leave them in a state of psychic confusion. Chapter three looks at the very different characters of Irvine Welsh, arguing that they respond to ideological pluralism in kind, avoiding the process of ‘ideological becoming’ altogether to indulge in an egotistic <i>progress</i> of continual reinvention which assists in the characters’ being able to satisfy limited, and contextual, needs and desires. The work of philosopher John Macmurray is employed in the thesis to provide an examination of self-other relations that contrasts with, yet enhances, Bakhtin’s model as a means for examining dialogic interaction between social forces in the Scottish novel. The thesis concludes that each writer depicts a society which lacks any stable meta-narrative which may allow protagonists to enact a satisfactory process of ‘ideological becoming’; instead, each character’s reality exists as a multitude of simultaneous ‘semantic centres’ which cannot be ordered with any consistency or coherence.
47
Gaylard, Rob. "Writing black : the South African short story by black writers /." Thesis, Link to the online version, 2008. http://hdl.handle.net/10019/3224.
Full text
48
Schwartz, Tammy Ann. "“Write Me”: A Participatory Action Research Project with Urban Appalachian Girls." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1022875361.
Full text
49
Roberts, Stephen Graeme Hugh. "Unamuno in exile, 1924-30 : a writer's crisis of personal identity and public role." Thesis, University of Oxford, 1991. http://ora.ox.ac.uk/objects/uuid:78b7a90d-382c-4211-854e-4726af5a775c.
Full textAbstract:
This thesis provides a much-needed study of all the major aspects of Unamuno's experience of exile from the Spain of Primo de Rivera (1924-30). It sheds light on the reasons for Unamuno's exile and on his understanding of his public role during exile itself. It shows how Unamuno saw himself at this time as the representative of certain essential Spanish values which he believed were being debased by the Dictatorship of Primo de Rivera, and how he came to feel in Paris that he had a mission to make those values known to his new European audience. A study of this mission helps to illuminate one of Unamuno's more complex exile works, La agonía del cristianismo. The thesis also sheds light on the effects that exile had on Unamuno, both man and writer, showing that he could not function in his usual fashion as a public figure and a writer outside Spain. This state of affairs led to a severe personal crisis which affected the writings he produced in Paris and Hendaye. This thesis has set out to show that Unamuno's exile crisis was principally a writer's crisis. To be able to do this, it has been necessary to set Unamuno's exile works in the context of his lifelong ideas on selfhood, self-creation and writing. It has thus been possible to show how the circumstances of exile forced Unamuno to confront once again his fundamental doubts concerning the effects that playing a public role and writing have on his sense of selfhood. A study of Cómo se hace una novela, the work in which he gives expression to this crisis, serves to reveal how the activity of writing lies at the very heart of his philosophy of self-creation.
50
Sinclair-Reynolds, Emma. "(Re)writing Pathways : Oral Tradition, Written Tradition, and Identity Construction in Kanaky/Nouvelle-Calédonie." Thesis, Nouvelle Calédonie, 2014. http://www.theses.fr/2014NCAL0066/document.
Full textAbstract:
Comment les traditions orales kanak pourraient-elles agir au-delà de leurs frontières habituelles et influencer les processus de construction identitaire dans la société néo-calédonienne contemporaine ? Notre travail explore les interactions entre la tradition orale kanak et la tradition écrite néocalédonienne, en examinant les textes de réécriture, ces lieux de rencontre entre traditions qui constituent un espace de patrimoine commun. Cette thèse retrace les chemins d’une histoire, Le Chef et le lézard (dont on trouve de multiples versions dans les différentes traditions orales kanak), dans la tradition écrite. Sont élucidés les contextes historiques, politiques et littéraires des processus de production de versions de l’histoire, afin de mettre en évidence les forces en oeuvre, et d’éclairer la manière dont les représentations qui y figurent pourraient participer aux processus de construction identitaire. Les outils conceptuels employés sont la « réécriture », la « vā » (l’espace relationnel océanien d’échange et de rencontre),ainsi que la littérature comme « outil de renforcement communautaire ». La contribution originale qu'apporte notre travail consiste en démontrant le degré et l’étendue de l’intégration d'une histoire kanak dans le polysystème littéraire néo-calédonien ; en soulignant le rôle actif joué par des acteurs kanak dans les processus de réécriture ; en créant une métaphore étendue géographique du paysage littéraire néo-calédonien ; en témoignant de la richesse des traditions orales et écrites de Kanaky/Nouvelle-Calédonie ; et en constituant une passerelle entre les chercheurs/lecteurs non-francophones et la littérature néo-calédonienne<br>How might Kanak oral traditions move beyond their usual boundaries and influence identity construction processes in contemporary New Caledonian society? This thesis explores the interactions between Kanak oral tradition and New Caledonian written tradition, by examining the (re)writings that are places of encounter between these traditions, and thus constitute a space of shared heritage. This study traces the pathways taken by a story, Le Chef et le lézard, (a number of versions of which are found in different Kanak oral traditions), as it moves into and within written tradition. The historical, political, and literary contexts of the (re)writing processes that produce versions of Le Chef et le lézard are elucidated, to demonstrate the forces at work and shed light on how the representations that figure in the (re)writings might participate in identity construction processes. The conceptual tools used in the study include: rewriting; vā (the relational space of exchange and encounter found throughout Oceania); and literature as a means of building community. The original contribution of this thesis has been to demonstrate the degree and the extent of the integration of a Kanak story into the New Caledonian literary polysystem; to highlight the active role played by Kanak actors in the rewriting process; to develop anextended geographic metaphor for the New Caledonian literary landscape; to bear witness to the richness of oral and written traditions in Kanaky/Nouvelle-Calédonie; and to create a bridge between non-Francophone researchers/readers and New Caledonian literature (oral and written)