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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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Sioridze, Marine, and Ketevan Svanidze. "European Ideals and National Identity in Georgian Emigrant Literature of the XX Century." Balkanistic Forum 30, no. 1 (2021): 138–52. http://dx.doi.org/10.37708/bf.swu.v30i1.8.
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The political processes of the 20th century became a kind of test for Georgian writers, the passing of which was largely manifested by the writers’ physical presence-absence, the denial of their own beliefs. Immigrant literature has become a form of free expres-sion of dissident thoughts. The authors were forced to move to another language space for their spiritual and physical survival in order to at least somehow get closer to the national culture. However, new contradictions arose at the same time. Writers lived in a foreign country, in a society of a different mentality and worldview, for which the topic that was close to the Georgian way of life could possibly be completely alien and uninteresting. The works of Georgian emigrant authors could be incompatible or less compatible with foreign literary discourse.The goal of writers and poets of the early 20th century was to remove the shack-les of imperialism from Georgia and to become closer to Europe. The Soviet authori-ties launched a cruel and immoral campaign against the writer, caused by the ideolo-gy of that time. One of the outstanding representatives of this particular era was Grigol Robakidze. The present paper deals with the research and analysis of the movement that began at the beginning of the 20th century and was aimed at bringing Georgia closer to Europe; it also discusses the reasons that served the public to appeal to European ideals and how the struggle went on to establish their cultural values. Grigol Robaki-dze's German-language work is essentially a part of Georgian literature.The writer was delighted with the poetic greatness of the Georgian language and its capabilities. Robakidze's works clearly show his selfless love for the mother-land. He was in love with the Georgian language, the Georgian land, the Georgian character and, in general, with everything Georgian. It is easy to imagine that the stay in emigration even more strengthened the writer's patriotic feelings. The creative path of the emigrant writer was in expressing his own and national identity, on the one hand, and in adapting to the literary environment, the part of which the author should have become himself, on the other hand. Thus, he did not move away from his native roots and found his place in a foreign literary discourse.
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DeCoursey, Christina A. "Metadiscourse, Writer Identity and Reader Construction among Novice Arabic-Speaking ESL Writers." English Studies at NBU 5, no. 2 (2019): 284–307. http://dx.doi.org/10.33919/esnbu.19.2.6.
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This study used qualitative analyses to explore novice ESL writers’ concepts of writers, readers and texts. Metadiscourse studies tabulate frequencies of discourse markers in order to characterise the different ways novices and experts, native-speakers and non-native speakers, construct themselves as writers, engage with their readers, and guide readers through their text. But the picture created by these descriptive statistics lacks many content areas voiced by student writers, including their reliance on visual content, and their emotions. Student writers’ experiences in a world saturated by visual media and marketing views are also factors shaping how they construct their identities as writers, the identities of their projected readers, and how they understand what they are doing when writing text. This study used content and transitivity analyses to assess how Arabic native-speaker novices understand themselves as writers, how they project their readers’ identities, and how they try to engage them. Results show that visuals are indistinct from text, and verbs of seeing are used for reader understanding, in novice writers’ sense of their texts, and how they understand engaging the reader. These novices have a demographically granular assessment of audiences, but aim to please readers with expected content rather than challenge them with academic content, and they downplay important elements of teacher talk, syllabus and second-language (L2) composition instruction, particularly data, research, structure and language.
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Krobb, Florian. "Mapping South African Identity." Transfers 5, no. 2 (2015): 139–42. http://dx.doi.org/10.3167/trans.2015.050211.
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Creme, Phyllis, and Colleen Mckenna. "Developing writer identity through a multidisciplinary programme." Arts and Humanities in Higher Education 9, no. 2 (2010): 149–67. http://dx.doi.org/10.1177/1474022210361456.
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Alenkina, Tatiana Borisovna. "The structure of academic writer identity in L2 book reviews by Russian undergradu-ates: Voice and stance." Science for Education Today 11, no. 4 (2021): 156–69. http://dx.doi.org/10.15293/2658-6762.2104.08.
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Introduction. The article focuses on theoretical and practical aspects of academic writer identity. The theoretical aspect comprises the analysis of the Anglo-American bulk of research devoted to the problem of writer identity in the academic written discourse. The purpose of the article is to define the structure of writer identity, its voice and stance. The practical objectives of the study is to investigate the identity of novice academic writers represented in their language choices as well as to describe the mechanism of such choices. In order to accomplish the purpose of the research, three types of writer positioning are distinguished: ideational, interpersonal, and textual. Materials and Methods. The theoretical analysis is based on the Systemic Functional Linguistics (SFL) approach and Rhetorical Genre Studies as well as recent developments of ESP. The analysis of empirical data has been conducted using the methods of discourse analysis as well as qualitative and quantitative methods of data processing. The study reveals the voice and stance represented by lexico-grammatical means of the English academic written discourse. The conducted experiment introduces the context of ESP and models the situation of the implementation of the genre approach in the Academic Writing course in the Moscow Institute of Physics and Technology, which is one of the leading technical universities in Russia. The research materials include texts of academic book reviews written in English by Russian undergraduates. Results. The study has revealed the social nature of writer identity determined by the genre hybridity of a book review. It is shown that identification and positioning are in direсt connection with the source text; thus, while choosing a textbook of a general science book, the writer identity is getting to be collective or professional. Depending on the functional style of the source text, the rhetorical markers are changing as well. Thus, while choosing a textbook, students are writing for the teacher and addresses the student audience; at the same time in case of the general science text, the student rises to the level of an expert and addresses the scientific community. The popular science text helps work out the individual voice while the author’s style is changing toward the creative one and the dialogue between the writer and the reader is taking an intimate coloring. Subjectivity markers (adjectives with the negative value, boosters) are getting to be typical for the Russian linguistic and academic culture. Conclusions. The article concludes that constructing the socially-predetermined writer identity is an essential skill for students and academics. The writer identity is fluid and changeable depending on the social context – academic discourse and genre characteristics. The genre of a book review that combines objectivity and subjectivity gives an opportunity to construct writer identity according to the choice of the source text. The writer identity is culturally-predetermined and connected with the standards of Russian linguistic culture, academic rules and traditions of teaching English as a foreign language in Russia.
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Alharbi, Majed. "Reimagining the Ever-Changing Construct of Saudi Writerly Identity: A Heuristic Approach." Arab World English Journal 11, no. 4 (2020): 254–71. http://dx.doi.org/10.24093/awej/vol11no4.17.
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This paper takes on a heuristic approach (Crowley & Debra, 2004) to the study of Saudi writerly identity. In this critical review paper, the author argues that little work has been carried out to study Saudi English as a second langauge (ESL) writers' identity, for most of the empirical studies approach their writing as substandard writers. Therefore, this paper adds critical insights to the exciting literature about L2 Saudi writers and invite second language (L2) researchers to deconstruct the essentialized view towards peripheral writers. The paper also was guided by the question: how are ESL Saudi writers perceived in the Western educational system? Throughout the paper, the researcher problematizes that most studies about L2 Saudi writers are rife with references to phenomena in these student writings as negative transfers and linguistic errors. Other empirical studies were blinded from Saudi L2 discourse by the minutia of mechanism and look at students' writings as illegitimate. However, studies like Canagarajah’s (2013) and Saba’s (2013) can forward the conversation into a deeper understanding of these students’ writing identities and how they perceive themselves as writers and knowledge constructors. The article briefly explores the current definition of identity and how it is related to second language writing, followed by an explanation of Ivanić’s framework of writer identity. Then, the paper reviews previous research on how ESL Arab students negotiate and construct their written identities in Western educational settings. Finally, the author proposes directions for future empirical research and promising windows for studying the identity of Saudi ESL writers.
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Hsieh, Hsin-Chin. "Repositioning Taiwan: Historical Representation and Transformative Identity in Taiwanese American Literature." Translocal Chinese: East Asian Perspectives 14, no. 1 (2020): 37–65. http://dx.doi.org/10.1163/24522015-01401004.
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Abstract This article investigates how Taiwanese American writers represent Taiwan history in literary works with a focus on a female perspective as a way of reconstructing identities and repositioning Taiwan on a global scale. With the case studies of the first-generation Taiwanese American writer Joyce Huang’s Yangmei Trilogy (2001–2005) and the multiethnic second-generation writer Shawna Yang Ryan’s Green Island (2016), this article employs Shu-mei Shih’s “relational comparison” as a theoretical approach to analyze generational differences and transformative identities in these novels and argues that these authors’ writings on Taiwan history in the United States embody the transnational connection between the homeland and the host state. More importantly, by adopting similar historical materials and distinct narrative strategies, these novels demonstrate the involved multifaceted political meanings and cultural interventions by situating Taiwan in the related national, transnational and world histories and in doing so connect and compare Taiwan with other parts of the world.
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Elise, Michelle, and Vera Jenny Basiroen. "Creating An Alternative Design for Asita Corporate Identity." Humaniora 6, no. 4 (2015): 533. http://dx.doi.org/10.21512/humaniora.v6i4.3384.
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The objective of the study is to find the solution to the problem outlined, which is to create an alternative design for corporate identity of ASITA. ASITA is a non-profit organization to foster tours and travel agencies in Indonesia. The writer conducted interview to the ASITA Jakarta Chapter, which was appointed to represent ASITA in providing the data needed by the writer. The writer interviewed the advisor of the organization, which had once served as chairperson of ASITA. The result of the research is new corporate identity system of ASITA based on a concept that ASITA as an organization, serves as a compass that guides and assists in every direction. The writer found that corporate identity is an important element to define an organization as well as giving impact on its first impression. To create good corporate identity, several things such as elements of design, color, typography, etc need to be put into attention.
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Rahardian, Ema, and Deli Nirmala. "The Force Scheme in Javanese Emotion Metaphors." PAROLE: Journal of Linguistics and Education 8, no. 1 (2018): 12. http://dx.doi.org/10.14710/parole.v8i1.12-18.
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People with their creativity can use language for different purposes with different attitudes. They use metaphors in daily communication. In this paper, the writer tried to analyze them from force schemas to show the cognitive patterns of the users’ mind. . This paper aims at discussing the use of force schema in Javanese EMOTION metaphor. To collect the data, the writer used non-participant observation supported by note-taking technique. To choose the samples, the writers used purposive sampling technique. This means that the writers only took the metaphorical expressions containing a concept of emotion especially force schema conceptualization. To analyze the data, the writers used referential identity method. The writers used the method to uncover the meaning and the attitude of the speakers in using the expressions. The writer found that force schema used in Javanese EMOTION metaphors are compulsion, enablement, diversion, and restraint-removing force schemas. The writer also found that Javanese people have active and inactive responses when they get emotion. This finding may add more studies on metaphors.
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Lee, Seongyong. "Construction of Writer Identity in an ESL Context." Institute for Education and Research Gyeongin National University of Education 1, no. 1 (2018): 83–104. http://dx.doi.org/10.25020/joe.2018.1.1.83.
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Jeongja Kim. "Exploring Writer Identity in Elementary School Teachers’ Essays." korean language education research ll, no. 44 (2012): 111–40. http://dx.doi.org/10.20880/kler.2012..44.111.
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Monjezi, Masood. "Writer Identity Construction in MSc. Students of Engineering." International Journal of English Language Teaching 8, no. 2 (2021): 22. http://dx.doi.org/10.5430/ijelt.v8n2p22.
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Writing in academia is not only a way for students to acquire knowledge and skills, but also a process through which they construct author/researcher identity. This study aims to explore how twenty MSc. students construct their identity as writers of research papers. The students in this study received genre-based writing instructions on writing research papers during their writing course in the first semester of university. They wrote four papers during the semester, and the researcher provided feedback to their papers. Then, they were interviewed individually in order to find out how they reacted to the instructions, the writing process, and the feedback provided by the teacher. In addition, they were requested to write a reflective piece of writing about what they experienced including their emotions, thoughts and opinions about writing an academic paper before and after the course. Two types of analyses were made. Firstly, their sample research papers were examined during the course to see if there were improvements in the areas where feedback was provided. Secondly, the interviews and reflective pieces of writing were subjected to content analysis in order to extract themes. The examination of the papers revealed that the feedback provided by the teacher was effective as the writings improved in the areas where feedback was given. The thematic analysis resulted in two major themes of Affect and Attitude and the Need for Adaptation. An important implication of this study was the role feedback played in helping student/researchers to develop their identity in writing.
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PIGOTT, CHARLES M. "Aj-ts’íib or el letrado? Authorial Identity in Gómez Navarrete’s Bilingual Maya Poetry." Bulletin of Hispanic Studies: Volume 98, Issue 4 98, no. 4 (2021): 415–32. http://dx.doi.org/10.3828/bhs.2021.24.
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Latin America is witnessing a revival in the literary production of indigenous languages, yet contemporary indigenous writers must often negotiate between different cultural understandings of what literature should be. The purpose of this article is to take one bilingual poem, composed in Yucatec Maya and Spanish, as a case study of the writerly conflict between the Maya paradigm of ts’íib and the ‘Western’ ideal of the letrado. The poem, written by Javier Abelardo Gómez Navarrete (1942-2018), is entitled ‘K’u’uk’um kaan’ in its Yucatec version and ‘Serpiente de regio plumaje’ in its version in Spanish. Through linguistic and hermeneutic analysis of key extracts, the article argues that Gómez Navarrete’s poem can be read as an exploration of what it means to be a Maya writer in the twentieth and twenty-first centuries, in terms of the antagonistic yet mutually constitutive relationship between the categories of ts’íib and the letrado.
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Setyaningrum, R. R. "CULTURAL ARTIFACTS IN STUDENTS’ LITERACY NARRATIVE." Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP 6, no. 1 (2019): 61. http://dx.doi.org/10.33394/jo-elt.v6i1.2353.
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Literacy narrative is students’ writing. The students write their experiences in pass about how they learn reading, writing, speaking or listening in English. Students’ literacy narrative tells their effort to change identity from positional identity to figurative identity by using cultural artifacts. This study presents to identify the cultural artifacts to improve the students’ figurative identity through students’ literacy narrative. The objectives of study are to identify the cultural artifacts that use to change their identity by using literacy narrative. Qualitative research used to identify the cultural artifacts through students’ literacy narratives assignment and interview. The samples of the study are 20 students of senior high school. The finding result showed cultural artifacts are as tools to change their identity as a poor writer to be a good identity. Based on the students’ literacy narrative almost all of the students change their identity by cultural artifacts as books and English program (extracurricular). But some others, they joined English course beyond the school’s program. Considering the findings, this research highlights the need several times to identify the kinds of students’ identity by using ethnography.
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Klioutchkine, Konstantine. "The Rise of Crime and Punishment from the Air of the Media." Slavic Review 61, no. 1 (2002): 88–108. http://dx.doi.org/10.2307/2696984.
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The rapid expansion of the Russian press at the turn of the 1860s had a profound effect on how literary texts were written and read. Fedor Dostoevskii was among the writers most closely involved in the changing discursive environment. The vicissitudes of his precarious position in the field of letters put him under pressure to adopt the most successful discursive strategies and to open his work to the popular genres (feuilleton, local news, courtroom reports), themes (crime, the identity of the new man), and characters (struggling university students, who are also writers or translators) that were enjoying the greatest popularity in the Russian press of the time. By opening his text to the press, Dostoevskii became the first Russian writer to investigate die effects of the media on the personal identity of writer and reader in the new context of uncontrolled discursive proliferation.
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Khan, Kaleem Raza, and Shumaila Shafket Ali. "Construction Of Gender Identity Through Written Discourse." Pakistan Journal of Gender Studies 12, no. 1 (2016): 87–100. http://dx.doi.org/10.46568/pjgs.v12i1.201.
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Writing is a reflection of an individual’s thought patterns and can manifest different forms of identity: personal, religious, cultural, political, and above all gender identity. A closer look at any text not only helps discover the origin of the writer, but can also reveal his/her gender, which is projected in the text. Using Butler’s notion of ‘performing gender’, the study aims to explore gender identity constructed through the written discourse of male and female students by analyzing the differences and/or similarities in their writing. The categories considered for analysis include: selection of the topic projecting the background knowledge of the writer (reflecting how widely read he/she is), lexical and syntactic choices, degree of grammatical accuracy, degree of modality, element of personalization, and informative vs. involved style, which is evident through the text that is produced. The data of the study are based on students’ essays that they were made to write in the CSS preparatory classes conducted under the Students’ Guidance Counselling and Placement Bureau and Overseas Examination, University of Karachi. Being a qualitative study, the sample size chosen was limited to the essays by 30: fifteen produced by male and fifteen by female students. The written samples were selected on the basis of stratified sampling, dividing the samples into two homogenous groups, to do a comparative analysis. The findings of the study reveal significant differences in the writing style of both the genders, which proves that the construction of gender identity is not restricted to oral communication but is also observed in writing.
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Putri, Octavia, and Safitri Hariani. "Woman’s Bravery against Gender Inequality in Danielle Steel’s Novel The Right Time." JOURNAL OF LANGUAGE 3, no. 1 (2021): 65–72. http://dx.doi.org/10.30743/jol.v3i1.3717.
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This research is to analyze the bravery of a woman in facing gender inequality in Danielle Steel's Novel The Right Time. Alexandra Winslow is a young woman who has a dream to be a crime thriller story writer. During the journey of realizing her dream as a writer, she should be brave to face discrimination from male crime thriller writers and gender inequality from society. This research is completed by the use of descriptive qualitative method. The data are obtained by quoting related quotations from the story of the novel. Then, the data analysis is conducted by classifying the data related to the research problems of this study. The results show that there are three types of bravery done by the main character: bravery to fight against marginalization, abolish stereotype and thwart violence. Winslow's ability to write is not in doubt. Those who know Winslow closely and have read her writings find Winslow's writing to be extraordinary. Thanking to the support of the people around him, Winslow dares to continue her dream of becoming a famous writer even though she has to hide behind the identity of a man.
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Krisdathanont, Duantem. "Searching for Female Identity in Okamoto Kanoko’s Boshijyojyō." MANUSYA 13, no. 1 (2010): 16–23. http://dx.doi.org/10.1163/26659077-01301002.
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According to feminist critics, the “Images of Women” in literature created by most female writers lack “authenticity” and “real experience.” Susan Koppelman Cornillon, for example, states in “Images of Women in Fiction” (1972) that both male and female authors come in for harsh criticism for their creation of unreal female characters , and female writers are accused of being worse in this respect since they are betraying their own sex (Moi 2002: 42). However, Okamoto Kanoko2 was a feminist writer who shared her real experiences and provided a role model for a positive female identity in the form of main characters who are independent of men. In this study, I analyze , Boshijyojyō 『母子叙情』 (‘The Relationship between Mother and Son’)by Okamoto Kanoko(1937) to find out how her portrayal of the main character incorporates her own experiences describing the melancholy of a mother longing for her son. I also examine the question of whether “authenticity” and a “positive sense of female identity” truly exist in her work or not.
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Nasir, Muhammad. "TRACING THE ARMENIAN DESCENDANTS AND SELF-IDENTITY: AN ANALYSIS OF CAN THESE BONES LIVE?" Humanities & Social Sciences Reviews 8, no. 3 (2020): 01–10. http://dx.doi.org/10.18510/hssr.2020.831.
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Purpose of the study: The purpose of this study demonstrated how Armenian Massacres as crime fiction developed in response to finding their identity by tracing the ethnic criminal or heritage against their descendants. Besides, by looking at this genocide against the Armenian racial, I found it increasingly difficult to ignore the link between self-identity and the race criminalization conducted by the authority
 Methodology: In this study, the writer implemented New Historicism theory by looking at the historical background, and combined with Horney Psychoanalysis of Personality, through the activities conducted by the characters. Then, through analyzing the plot and the whole story, the writer found that self-awareness of those characters could be seen in different forms and cultures. Based on those theories that people who know themselves will know what they think, feel, and believe; they will be able to take responsibility for themselves and be able to determine their values by reflecting their personality
 Main Findings: Self-identity and Armenian descendants could be portrayed significantly, and they were very appropriate with the identity of the characters shown in the texts. Here, the writer also found that a novelist like Tom Frist (2015) used the backdrop of massacres to write about the inner lives of Turkish criminals. He focused directly on the narrative dilemmas posed by American Armenian. His work attempted to uncouple race from crime, and this writer showed us how massacres fiction became a necessary identity form for American Armenian who lived as migration and diaspora.
 Applications of this study: So, the study of Armenian descendants was not only useful for a literary critic but also presented the history and ethnic cleansing in Turkey. And through this analysis, we learned more about the bitter experiences faced by deportees as shown in the setting places and the author’s perspective.
 Novelty/Originality of this study: Finally, I believed that tracing the Armenian descendants and self-identity was fascinating by identifying the characters shown in the novel.
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Jack, Daniel. "Uncertainty of Psychological and Spatial Identity: A Study on the Novel of Bharati Mukherjee’s Wife and Jasmine”." IJOHMN (International Journal online of Humanities) 2, no. 4 (2016): 1–5. http://dx.doi.org/10.24113/ijohmn.v2i4.68.
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This review assess Dr. Rajib Bhaumik’s research on diasporic writer Bharati Mukherjee’s wife and Jasmine. Diaspora refers to those people who live in other countries leaving their birth place and their writings still revolves around their homeland. The diasporic mood refers to the transcultural restlessness of the writers. The transcultural narratives possess a serious challenge to the cultural stability of the metropolitan centers.
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Akailvi, Urooj. "Quest for Identity in Parvin Shere’s Pearls from the Ocean." Journeys 21, no. 2 (2020): 90–102. http://dx.doi.org/10.3167/jys.2020.210205.
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This article analyzes the means of self-representation, the conflicts between self/other, and the conscious and unconscious quest for identity by the writer. It attempts to understand travel narratives as being about the journey undertaken in a quest for identity by the traveler/writer, wherein apart from the physical journey of the author the emphasis is laid on the emotional and psychological journey within the author.
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Sheikh, Aida, and Hassan Khotanlou. "Writer Identity Recognition and Confirmation Using Persian Handwritten Texts." International Journal of Advances in Applied Sciences 6, no. 2 (2017): 98. http://dx.doi.org/10.11591/ijaas.v6.i2.pp98-105.
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There are many ways to recognize the identity of individuals and authenticate them and the modern world still is looking for unique biometric features of humans. The recognition and authentication of individuals with the help of their handwriting is regarded as a research topic in recent years. It is widely used in the field of security, legal, access control to systems and financial activities. This thesis tries to examines the identification and authentication of individuals in Persian (Farsi) handwritten texts so that the identity of the author can be determined with a handwritten text, and in the authentication problem, with having two handwritten texts, it is determined that whether both manuscripts belong to a specific person or not. The proposed system for recognizing the identity of the author in this study can be divided into two main parts: one part is intended for training and the other for testing. To assess the performance of introduced characteristics, the Hidden Markov Model (HMM) is used as the classifier; thus, a model is defined for each angular characteristic. The defined angular models are connected by a specific chain network to form a comprehensive database for classification. This database is then used to determine and authenticate the author.
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Mora, Alberto, and Maria Popescu. "Writer identity construction in Mexican students of applied linguistics." Cogent Education 4, no. 1 (2017): 1365412. http://dx.doi.org/10.1080/2331186x.2017.1365412.
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Sperrazza, Lelania. "Narratives of Struggle: Understanding Writer Identity in the UAE." International Journal of Bilingual & Multilingual Teachers of English 04, no. 01 (2016): 15–24. http://dx.doi.org/10.12785/ijbmte/040103.
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Young, Morris. "Narratives of Identity: Theorizing the Writer and the Nation." Journal of Basic Writing 15, no. 2 (1996): 50–75. http://dx.doi.org/10.37514/jbw-j.1996.15.2.04.
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Trepte, Hans-Christian. "Between Homeland and Emigration. Tuwim’s Struggle for Identity." Acta Universitatis Lodziensis. Folia Litteraria Polonica 36, no. 6 (2017): 35–47. http://dx.doi.org/10.18778/1505-9057.36.04.
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Julian Tuwim belongs to the pantheon of the greatest Polish writes of the 20th century. His Polish-Jewish descent, his attitude towards the Polish language, towards Jews in Poland, his political activities as an emigrant as well as his controversial involvement with the communist Poland still fuel many critical discussions. Polish language and culture were for him much more important than the categories of nation or state. However, whereas for Polish nationalists and antisemites Tuwim remained “only” a Jew, Jewish nationalists considered him a traitor. It was in exile that his attitude towards his Jewish countrymen began to change, especially after he learnt about the horror of the Holocaust in occupied Poland. Thus, he began writing his famous, dramatic manifesto, We, the Polish Jews. After World War II, Tuwim came back to Poland, hoping to continue his prewar career as a celebrated poet. His manifold contributions to the development of the Polish language and literature, within the country and abroad, cannot be questioned, and the dilemmas concerning his cultural and ethnic identity only make him a more interesting writer. Julian Tuwim belongs to the pantheon of the greatest Polish writes of the 20th century. His Polish-Jewish descent, his attitude towards the Polish language, towards Jews in Poland, his political activities as an emigrant as well as his controversial involvement with the communist Poland still fuel many critical discussions. Polish language and culture were for him much more important than the categories of nation or state. However, whereas for Polish nationalists and antisemites Tuwim remained “only” a Jew, Jewish nationalists considered him a traitor. It was in exile that his attitude towards his Jewish countrymen began to change, especially after he learnt about the horror of the Holocaust in occupied Poland. Thus, he began writing his famous, dramatic manifesto, We, the Polish Jews. After World War II, Tuwim came back to Poland, hoping to continue his prewar career as a celebrated poet. His manifold contributions to the development of the Polish language and literature, within the country and abroad, cannot be questioned, and the dilemmas concerning his cultural and ethnic identity only make him a more interesting writer.
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Maudher Dakheel, Rana, and Amjed Lateef Jabbar. "The Narrator's Search for her Identity in Margaret Atwood's Surfacing." Al-Adab Journal 1, no. 127 (2018): 1–12. http://dx.doi.org/10.31973/aj.v1i127.196.
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Margaret Eleanor Atwood is born on November 18, 1939, Ottawa, Ontario, Canada. She received her undergraduate degree from Victoria College at the University of Toronto and her master's degree from Radcliffe College.
 Atwood is a Canadian writer best known for her novels, which include: The Edible Woman (1969), Surfacing (1972), Lady Oracle (1976), Life Before Man (1979), Bodily Harm (1981), The Handmaid's Tale (1985), Cat's Eye (1988), The Robber Bride (1993), Alias Grace (1996) and The Blind Assassin (1998).
 Atwood is a famous writer, and her novels are best sold all over the world. She has been labelled as a Canadian nationalist, feminist, and even a gothic writer. She is well known internationally in the USA, Europe, and Australia.
 This research aims at showing throughout Surfacing, the way Atwood portraits the narrator as a woman searching for her own identity.
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Susilo, Susilo. "VIEWING CONTRASTIVE RHETORIC FROM A POST MODERN PERSPECTIVE: FINDING AN IMPLICATION TO THE SECOND LANGUAGE WRITING PEDAGOGY." Celt: A Journal of Culture, English Language Teaching & Literature 7, no. 2 (2018): 99. http://dx.doi.org/10.24167/celt.v7i2.159.
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The hybrid nature of culture that comes up as a result of
 postmodern world brings about considerable interaction,
 borrowing, and fusion between cultures and communicative genres. In such situation, there is erosion of national boundaries, greater multilingualism, and fluidity in identity; hence a" absolute construct of particular culture is getting blurred. Consequently, the term "native identity" has come to a "blurring spot" in the sense that it will be simply awkward to hold firmly one's native identity when multilingualism has become norm. This hybridand plural character of identity has gone to be considerable as the basis of contrastive texts analysis. The newest way of looking at the contrastive rhetoric is that differences in pragmatic or rhetorical expectations should not be considered as unproficiency or interference for the bi/multilingual writer, rather rhetorical choices opted
 by the bi/multilingual writer should be considered as critical/alternate discourse. This article is aimed to look at the pedagogy of shuttling between languages done by multilingual writers as the new orientation in the teaching and learning second language writing.
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Lee, Seongyong. "Writer Identity in Narrative and Argumentative Genres: A Case of Korean Students in the United States." International Journal of Applied Linguistics and English Literature 6, no. 1 (2016): 178. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.1p.178.
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This study investigated how three Korean ESL students constructed their writer identity in narrative and argumentative genres of writing. For this purpose, the qualitative data collected from interviews, observations and written documents for eight weeks were analyzed according to a social constructionist perspective as a philosophical framework and Ivanič’s approach to systemic functional linguistics as an analytic method. The results showed that the participants constructed a confident identity in narrative writing whereas they identified themselves with a less-confident writer in an argumentative genre. Accordingly, they adopted different strategies for the difficulties they were confronted with in two genres. In addition, while narrative essays showed their ownership of Korean culture as a sojourner in the U.S., argumentative essays revealed their ambivalent identity in an academic context. These findings shed light on the importance of a narrative writing task as a stepping stone for academic writing by empowering an L2 writer in terms of constructing an authoritative voice.Keywords: L2 writing, writer identity, genre-based writing
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لطيف جبار, امجد, and رنا مظهر دخيل. "The Narrator's Search for Her Own Identity in Margaret Atwood's Surfacing." Al-Adab Journal 1, no. 124 (2018): 49–58. http://dx.doi.org/10.31973/aj.v1i124.113.
Full textAbstract:
Margaret Eleanor Atwood is born on November 18, 1939, Ottawa, Ontario, Canada. She received her undergraduate degree from Victoria College at the University of Toronto and her master's degree from Radcliffe College.
 Atwood is a Canadian writer best known for her novels, which include: The Edible Woman (1969), Surfacing (1972), Lady Oracle (1976), Life Before Man (1979), Bodily Harm (1981), The Handmaid's Tale (1985), Cat's Eye (1988), The Robber Bride (1993), Alias Grace (1996) and The Blind Assassin (1998).
 Atwood is a famous writer, and her novels are best sold all over the world. She has been labelled as a Canadian nationalist, feminist, and even a gothic writer. She is well known internationally in the USA, Europe, and Australia.
 This research aims at showing throughout Surfacing, the way Atwood portraits the narrator as a woman searching for her own identity.
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Doncu, Roxana Elena. "Postcolonial Myth in Salman Rushdie’s The Ground Beneath Her Feet." American, British and Canadian Studies Journal 21, no. 1 (2014): 79–95. http://dx.doi.org/10.2478/abcsj-2013-0021.
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Abstract Postcolonial writers like Salman Rushdie often write back to the “empire” by appropriating myth and allegory. In The Ground beneath Her Feet, Rushdie rewrites the mythological story of Orpheus and Eurydice, using katabasis (the trope of the descent into Hell) to comment both on the situation of the postcolonial writer from a personal perspective and to attempt a redefinition of postcolonial migrant identity-formation. Hell has a symbolic function, pointing both to the external context of globalization and migration (which results in the characters’ disorientation) and to an interior space which can be interpreted either as a source of unrepressed energies and creativity (in a Romantic vein) or as the space of the abject (in the manner of Julia Kristeva). The article sets out to investigate the complex ways in which the Orphic myth and katabasis are employed to shed light on the psychology of the creative artist and on the reconfiguration of identity that becomes the task of the postcolonial migrant subject. The journey into the underworld functions simultaneously as an allegory of artistic creation and identity reconstruction.
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Lee, Seongyong. "Metadiscourse and Writer Identity: A Longitudinal Case Study of a Korean L2 Writer in the US." Modern Studies in English Language & Literature 60, no. 30 (2016): 129–50. http://dx.doi.org/10.17754/mesk.60.3.129.
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Hussein, Shifaa Hadi. "The Discursive Construction of Gender as Social Identity in Arabic written Discourse." Journal of University of Human Development 5, no. 3 (2019): 168. http://dx.doi.org/10.21928/juhd.v5n3y2019.pp168-175.
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Identity is the idiosyncratic features that characterize an individual as being unique. It is the dynamic per formativeness of self through behaviors, acts, clothes and etc.. When such self is shared (by sharing memories, desires, and emotions) with others, it becomes social identity. Such an identity is, thus, changed, transformed, spoke out, acknowledged and never be fixed at any moment of life. The current study aims at studying the discursive construction of social identity in Arabic written discourse. It seeks to ponder the question of what linguistic devices do the Arab writers utilize to identify themselves in discourse and to show sameness and differences between in – and out- groups. To attain the above aim, we hypothesize that Arab writers use scanted discursive and linguistic devices to identify gender in their writing. Accordingly, seven linguistic and discursive components have been chosen to analyze the discourse to unveil the identity of its writer: processes, mood, modality, vocabulary and collocation, pronouns, figurative uses of language, and interdiscursivity. The study comes with some conclusions, the most important of which are: social identity can be traced in Arabic discourse through the construction of in _ and out_ groups with the in- group being victimized by the out-group who is the dominant, a conclusion which clashes with studies of critical discourse analysis, and changes and transformation of identity occur through stages including: attention, interest, solutions and urging by giving commands.
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Khanum, Aarifa. "Question of Identity: Orhan Pamuk’s The White Castle." SMART MOVES JOURNAL IJELLH 9, no. 2 (2021): 168–80. http://dx.doi.org/10.24113/ijellh.v9i2.10919.
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Orhan Pamuk is a leading contemporary Turkish writer and winner of the 2006 Nobel Prize for Literature. In his novels he tackles certain universal themes, such as the search for a new identity, the conflict between East and West, the domination of Western culture and its impact on Turkish society, the spread of consumerism, feminism, the search for love and its vanity. Pamuk is influenced by the rich literary tradition of Turkey and at an equivalent time he is affected with the writers like Dostoevsky, Albert Camus, Miller and plenty of others. As a postmodernist author, Orhan pamuk’s fiction echoes the priority for the identity of someone. This novel The White Castle is studied for the exploration of the Question of identity like what is real identity of the person. Pamuk himself has faced the perplexity of identity as he is suspect by media of revealing the national sentiment. The protagonist’s Hoja and the Venetian traveler are not happy with their gift identity and within the course of their life they assume a replacement identity.
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Suhyun Seo. "Urban Elementary Students’ Identity as a Writer and Writing Practices." korean language education research 51, no. 4 (2016): 67–94. http://dx.doi.org/10.20880/kler.2016.51.4.67.
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Simpson, Zach. "“Totally in the Zone”: Using metaphor to ‘glimpse’ writer-identity." Education as Change 13, no. 1 (2009): 195–209. http://dx.doi.org/10.1080/16823200902945028.
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García Navarro, Carmen. "‘Oh, there are so many things I want to write’." International Journal of English Studies 19, no. 2 (2019): 19–36. http://dx.doi.org/10.6018/ijes.361541.
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This paper explores the narrative process identified in the Whitehorn Letters, written by Doris Lessing from 1944 to 1949, as historical documents that form a single, coherent whole. Their significance is assessed by means of an epistemological reflection that sheds light on the path by which the young Lessing established her identity as an author (Bieder, 1993). In the letter-writing process, Lessing declares her aim to become a writer. The letters also characterise the writer as a historical subject, and describe the relationship between this historical subject and the individual who writes the correspondence. Since the letters formulate a coherent discourse about Lessing’s authorial identity, I investigate whether using a model for reading them may be beneficial. I believe that additional nuances could be detected in her narratives by revisiting Lessing and examining, in the centenary of her birth, some hitherto unknown parts of her writings, as these letters represent.
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Steinman, Linda. "Cultural Collisions in L2 Academic Writing." TESL Canada Journal 20, no. 2 (2003): 80. http://dx.doi.org/10.18806/tesl.v20i2.950.
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Learning to write in English for academic purposes presents a significant challenge for non-native speakers. Not only must they deal with the obvious linguistic and technical issues such as syntax, vocabulary, and format, but they must also become familiar with Western notions of academic rhetoric. (West or Western in this article refer primarily to North America.) Collisions of cultures are experienced when the discourse practices L2 writers are expected to reproduce clash with what they know, believe, and value in their L1 writing. For this article I reviewed a range of literature that addresses writing and culture. Described by researchers and by L2 writers are collisions regarding voice, organization, reader/ writer responsibility, topic, and identity. Implications for writing pedagogy include awareness of contrastive rhetoric on the part of ESL writing instructors; instructors' acknowledgment of and appreciation for the prior knowledge that students bring from their L1; realization on the part of ESL writing instructors that Western notions of,for example, voice are indeed just notions and are simply one way among many of expressing oneself; and a need for open discussion with students about how they might incorporate standard Western notions of writing without compromising their own identity.
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Новацький, Альберт. "Role of memory in forming national identity. “The land of bitter tenderness” by Volodymyr Lys." Слово і Час, no. 1 (February 20, 2020): 40–50. http://dx.doi.org/10.33608/0236-1477.2020.01.40-50.
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Role of memory in forming national identity. “The land of bitter tenderness” by Volodymyr Lys
 The paper offers an attempt to look at the “The Land of Bitter Tenderness” by contemporary Ukrainian writer Volodymyr Lys in the context of the search for individual and national identity, national memory, as well as the history of the 20th century Ukraine. In the analyzed work, the writer uses the image of a child, which, in the researcher’s opinion, is a quite rare phenomenon in Ukrainian literature. The is technique was used by the writer in order to capture the reader’s attention and make him penetrate the text of the novel deeper. The us, the author informs the reader that the main idea of the work is extremely important because the average person is accustomed to paying more attention to children. On occasion, the writer points out that manipulating a child’s memory was the easiest way for the Bolsheviks in their criminal social experiment. The writer emphasizes that the effects of ‘brainwashing’ may be prevented, but it is impossible to cure the trauma left by this process in the soul of a person. Analyzing the mentioned novel, the author of the paper refers to the works in the fields of literary studies, pedagogy, sociology, and psychology, written by Philip Aries, Rudolf Schaffer, Ellen Kay, Pierre Nora, Katarzyna Segiet, and others. The Ukrainian writer, describing the fate of three women (grandmother, daughter, and granddaughter), presented against the backdrop of the tumultuous Ukrainian history of the last century, is trying to restore the lost memory, both individual and collective, in order to secure the process of building Ukrainian national identity. The writer draws attention to the fact that during almost all the 20th century not only the Ukrainian nation but also Ukrainian history has been the subject of constant Bolshevik manipulation and fraud. He emphasizes that the prerequisite for building a unified Ukrainian identity is the attempt to restore individual and collective memory in Ukrainians, including the memory of history.
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Nikmah, Ifrohatul Fauqoh. "Code Mixing in an Indonesia Novel Entitled Teman tapi Menikah." Journal of English Language Teaching and Cultural Studies 2, no. 2 (2019): 96–104. http://dx.doi.org/10.48181/jelts.v2i2.9098.
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The objective of this research was to focus on the use of the English Code Mixing in an Indoensian Novel Entitled Teman Tapi Menikah. The writer used qualitative research for conducting the research. The writer determined the reasons and impact of codemixing in after data has been collected. The aim of study is to investigate the used of English code mixing in Novel Teman Tapi Menikah writers by Ayudia and Dito. This Novel consist of 206 pages, the writer will collect data by reading the Novel and underline the English Code mixing happen in the Novel. It can be concluded that the data of language variation has been elaborated. the writer found the reason for code switching and code mixing in Pojok Kampong news. They are: Easier to Understand, Maintaining Certain Neutrality when both Codes are used, Asserting Power, Pride, and Status, Eliminating ambiguity, Adopts from other language in Javanese, Declaring Solidarity, Expressing Identity, Express Self Emotion, Conveying the Speaker’s Attitude to the Listener, Being more Informative, Being Incompetent in Finding the Appropriate Word.