Academic literature on the topic 'Struggling writer'
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Journal articles on the topic "Struggling writer"
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Fox, Richard. "The Struggling Writer: Strategies for Teaching." Literacy 30, no. 2 (1996): 13–14. http://dx.doi.org/10.1111/j.1467-9345.1996.tb00162.x.
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Николаев, Дмитрий. "Образ писателя в публицистике Ивана Бунина 1920 г." Acta Polono-Ruthenica 1, № XXIV (2019): 75–94. http://dx.doi.org/10.31648/apr.4401.
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The image of the writer plays an important role in the publicist works of Ivan Bunin in 1920. It is the image of the author struggling against the Bolsheviks, and the image of those writers who helped the Bolsheviks propaganda as well as “new Soviet writers”. In 1920 Bunin as the most signif-icant writer of the Russian Diaspora focuses on the most famous writer among those who, according to Bunin, supports the Bolsheviks – Maxim Gorky. Bunin also pays close attention to the contro-versy with H.G. Wells: this is due to the role that the English writer played in the context of Soviet Russia. Bunin’s works in 1920 are written as a reaction of the Russian writer to the various texts published in the press, and the discussion with the works of his main opponents – Gorky and Wells.
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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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Sikorska, Liliana. "Between Autohagiography and Confession:." Florilegium 23, no. 1 (2006): 85–96. http://dx.doi.org/10.3138/flor.23.007.
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The seventeenth-century Polish nun Anna Maria Marchocka was counselled by her confessor to confess all her sins in a work which came to be regarded as her Mystical Autobiography. As an unskilled writer obeying her spiritual counsellor, Marchocka was struggling with the manner of self-representation. While she emulated hagiographic models, her confession is anchored in the political situation of Poland, making her text akin to hagiographic discourse fused with auto/biographical information. The similarity of Marchocka's writings to those of late medieval mystical writers makes her an epigone of the mystical tradition.
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Isaacson, Stephen. "Role of Secretary Vs. Author: Resolving the Conflict in Writing Instruction." Learning Disability Quarterly 12, no. 3 (1989): 209–17. http://dx.doi.org/10.2307/1510690.
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The mechanical and creative skills required to write an original composition may be beyond the abilities of a student with a learning disability. These skills can be characterized, respectively, as constituting the roles of secretary and author. The author has to get ideas, organize his or her thoughts, and select and arrange words and phrases. The secretary, on the other hand, deals with the physical effort of writing and is concerned with the mechanical aspects of the writing task. Learning disabled (LD) writers have difficulty with both the author and secretary roles, but educators are not agreed as to which should be emphasized first in instruction. The purpose of this paper is to (a) present a way of looking at the complexities of written language from the perspectives of both the secretary and the author; (b) discuss four approaches to providing assistance to the struggling writer; and (c) recommend a model of written language on which curriculum should be based.
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Milford, Todd, and Gina L. Harrison. "Using the PLEASE Strategy With a Struggling Middle School Writer With a Disability." Intervention in School and Clinic 45, no. 5 (2010): 326–32. http://dx.doi.org/10.1177/1053451209359080.
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Dutro, Elizabeth, Elham Kazemi, and Ruth Balf. "Making Sense of “The Boy Who Died”: Tales of a Struggling Successful Writer." Reading & Writing Quarterly 22, no. 4 (2006): 325–56. http://dx.doi.org/10.1080/10573560500455752.
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Håland, Anne. "Disciplinary Literacy in Elementary School: How a Struggling Student Positions Herself as a Writer." Reading Teacher 70, no. 4 (2016): 457–68. http://dx.doi.org/10.1002/trtr.1541.
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Sardin, Pascale. "Becoming Beckett." Samuel Beckett Today / Aujourd’hui 30, no. 1 (2018): 70–84. http://dx.doi.org/10.1163/18757405-03001005.
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Abstract Since 2009, a selection of Beckett’s letters has been made public. It is within this correspondence that one finds a new perspective on his (self)-translating practice, especially at a time when he was struggling to make a name for himself in the “literary game” (Lahire). Beckett was a bilingual writer aware of sociocritical stakes and able to take advantage of his bilingualism in the international literary field (Bourdieu).
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Muflihun, Muflihun. "Teaching Grammar: Degrees of Adjective Comparisons in Secondary School of Indonesian Context." Indonesian TESOL Journal 1, no. 1 (2019): 41–49. http://dx.doi.org/10.24256/itj.v1i1.547.
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This article explores the teaching grammar in secondary school in Indonesian context, the writer noticed that most of the students were struggling to clearly understand and unable to use comparison of adjective. Therefore, the writer would clearly explain those problems supported by research findings from previous studies. There are several activities to be used in teaching grammar, which surely could also be adapted to teaching adjective comparisons. However, in this essay, the writer would only address two common activities; namely grammar games and discovering grammar. It can be concluded that teaching grammar to some extent would not be complicated if it is delivered though appropriate teaching methods and deeply understand students’ problems. Numerous engaging activities to teach grammar is available and this would shift our common paradigm of seeing learning and teaching grammar as a passive and ‘old’ fashioned thing to more communicative grammar teaching and learning.
Dissertations / Theses on the topic "Struggling writer"
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Shaheen, Maria D. "Struggling Writers, or Writers Struggling? A Case Study of Four First Grade Writers." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1310599042.
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Spargur, Teri A. "Struggling Adolescent Writers Describe Their Experiences." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2195.
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Writing continues to be difficult for adolescents throughout the United States. There is little known about writing from the adolescent's perspective. This case study describes six 8th graders' thoughts and motivations on writing. The purpose of the current study was to examine the perceptions and experiences of struggling adolescent writers by taped participant interviews of six students, three male and three female, which scored below proficient on their state writing assessment. The conceptual theoretical framework for the current study is Bandura's social cognitive theory. The central research question of this study focused on the experiences of adolescents who struggle with writing on state assessments. Qualitative data were collected during a three week period and analyzed in two stages. Stage 1 was the analytical compiling of the data into categories; stage 2 examined the data for patterns, themes, and relationships. Thematic analysis revealed six themes. Analysis of data supported the theoretical framework that students who struggle with writing were low on morale and motivation on writing assignments. Results of the study included a desire in the students to excel on their writing assignments, but the eagerness was subdued by the challenges they faced in writing. The data showed that students struggle with the amount of knowledge they have on a given topic and the techniques used to write a coherent sentence. Students stated that they need guidance to gather information on a given topic and with organization of their writing. In response to the students' perceptive, teacher can plan, implement, and guide students towards success in writing. This study can contribute to social change as it will guide teachers of writing instruction strategies that will respond to the challenge of mastering a difficult and complex subject.
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Voss, Christina Linda. "Understanding the Use of Graphic Novels to Support the Writing Skills of a Struggling Writer." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/dissertations/705.
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This mixed methods study combining a single-subject experimental design with an embedded case study focuses on the impact of a visual treatment on the handwritten and typed output of a struggling male writer during his 5 th through 7 th grades who has undergone a longitudinal remedial phase of two and a half years creating text-only material as well as graphic novels (on paper, on the computer, and online). The purpose of this research was to develop and assess the effectiveness and practicability of a visual treatment in order to help this high-achieving student with excellent comprehension and oral skills but impaired execution of writing tasks to produce cohesive, well-organized stories within a given time. It was hypothesized that by breaking up the assignments into visual chunks (speech bubbles), taking away the threat of a blank page to be filled by text only, exercising his artistic capabilities, and fostering pride of authorship and achievement through (online) sharing, this treatment would improve the participant's written output in quality, quantity, and pace. The 6+1 Trait ® Writing Scoring Continuum (Northwest Regional Educational Laboratory, early 1980s) was employed to assess the participant's writing performance, and the Flanders Interaction Analysis Categories (FIAC) (Flanders, 1970) were used to note his on-task/off-task behavior and the categories of his responses during tutoring sessions. An auditor was employed to confirm the investigator's evaluations; if contradictions occurred, the artifact in question was omitted from the study. The participant underwent extensive educational assessment regarding his reading and writing predilections and habits prior to study begin (quantitative data) in the form of rating scales, such as the Classroom Reading Inventory, the Elementary Writing Attitude Scale, and others. He was further observed during clinical supervision (audio- and videotaping), and underwent qualitative assessment (content analysis of written output) during the study, and post-study performance tests (quantitative and qualitative data). Baseline graphs were employed to establish the traits of his writing behavior during all three experimental stages (pre-treatment, treatment, post-treatment), and tutor logs shed further light on the participant's feelings and behavior under each condition. The interwoven mixed data revealed that the participant enjoyed the tutoring sessions, and even cried twice when he missed one, but that his attention deficit and off-task behavior severely interfered with the organization and quantity of his written output. The Flanders analysis showed that the slightest distraction through his environment (tutor, second tutee, etc.) took his focus off his writing tasks, and that the tiniest thing out of order (e.g., a wrong digital display of the current time of day on his computer screen) could occupy his thoughts for minutes, or trigger an exaggerated outburst after half an hour. Flanders also confirmed, as the higher quality of his output had shown, that the boy was strongly motivated by what interested him (Star Wars), and that he would put extra care in the creation of corresponding tasks. It can be concluded that self-chosen material, and not the format of graphic novels, motivated the participant to work. The content analysis of his post-treatment essay as compared to his pre-treatment essay showed that he was able to finish it, that the length had augmented, that the chronological order of events was maintained thanks to having learned organization through panels, but that the creativity and ideas had declined. Finally, the analysis of The 6+1 Trait ® Writing Scoring Continuum, which examined ideas, organization, voice, word choice, sentence fluency, conventions, and presentation of ten writing samples per stage, showed that the participant had scored 30.2 in the pre-treatment stage, 29.2 in the treatment stage, and 32.8 in the post-treatment stage. Given that the participant had matured during the two and a half years of study, the gain was not important enough to justify a graphic novel intervention to improve the writing of this specific student. The astonishing low score in the easiest stage, the treatment stage itself (where he only had to fill in speech bubbles) was a result of the genre itself (which called for less descriptive written output) and of the fact that the participant thought this stage was “easy” (as per interview from 05/17/2011) and might have felt not sufficiently challenged. It can be concluded that the graphic novel treatment was effective in helping with the chronological organization within the participant's texts, but this goal could maybe also have been achieved by structuring through sub-headings or perhaps voice recordings of a list of steps. Due to the high off-task behavior and time consumption, this treatment would not be feasible in a classroom setting, but might work in a resource room. During the treatment, the participant revealed himself as auditory, not just visual learner, who was motivated by sound and music, especially in combination with his online Star Wars photo story; he was planning on an animated story with movie features. In the future, this highly articulate child would benefit from self-chosen writing tasks that include the creation of online stories with pictures, animation, and sound. His behavior needed more remediation than the quality of his written output. Future studies should investigate the effectiveness of writing workshops using graphic novels within the classroom setting, as proposed by Thompson (2008), and also assess the benefits of digital story-telling (Burke & Kafai, 2012) as an additional motivational factor, while putting special emphasis on students who display autistic and ADHD behavior.
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Premont, David Willett. "Picture Books as Mentor Texts for 10th-Grade Struggling Writers." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6368.
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The purpose of this study was to fill gaps in the research to determine if picture books in the high school classroom can enhance student writing especially with word choice, sentence fluency, and conventions. Previous research has not fully considered employing picture books as mentor texts to examine writing traits in the high school Language Arts classroom. The population was 12 participants from two low track English 10 Reading classes. Six participants were identified from each class as low, medium, or high-performing students based on an informal narrative writing activity. This study employed an action research methodology (Sagor, 2000). Students were taught from an inquiry-based approach as the teacher read aloud each book, and asked students what they noticed. Students reviewed the picture books to guide them as they were challenged to improve their writing. Findings from the study illustrate that picture books as mentor texts can help secondary students of all ability levels improve their word choice, sentence fluency, and conventions in narrative writing as measured by a writing trait rubric created by Vicki Spandel and adapted by Jim Burke. Picture books were tools that helped students think and act like writers. Conclusions also highlighted the lack of word choice and sentence fluency instruction in the students' formative years. This study shed light on the abstract nature of sentence fluency, and an effective way to mitigate this problem. This study provided a new angle with which to teach the writing traits through narrative composition instruction, and teacher modeling. Further, this study adds to the literature of effective high school instruction as picture books as mentor texts are less common in the high school English Language Arts classroom.
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Sylvester, Betty Ruth. "An examination of the interaction between exemplary teachers and struggling writers." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001916.
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McPherron, F. Jean. ""Struggling" Adolescent Writers Describe Their Writing Experience: A Descriptive Case Study." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/816.
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Four adolescents identified as struggling writers in an English language arts classroom were interviewed about their perceptions of a writing task--how they judged their capability to succeed, how they ranked their passion, persistence, and confidence about writing, and how they responded to classroom activity. Student perceptions of self-efficacy and the related self-beliefs of motivation and interest as well as self-regulation were stated and implied as students described a planning worksheet, instructional scaffolding, peer interactions, and ownership of their writing. Wersch's view of mediated action and Engestrom's model of activity systems were the lens through which the students' descriptions were analyzed. Findings suggested surprisingly high self-efficacy despite low interest, contrasting attitudes between both school writing and their out-of-school writing, and the possibility that students labeled as struggling writers by their teachers may not see themselves as struggling.
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Martin, Jenny M. "A Secondary English Teacher's Use of New Literacies with Voice and Struggling Writers." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/50425.
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Voice is an integral part of writing instruction, and over half of state writing assessments include voice on scoring rubrics; yet, there is a dearth of research on voice and writing instruction with adolescents. Increasingly new literacies and digital tools are being used in the high school English classroom but with relatively little known about how these tools can teach voice during writing instruction. This qualitative single-case study examined how a public school, ninth-grade English teacher used new literacies to develop voice in students' writing and participants' perception of these instructional choices. The sample included the teacher and 14 students, and data collection included classroom observations, participant interviews, motivation inventories, reflective logs, state writing scores, students' writing folders, and wiki documents. An iterative process of inductive and deductive analysis led to key findings about instructional planning, purposeful writing assignments, teacher feedback, and participant response. Findings indicate that further attention is needed with respect to text structure development, writing pedagogy, and voice in writing; teachers' response to students' writing in digital environments; and motivation and adolescent writing.<br>Ph. D.
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Frier, Aimee. "Beyond Replicative Technology: The Digital Practices of Students with Literacy-Related Learning Difficulties Engaged in Productive Technologies." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7291.
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In this dissertation, I present the findings from a qualitative case study of the digital literacy integration of a teacher and the digital literacy practices of three students with literacy-related learning difficulties within her classroom. As a researcher, I was interested in the ways students with literacy- related learning difficulties navigated digital tools in a technology-infused environment created by a teacher who has experience using digital tools for instructional and student-learning purposes. My research was guided by the following questions: (1) What was the context, content, and structure of the teacher’s technology instruction? (2) In what ways did the students use technological tools? (3) How did students with reading difficulties compose during digital literacy events? The data for this case study included classroom observations, interviews, field notes, work samples, and lesson plans. Through the use of both inductive (Phase I and II) and a priori (Phase III) analysis, the data highlight several important findings to inform the research questions: (a) Knowledge of Technology Does Not Ensure Technological Pedagogical Content Knowledge (b) Students with Reading Difficulties Still Have Difficulty with Reading Despite Technology Integration and (c) Change in Writing Tool (technology) does not Guarantee Change in Writing Performance.
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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.
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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.
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Reinhart, Kelly Christine. "How do struggling writers' strategic behaviors and overall writing performance change as their participate in guided-writing groups?" Thesis, Boston University, 2014. https://hdl.handle.net/2144/11033.
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Thesis (Ed.D.)--Boston University<br>Despite the critical importance of writing proficiency for success in higher education and the workplace (National Commission on Writing, 2003, 2004, 2005), writing achievement has remained stagnant for a number of years. Despite being firmly grounded in tenets of effective instruction (Graham & Perin, 2002) the widely used writer's workshop model (Calkins, 1994) has not produced the elevated achievement in writing that one might expect from such a program. An examination of what might account for the lower than expected gains led to speculation that the workshop model might not provide struggling writers sufficient opportunities to receive intensive and individualized instruction focused on their particular writing needs. This study examined the use of teacher-mediated, guided-writing groups as part of a traditional writer's workshop to explore how this context might mediate the difficulties experienced by struggling writers.
A collective case-study approach generated a rich description of how four, struggling, fourth-grade writers experienced guided-writing groups and provided insight into how they applied taught strategies to their work during one personal narrative unit. Data sources were: writing samples, semi-structured student interviews, in-process writing interviews, videotaped guided-writing and whole class lessons, writing conference notes, and field notes. Writing samples were coded for revising and editing behaviors. All other data sources were open-coded, with a search for emerging themes. Findings indicated: (a) Participants improved in their overall writing performance and application of new strategies; however, strategy improvement varied according to the particular strategies taught during guided writing; (b) Participants grew in their ability to make text-level changes to their work; (c) Participants progressed toward independent application of new strategies; (d) Participants perceived guided-writing instruction as the source of their learning (as opposed to whole-class instruction); (e) The teacher's instructional actions and use of self-regulatory language differed between the guided-writing and whole-class contexts. During guided writing, the teacher provided frequent explanations and opportunities for guided practice, followed by assignment to students' own writing. Further, the teacher frequently used conditional language (when and how to apply a strategy). The author concluded that adding guided-writing groups to writer's workshop may improve struggling writers' application of target strategies.
Books on the topic "Struggling writer"
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1956-, Richardson Katie, ed. Help me learn to write: Strategies for teaching struggling writers. Crystal Springs Books, 2002.
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1956-, Paugh Patricia C., ed. A classroom teacher's guide to struggling writers. Heinemann, 2009.
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Troia, Gary A. Instruction and assessment for struggling writers: Evidence-based practices. Guilford Press, 2008.
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Meyerson, Maria J. Strategies for struggling readers and writers: Step by step. 2nd ed. Pearson Merrill Prentice Hall, 2006.
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Curt, Dudley-Marling, ed. Readers and writers with a difference: A holistic approach to teaching struggling readers and writers. 2nd ed. Heinemann, 1996.
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Brackney, Susan M. The lost soul companion: Comfort and constructive advice for struggling artists, writers, actors, musicians, and other free spirits. Puckitt Press, 1999.
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Lydon, Michael. Songwriting success: How to write songs for fun and (maybe) profit : an introduction to the art and business of songwriting by one struggling singer-songwriter for the aid and comfort of other strugglers. Routledge, 2004.
Find full textBook chapters on the topic "Struggling writer"
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Macarthur, Charles A., Steve Graham, and Karen R. Harris. "Insights from Instructional Research on Revision with Struggling Writers." In Studies in Writing. Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-94-007-1048-1_8.
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Grene, Nicholas. "Patrick Kavanagh." In Farming in Modern Irish Literature. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198861294.003.0007.
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Patrick Kavanagh is unique among modern Irish writers in that he spent the first half of his life as a largely self-educated small farmer in Monaghan, while struggling to find a voice for that experience as a writer. In his early poetry and his autobiography, The Green Fool, he sought to render the realities of farming and to escape romantic literariness; ‘Inniskeen Road’ and ‘Shancoduff’ are key breakthrough poems in this effort. While he was later to reject the didacticism of The Great Hunger, the achievement of this extraordinary long poem is the combination of inside and outside perspectives on the stunted life of the bachelor farmer Patrick Maguire. Moving away from Monaghan to Dublin allowed Kavanagh to re-create his farming world in the comic novel Tarry Flynn and later lyrics such as ‘Threshing Morning’, ‘A Christmas Childhood’ and ‘Art McCooey’.
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Fawsitt, John. "Reading, Literature, and Literacy in the Mobile Digital Age." In Advances in Human Services and Public Health. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3576-9.ch005.
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Reading and literature are struggling for relevance an environment where attention and the data they provide are seen as key motivators for commercial actors, and there is great pressure for those actors to provide engaging media to secure a meaningful market share. Thus, this media has to attract and keep user attention as quickly and as continuously as possible. The only limiting factors being those of time and energy of the user. Leisure hours that allowed periods for unbroken concentration and perusal of written texts are now devoted to online activities. What is not debated is that the effort and focus required to engage with the writer of fiction or other longer texts cannot be as automatically assumed now as it was before the digital age. Therefore, how can or should reading and literature and our notion of them and their purposes change?
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Dunn, Michael. "Helping Struggling Writers." In Assistive Technology Research, Practice, and Theory. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5015-2.ch004.
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Assistive Technology (AT), in the domain of special education, is defined as both tools and services. This chapter provides a description of this definition, what recent national and international writing assessment results indicate, what the characteristics of struggling writers are, and how AT can help these children improve and manage the complex and interdependent task of creating prose, story writing in particular. Key examples of AT services are Self-Regulated Strategy Development (SRSD: a step-by-step process for teaching a student a strategy) and mnemonic strategies (the use of keywords to help a child retain the steps in managing a task such as story writing). In the context of writing, AT can range from a pencil grip to a complete computer system with writing-assistance software. Furthermore, the author reviews his own research studies about story writing and how integral AT is to helping these children. Finally, the need for students’ pre-requisite practice with AT is emphasized.
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Yu, Timothy. "Hiroshima/Vietnam/Tule Lake." In Diasporic Poetics. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198867654.003.0002.
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The origin of Asian American political identity was not in cultural nationalism but in diasporic consciousness, most notably in the concept of solidarity with Third World peoples struggling against imperialism around the globe. The poetry of Janice Mirikitani juxtaposes locations from Vietnam to Zimbabwe to the Tule Lake internment camp, making transnational political solidarity prior to, not dependent upon, racial identification. In contrast, the anthology Aiiieeeee!, often cited as the origin of Asian American literary politics, emphasizes the integrity of the individual writer over communal identification. Restoring Mirikitani’s place in the history of Asian American literature also restores a coalitional, transnational vision of Asian American politics that lays the groundwork for a contemporary poetics of the Asian diaspora.
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Marenbon, John. "Langland and Chaucer." In Pagans and Philosophers. Princeton University Press, 2015. http://dx.doi.org/10.23943/princeton/9780691142555.003.0012.
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This chapter turns to another pair struggling with the Problem of Paganism: William Langland and Geoffrey Chaucer. For Langland, the Problem is an issue addressed directly, with the focus on the salvation of virtuous pagans. But, despite the explicit doctrinal discussion, Langland is not simply doing the same thing in vernacular verse as the university theologians: the complex form of his poem makes the positions he takes less clearly defined, but allows him to adumbrate daring ideas outside the range of the scholastic discussions. By contrast, Chaucer avoids the theological problems almost entirely; more perhaps than any other medieval writer, he explores the Problem of Paganism by imagining himself within a pagan world, whilst aware, as his readers too would be, that there is an external Christian perspective on it, which is only partly accessible from his viewpoint on the inside.
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Charteris, Charlotte. "The Master and the Pupil." In Twenty-First-Century Readings of E.M. Forster's 'Maurice'. Liverpool University Press, 2020. http://dx.doi.org/10.3828/liverpool/9781789621808.003.0004.
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This chapter draws on Foucault’s ‘Friendship as a Way of Life’ in an exploration of Forster’s most significant and productive inter-generational relationships of the 1930s, arguing that these queer alliances shaped – and were shaped by – not only the Maurice manuscript, but an emerging queer culture that embraced the homosexual’s ‘slantwise’ position in society. As a young queer writer struggling to reconcile the demands of his personal and professional lives, seeking a mentor and yet fundamentally dissatisfied with interwar paradigms of leadership, Christopher Isherwood found in Forster not just a friend, but a master – a model of homosexual writerly life. The master-pupil dynamics that would characterise the pair’s relationship for the remainder of their lives fused the personal with the professional, establishing an ethics of equality and mutual exchange that would ultimately underpin both Forster’s novel, and the collaborative queer aesthetic that would, under Isherwood’s care, finally bring it to birth. Having established the peculiarly generative power of their relationship, the chapter repositions both men within a complex queer dynasty, calling on contemporary theory to offer an affirmative answer to the poignant questioning in Forster’s Goldsworthy Lowes Dickinson: ‘is there nothing which will survive when all of you also have vanished?’
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Herring, Dawn S. "Improving the Literacy Skills of Struggling Writers." In Advanced Strategies and Models for Integrating RTI in Secondary Schools. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8322-6.ch006.
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A focus on teaching effective written communication skills is a necessity in our nation's schools. Students must develop good writing skills not only to ensure academic success but also to later thrive in the workplace and in society. For struggling writers, difficulties with written communication that emerged during elementary school will persist into middle school, high school, and beyond if effective interventions are not employed. Implementing a response to intervention (RTI) literacy model that promotes the integration of writing across the curriculum can help schools make huge strides in improving the motivations, skills, and outcomes of struggling writers. This chapter presents specific elements of effective writing instruction as well as instructional strategies that can be employed within an RTI framework to assist struggling writers schoolwide. The focus is on informing not only English/language arts teachers but also content area teachers on research-based classroom writing supports and practical tips for implementation.
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Walsh, Keri. "Elizabeth Bowen: Surrealist." In Elizabeth Bowen. Edinburgh University Press, 2019. http://dx.doi.org/10.3366/edinburgh/9781474458641.003.0003.
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This chapter approaches the emerging notion of Irish surrealism in a seemingly unlikely corner: Bowen’s fiction. Seldom considered in the context of a modernist avant-garde, Bowen's work has been read within the history of the novel of manners, and as a chronicler of Anglo-Irish anxiety and ambivalence. Underrepresented until recently, however, are the specifically modernist commitments of her art. Bowen's career-long attention to the effects of new technologies on consciousness; her willingness to revise older forms of fiction and to experiment with techniques influenced by painting, cinema, and radio; as well as her depictions of women struggling to resist inherited Victorian roles and fulfil their desires for autonomy, education, travel, and love align her with a modernist tradition. Yet rather than classifying her with such innovators, even those critics attending to her modernist style and technique figure such experiments as idiosyncrasies. Where her prose subverts expectations of realist fiction, Bowen is more often described as an eccentric writer than one participating in modernism. Uncovering Bowen's dialogue with surrealism allows us to see her ‘strangeness’ in a new light, as part of her intermodernist (drawing on Kristin Bluemel’s term) engagement with avant-garde, continental discourses.
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Lewis, Cara L. "Bad Formalism." In Dynamic Form. Cornell University Press, 2020. http://dx.doi.org/10.7591/cornell/9781501749179.003.0005.
Full textAbstract:
This chapter examines a wide range of work by Evelyn Waugh—the novels Vile Bodies (1930) and The Loved One (1948) and the stories “The Balance” (1926) and “Excursion in Reality” (1932)—in order to show how Waugh develops an overarching narrative aesthetic out of his relationship with film. Engaging with the epistemology of the camera eye and the complexities of film viewing, this broader film writing constantly oscillates between two poles of formal extremism, sometimes risking a mechanical, formulaic rigidity and at other times courting a dissolution into chaotic formlessness. Waugh's aesthetics can therefore be described as bad formalism: one side of this dialectic develops too much form, while the other establishes too little. Neither manages just the right amount of formal production to count as “good” modernist formal innovation. Taken together, these extreme forms attest to the extent to which Waugh's work consistently allegorizes the condition of the late modernist writer struggling to survive a changed media ecology dominated by the cinema, as Waugh's satires take the form of—or rather deform—the Künstlerroman, twisting its narrative into a different shape with a less than heroic end.
Conference papers on the topic "Struggling writer"
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Hass, Atrimecia, and Brigitte Lenong. "ASSESSING THE ACADEMIC WRITING SKILLS OF FINAL YEAR ENGLISH SECOND LANGUAGE (ESL) EDUCATIONS STUDENTS TO DETERMINE THEIR PREPAREDNESS AS LANGUAGE TEACHERS: A PRACTICAL APPROACH AT A UNIVERSITY OF TECHNOLOGY." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end079.
Full textAbstract:
The schooling system plays a significant role in teaching basic literacy skills such as reading and writing, yet students from al schooling backgrounds find it challenging to uphold an acceptable standard of academic writing in higher education in comparison with their advantaged peers. The fact that universities have adopted English as the medium for teaching and learning purposes makes it difficult for students to demonstrate the ability to write in their own words, as they are second or third language speakers. Student success at institutions of higher learning depends largely on the adequate mastery of reading and writing skills required by the discipline. The article assesses the academic writing skills of final year education students completing their studies at a University of Technology in South Africa. Thisstudy was necessitated by the realisation that students at both undergraduate and post-graduate level are struggling to express themselves through writing in the academic language which is critical for them to succeed at university. The article draws on a writing process skills questionnaire administered to fourth year students and English lecturers in the Department of Education and Communication Sciences. General academic writing conventions such as organisation, development, building an argument, grammar, and spelling were examined through an academic essay. The results highlight the poor writing skills and lack of mastering of academic writing skills of students.