Academic literature on the topic 'Writer identity'
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Journal articles on the topic "Writer identity"
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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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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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Chaudhary, Ankita. "DIASPORA AND IDENTITY IN NAIPAUL’S WORKS : A SELECT STUDY." SCHOLARLY RESEARCH JOURNAL FOR INTERDISCIPLINARY STUDIES 9, no. 66 (2021): 15461–66. http://dx.doi.org/10.21922/srjis.v9i66.6841.
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“Write what you know” - this is the age-old advice said by someone to all the novelists. Surajprasad Naipaul, generally known as V. S. Naipaul, took it more seriously than others. Naipaul’s grandparents migrated from Uttar Pradesh India to Trinidad. His grandfather started working as an indentured laborer in the sugarcane estates there. They faced many problems regarding settlement and adjustment in this new cultural environment. That’s why Naipaul’s works are replete with the themes of diaspora. He applied his uniquely careful prose style to the point where the observer has called him the greatest living writer of English prose. Often known as the world’s writer, Naipaul is both one of the most highly regarded and one of the most controversial of contemporary writers. Much of his work deals with individuals who feel estranged from the societies. The present paper is an effort to analyze his select works based on diaspora and identity. Different characters in his fiction and non-fiction works seem to be in search of their identity in this world. Cultural-clash and hybridity, these twin themes, are also dominant in his works and I have tried to highlight all these diaspora-related issues in this paper.
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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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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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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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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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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.
Dissertations / Theses on the topic "Writer identity"
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Sloan, Philip J. "Assembling the identity of "writer"." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1416523281.
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Gardner, Paul. "Scribing the writer : implications of the social construction of writer identity for pedagogy and paradigms of written composition." Thesis, University of Bedfordshire, 2014. http://hdl.handle.net/10547/345674.
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A reflexive analysis of five peer reviewed published papers reveals how socio-cultural and political discourses and individual agency compete to shape the identity of the learner-writer. It is posited that although hegemonic political discourses construct ‘schooling literacy’ (Meek 1988 ) which frame the socio-cultural contexts in which texts, authors, teachers and leaners develop; the socio-cultural standpoint of the individual makes possible conscious construction of counter discourses. Writer identity is integral to the compositional process. However, writer identity is mediated by, on the one hand, dominant discourses of literacy that inform current pedagogies of writing (Paper One) and on the other by socio-cultural narratives that shape identity (Paper Three). A synthesis of Gramsci’s notion of cultural hegemony and Bronfenbrenner’s ecological systems theory is used to explain the constraining function of dominant discourses in literacy education. These works largely fall within a qualitative paradigm, although a mixed-method approach was adopted for the data collection of Papers Four and Five. The methods these papers had in common were the use of survey and documentary analysis of reflective journals. A semi-structured interview with a focus group was the third method used to collect data for Paper Five. Individual semi-structured interviews were used to collect partial life-histories for Paper Two and textual analysis of pupils’ narrative writing was the main method used for Paper One. Paper Three involved a rhizotextual auto-ethnographic analysis of original poetry. Findings suggest pedagogies which minimise or negate the identity of the writer are counter-productive in facilitating writer efficacy. It is suggested, the teaching of writing should be premised on approaches that encourage the writer to draw upon personal, inherited and secondary narratives. In this conceptualisation of writing, the writer is simultaneously composing and exploring aspects of self. However, the self is not a fixed entity and writing is viewed as a process by which identity emerges through reflexive engagement with the compositional process. The corollary is that pedagogy of writing needs to embrace the identity of the writer, whilst also allowing space for the writer’s ‘becoming’.
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John, Suganthi Priscilla. "The writing process and writer identity : investigating the influence of revision on linguistic & textual features of writer identity in dissertations." Thesis, University of Birmingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.419722.
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Tetschner, Ben. "The story of a writer : a study of the creation and maintenance of a writer's identity /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p1422970.
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Iannucci, Alisa Marko. "Antebellum Writer-Travelers and American Cosmopolitanism." Thesis, Boston College, 2011. http://hdl.handle.net/2345/2420.
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Thesis advisor: James D. Wallace<br>James Fenimore Cooper, George Catlin, and Margaret Fuller all spent significant portions of their lives living outside the United States, among people who - at least initially - were foreign to them. The writing those cross-cultural forays inspired demonstrated that they learned a great deal about American culture in addition to the foreign cultures they visited, and that sometimes the insights gained were difficult to hear but impossible to refute. These writers became advocates for a cosmopolitan approach not only to travel but also to cultural identity. Each felt the slipperiness of U.S. cultural identity and determined that the most productive means of securing it was by active cosmopolitan engagement with foreign others. This project explores how travel led them to view culture as a moveable category, and as a result, to work proactively to encourage a culture of patriotic cosmopolitanism in the United States. While Fuller, Cooper, and Catlin lived and wrote, the United States was marked by an isolating insistence on exceptionalism that dominated American culture. Calls for transformative, active, or personal engagement with foreign cultures were rare. Juxtaposing Appiah's approach to cosmopolitanism with the cultural analysis of such critics as William W. Stowe and Mark Renella on travel and nineteenth-century American culture, and Larry J. Reynolds and Michael Paul Rogin, on political issues of the same era gives a new perspective to these writers. Catlin, Cooper, and Fuller were dissimilar in many ways, but all enacted a cosmopolitanism that was unusual for their time and striking in its opposition to nationalist cultural currents. Their careers were defined by travel experiences marked by challenges to their cultural identity, and they met these with self-reflection that led to their awareness of the treatment cultural others received from Americans. Engaging with both Amerindian and European versions of "foreignness" led these writers to preach a cosmopolitan consciousness and to model the best ways for Americans to comport themselves while acting as citizen diplomats. A close reading of Catlin's presence as cultural intermediary in his ethnography reveals a man seeking to meet Amerindians on their own terms; he was a rare case study, and the lukewarm support he received is telling; mainstream Americans were not interested in viewing Indians as living people with a culture worth learning about. Most important, Catlin's writings of his experience in Indian lands and abroad demonstrate his exceptional receptivity to foreignness. Catlin did not see or market himself as a "travel-writer" but rather an artist and advocate for the Indians offering his own brand of proto-ethnography to the nineteenth-century reading public. Nevertheless, his work is an unusual addition to the travel-writing genre, and particularly productive in its presentation of how one adventurous traveler's experience of cultural difference led to cosmopolitan awareness. The extent to which one's experience of a foreign culture can be communicated to others who have not shared in those experiences is limited, and this accounts, in part, for the contradictions, defensive rationalizations, and rambling reflections present in Catlin's accounts. He faced a task that travel writers who direct their work to home-bound readers can't avoid: the unacknowledged naiveté of such readers must be dealt with, and foreignness presented in terms of the known. The psychological processes undergone by cross-cultural travelers can be significant, and are not so easily translated to the uninitiated. Cooper recognized that cross-cultural encounters had formed American identity from the start and worked against the prevailing tendency to denigrate, dismiss, and destroy Amerindians. He noticed that efforts to encourage international acceptance of American culture as a distinctive, worthy addition to the catalog of world cultures were often hampered by cross-cultural missteps and failures. More than most, Cooper understood the process of exploring foreignness as well as the value of the experience, but found that understanding difficult to communicate to less-cosmopolitan audiences. Cooper's cross-cultural engagement is explored in two works that participated in the ongoing transatlantic squabble over the insinuations about U.S. culture in travel writing by Europeans. In Notions of the Americans (1828) and "Point de Bateaux à Vapeur--Une Vision" (1832), Cooper advanced American arguments against the propriety and usefulness of such judgments. Homeward Bound and Home As Found (1838), took these transatlantic discussions to a different level. Remaining staunchly American, Cooper was less interested in defending his country from European "attacks" than in understanding the differences that inspired them; his argument, aimed at Americans, was for a more enlightened U.S. culture--one that had the cosmopolitan skills required to command respect internationally. Cooper's ultimate understanding of "culture" as a moveable category of human difference in The Monikins (1835). Fuller worked for a cosmopolitan American culture that would be able to lead the world for the sake of the progress of humanity. Americans would be simultaneously citizens of the United States and of the world. Through her engagement with other cultures, she sought to fit her own to her ideal. Hers was not a consuming globalism, but a model of international engagement from the ground up. By extending the transcendental opposition to individual conformity to the cultural scale, Fuller hoped that thinking Americans would learn to benefit from the "variety" that surrounded them. In her writing and by her example, she shifted the focus of travel from place to people, urging Americans to travel not only to see foreign places but to meet foreign people and immerse themselves in foreign points of view. She relates her impressions of Native Americans as foreigners who suffer from Americans' failure to see them as a people worthy of respectful engagement, and her desire that her country not repeat that mistake in dealing with other nations. In her first significant travel experience, which exposed her to immigrant settlers and Indian communities, she discovered her interest in learning about and forming relationships with groups of people who were different from her, displaying not only cosmopolitan curiosity but cosmopolitan willingness to put herself forward into the unknown. Her years of study of foreign language and arts had left her better prepared to make meaningful connections there. As a woman she felt especially well-positioned to practice a cosmopolitanism that was its own kind of revolution<br>Thesis (PhD) — Boston College, 2011<br>Submitted to: Boston College. Graduate School of Arts and Sciences<br>Discipline: English
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Ivanic, Roz. "The discoursal construction of writer identity : an investigation with eight mature students." Thesis, Lancaster University, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.335355.
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Van, Heerden Michelle. "Exploring habitus and writer identities : an ethnographic study of writer identity construction in the FET phase at two schools in the Western Cape." Thesis, University of the Western Cape, 2015. http://hdl.handle.net/11394/5217.
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Philosophiae Doctor - PhD<br>The purpose of this study is to investigate the writing identities constructed in the Further Education and Training (FET) Phase and the ways in which these identities either strengthen or impede academic writing at university. Success at university is predominantly dependent on students' ability to express their ideas through writing academic essays or assignments in most faculties. However, studies over the past decade highlight the inability of many South African learners, especially those for whom English is not a home language, to succeed at universities. The poor performance of such students is often linked to the lack of adequate preparation in
the FET Phase, which is grades 10 to 12, the grades prior to entering first year undergraduate programmes. The significance of this study is that it sheds light on the discourse features of policy, texts, pedagogy and assessment in the FET Phase and the consequences of these for the construction of writers' identities. Further, it foregrounds the ways that policy positions teachers, learners and learning despite diversity in school cultures, identities and histories, and more importantly the ways that unique local pedagogical contexts construct writer identities as a bridge towards engagement in academic essays and the discourses valued at higher
institutions. The intention was thus twofold: on the one hand to understand the writer identities constructed in the FET phase and secondly to shed light on the ways that these identities intersect with academic writing, in an attempt to inform first year writing programmes at universities. This was an ethnographic study that included participant observation, interviews with teachers and document analysis of national curriculum policies, grade 12 English Additional language external question papers and first year student texts. The participants were two grade 10 English
classes from two schools with different profiles in terms of learner background, linguistic repertoire, and socio-economic circumstances. The rationale for focusing on grade 10 is that it is the first initiation point into the FET Phase and as such an important site to investigate the ways in which writing identities are activated. I thus ‘shadowed’ these learners for two years, up to the end of grade 11. Finally, I analysed first year student texts produced by learners from these two schools in their first year of study at a Cape Town university. In order to engage with my data, I first drew on Bourdieu's concepts of field, habitus and capital, to illuminate the ways in which national policies constructed theories and pedagogies of language teaching and learning, and positioned teachers, as well as the consequences of these policies and positionings for constructing sound writer identities. I then focused on the different organizing practices at the two schools, in order to foreground positionings enacted in local contexts. As a result, the study sheds light on the ways that writer identities were activated at two secondary schools in Cape Town, both of which served a previously disadvantaged
population but with one classified as poorly resourced while the other enjoyed the status of a well-resourced school. My study centred on the visible and invisible curricula, the differing kinds of cultural capital they produce and the conversion of this capital into other forms of cultural and symbolic capital (such as access to university) which may eventually be converted to economic capital in the form of access to well-paid kinds of employment. Secondly, I drew on Systemic Functional Linguistics, with its conception of language as socially produced and politically situated and its development by the 'Sydney school' into genre-based pedagogy, as an analytical lens to unpack the language learning and teaching theories underpinning policy documents. This lens was also useful for evaluating the extent to which curriculum, pedagogy and assessment tools inducted learners into the key 'genres of schooling' (such as information report, explanation, and argument) that are necessary for success across the curriculum at school and university. Most importantly, it allowed for a rigorous linguistic analysis of first year student scripts and the extent to which writers managed the three metafunctions, ideational,
interpersonal and textual. These metafunctions are the basis for coherent, well-structured, genreappropriate writing. The study found that mismatches between policy framing and the way that writing was taught and assessed in the FET Phase resulted in massive gaps between the writer identities constructed in the FET Phase and the first year writer identities valued at universities. Findings help to
pinpoint some of the reasons why particular learners manage to make the transition into tertiary study and why a large number of learners studying through English as an additional language either fail to gain access into university or fail during their first year of study. Finally, findings pointed out the effects of post democracy curriculum shifts and national examinations on classroom discourse and pedagogy, especially in relation to constructing enabling writer identities, and more importantly on the ability of learners making the transition into university to
produce academically valued texts in their first year of study.
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Saha, Suma. "The construction of writer identity of Bangladeshi L2 students in the English academic community." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/46602.
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This study was conducted to investigate how five Bangladeshi L2 graduate students construct and express their writer identities in their L2 academic writing practices in English academic community. The study is based upon feminist poststructuralism, especially Weedon’s (1997) concept of subjectivity portraying the individual as uncertain, contradictory, dynamic, and changing over historical time and social space. I conducted semi-structured interviews and collected writing samples of the participants. Following Ivanič’s (1998) concept of writer identity which bears multiplicity with four interrelated aspects of autobiographical self, discoursal self, self as author, and possibilities for self-hood, I analyzed the data thematically to illustrate how participants constructed their writer identities. Findings suggest that the participating Bangladeshi student writers tried to construct their autobiographical selves by drawing on previous literacy practices. However, it was their field of study (science or arts) that allowed or restricted them from expressing their individual interest, experiences, opinions and commitment in their L2 writing. Participants also constructed their discoursal selves through citations practices, linguistics choices, and organization of their papers as they tried to accommodate to the discourses preferred by their field of study or professors. In addition, the science and non-science major students expressed themselves as authors differently by employing either personal or impersonal writing styles and by making claims following different disciplinary conventions. It was clearly the participants’ awareness of the possibilities of self-hood that influenced how they constructed their writer identities. Such identities, as the study illustrate, were multiple, shifted, conflicted, and developed as participants tried to align themselves with the preferred identities or possibilities in the English academic community. The paper concludes with teaching implications for academic writing in a second language.
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Kriner, Bridget Ann. "Writer Self-Efficacy and Student Self-Identity in Developmental Writing Classes: A Case Study." Cleveland State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=csu1494340855144881.
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Cheng, Chiuyee Dora. "Academic Writing of Multilingual Undergraduates: Identity and Knowledge Construction Across Five Disciplines." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu153187612119893.
Full textBooks on the topic "Writer identity"
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Charalambous, Zoe. Writing Fantasy and the Identity of the Writer. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20263-7.
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The woman writer in late-nineteenth-century Italy: Gender and the formation of literary identity. E. Mellen Press, 1992.
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Pedersen, Ena. Writer on the run: German-Jewish identity and the experience of exile in the life of Henry William Katz. Max Niemeyer Verlag, 2001.
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1947-, Siegel Richard, and Sofer Tamar, eds. The Writer in the Jewish community: An Israeli-North American dialogue. Fairleigh Dickinson University Press, 1993.
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Hand, Felicity. The subversion of class and gender roles in the novels of Lindsey Collen (1948- ), Mauritian social activist and writer. Edwin Mellen Press, 2010.
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Michelson, Bruce. Mark Twain on the loose: A comic writer and the American self. University of Massachusetts Press, 1995.
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Nash, Geoffrey. The Arab writer in English: Arab themes in a metropolitan language, 1908-1958. Sussex Academic Press, 1998.
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Ippolito, Emilia. Caribbean women writers: Identity and gender. Camden House, 2000.
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John, Simmons. Telling stories: A writers approach to identity. Interbrand Newell and Sorrell, 1998.
Find full textBook chapters on the topic "Writer identity"
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Young, Ross, and Felicity Ferguson. "Writer-identity." In Writing for Pleasure. Routledge, 2020. http://dx.doi.org/10.4324/9780429268984-9.
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Tracie, Rachel. "A Woman and a Writer." In Christina Reid's Theatre of Memory and Identity. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-97876-5_2.
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Charalambous, Zoe. "Writing Fantasy: The Story of Writer Identity." In Writing Fantasy and the Identity of the Writer. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20263-7_3.
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Ezer, Hanna. "Six Narratives Highlight the Identity of the Writer." In Sense and Sensitivity. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-241-7_3.
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Charalambous, Zoe. "“Write About This”." In Writing Fantasy and the Identity of the Writer. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20263-7_6.
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Hayward, Steven. "“Proving Canada”: A Canadian Writer in the American Academy." In The Construction of Canadian Identity from Abroad. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-86574-0_10.
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Charalambous, Zoe. "Do We Write Freely?" In Writing Fantasy and the Identity of the Writer. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20263-7_5.
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Charalambous, Zoe. "Trace Your Writing Fantasy: Your Story of Writer Identity." In Writing Fantasy and the Identity of the Writer. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20263-7_4.
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Thomas, Louise M. "Territories and Categories of Academic Writer: Possibilizing Through the Act/Art of Writing." In Academic Writing and Identity Constructions. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01674-6_2.
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Charalambous, Zoe. "Why Does Writing Matter?" In Writing Fantasy and the Identity of the Writer. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20263-7_1.
Full textConference papers on the topic "Writer identity"
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Sorocean, Inga. "”A Writer’s Diary” by Nicolae Esinencu: Identity Markers of the Diary Character." In Conferință științifică internațională "Filologia modernă: realizări şi perspective în context european". “Bogdan Petriceicu-Hasdeu” Institute of Romanian Philology, Republic of Moldova, 2022. http://dx.doi.org/10.52505/filomod.2022.16.23.
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“A writer’s diary (1972-2012)” by Nicolae Esinencu represents an interesting case of (re)construction of the self and essential self-definition in relation to external (social, literary, political) and internal (crises, anguish, revelations) events. We will follow in the writing the key defining identity markers for the diary character, this narrative self par excellence, from the effort to relive the “first self” related to the symbol of the parental home and the emblematic figures of the parents in the first chapter of the diary, to the attempts of autoscopy and disclosure of the essential self that stems from a reflexive consciousness bent on understanding the world and preoccupied with the national drama (the struggle for the Romanian language, the Latin script, the exit from the administrative tutelage of the Moscow Writers’ Union). Besides these, we will also discover the internal dialogue, the inner turmoil in the later chapters, which configure a search for the essences of the writer in a conflicting relationship with time.
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Vorugunti, Chandra Sekhar, D. S. Guru, and Viswanath Pulabaigari. "An Efficient Online Signature Verification Based on Feature Fusion and Interval Valued Representation of Writer Specific Features." In 2019 IEEE 5th International Conference on Identity, Security, and Behavior Analysis (ISBA). IEEE, 2019. http://dx.doi.org/10.1109/isba.2019.8778566.
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Karnat, Anna, and Zbigniew Liber. "PROBLEMS OF PERSONS WITH INBORN GENDER IDENTITY DISORDER SYNDROME – SOCIOLOGICAL ASPECTS." In NORDSCI International Conference Proceedings. Saima Consult Ltd, 2019. http://dx.doi.org/10.32008/nordsci2019/b1/v2/30.
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The paper focuses on some problems (medical, social, legal) faced by persons with Inborn Gender Identity Disorder Syndrome (IGIDS). The so-called “transsexualism” is a huge problem for persons who “hit the wall” in fulfiling social roles consistent with the perceived gender. It has to be underlined that the social functioning of these persons is extremely difficult, because disapproval of the phenotype/somatic sex hinders their self-fulfilment. The article is based, partly, on the analysis of data from 600 cases of persons with IGIDS who are the patients of one of the co-writer and on the literature of the subject. The main objective of the paper is to point at an important social problem, which is far from achieving an optimum solution. Raising public awareness of the problem is the main motivation of the authors of the paper.
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Brudasca, Ioana. "Intertextual Projections in the Theater of Matei Vișniec. Case Study." In Conferință științifică internațională "Filologia modernă: realizări şi perspective în context european". “Bogdan Petriceicu-Hasdeu” Institute of Romanian Philology, Republic of Moldova, 2022. http://dx.doi.org/10.52505/filomod.2022.16.06.
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Matei Visniec’s theater is a process of dialogue with other writers and other literary works. Intertextual projections are also present in the play „Attic in Paris overlooking death” through quotes, allusions and a subtle parody. Beyond Visniec’s admiration for the Cioranian opera, the play reveals an identity problem present both in Cioran and Visniec, namely the profile of the Romanian writer exiled in France. We witness a metamorphosis of the philosopher Cioran into the character through memory loss. The presence of quotations from the philosopher’s work denotes in the dramatic work a genuine generic and linguistic hybridization, while the use of cinematographic projections in a stage performance leads to a cultural and artistic symbiosis.
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MA, GUO-JIN. "KATYUSHA IN THE SMOKE OF GUNPOWDER—ON FEMALE CONSCIOUSNESS IN ALEKSEYEVICH'S WRITINGS." In 2021 International Conference on Education, Humanity and Language, Art. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/ehla2021/35663.
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Alekseyevich is the winner of the Nobel Prize for Literature in 2015. He is a journalist and writer in Belarus. She is good at documentary writing. The author pays attention to female groups from the literary level, and his works have obvious characteristics of female consciousness. Taking " War’s Unwomanly Face" as an example, this paper explores women's consciousness and position in Alexeievic's works from the perspectives of women's war image, life changes before, during and after the war, and identity alienation.
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Celik, Gurkan, Kate Kirk, and Yusuf Alan. "MODERN IDEALS AND MUSLIM IDENTITY: HARMONY OR CONTRADICTION? - A TEXT LINGUISTIC ANALYSIS OF THE GÜLEN TEACHING AND MOVEMENT." In Muslim World in Transition: Contributions of the Gülen Movement. Leeds Metropolitan University Press, 2007. http://dx.doi.org/10.55207/xlue9524.
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At the global level there is an urgent need and increasing attention for a new sense of Muslim identity in harmony with modern realities. Fethullah Gülen, an educationalist, a religious guide and a peace maker, is one of the most persuasive and influential Turkish-Muslim voices in the contemporary world putting strong emphasis on peaceful coexistence and the synthesis of faith and reason in Western democracies through spirituality, religious diversity, dialogue and educational initiatives. This paper primarily examines how and to what extent Gülen’s teachings and the world-wide volunteer movement inspired by him are contributing to the dynamic and cheerful coexistence of Muslims and non-Muslims. In order to explore and ana- lyse this coexistence, the seven text linguistic principles (cohesion, coherence, intentionality, acceptability, informativity, situationality and intertextuality) are applied to Gülen’s teach- ings and his movement as an empirical case. Secondarily, these text linguistic standards are modelled to social sciences as a new theoretical and methodological approach for exploring and analysing social movements and phenomena. The originality of this study is specified as the correlations between a movement and a text, and the processes of cognition, production and reproduction of knowledge and its dissemination and transition in the Muslim world, multicultural societies and liberal democracies. This research’s practical relevance lies in the fact that it helps understand how the Gülen movement has been formed and accomplished, both nationally and internationally. Metaphorically, in this paper Fethullah Gülen has been considered as the writer; by-him-inspired movement refers to the text; and the readers are the transnational community and the whole humanity.
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Красовец, А. Н. "Вопросы транскультурности в романе Горана Войновича «Джорджич возвращается» (2021)". У Межкультурное и межъязыковое взаимодействие в пространстве Славии (к 110-летию со дня рождения С. Б. Бернштейна). Институт славяноведения РАН, 2021. http://dx.doi.org/10.31168/0459-6.43.
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The novel by Slovenian writer Goran Voinovi ć (1980) “ Đorđić Returns” (2021) is a sequel to the author’s debut novel “Southern Scum Go Home!” (2008), which turned to the life of first and second generation immigrants from the southern republics of the former Yugoslavia in Slovenia, and became a cult book. The author refers to the same characters and their evolution over the past ten years, a special place in the text is given to Bosnia and the life of the main protagonist there. The clash and overlap of different cultural spaces leads to complex forms of transculturalism, which are re flected in the work in the form of various forms of linguistic hybridity, bifurcated, nomadic identity of characters, actualization of the problem of migration as such.
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Маркосян, Дарья Сергеевна, and Мария Никитична Морозова. "LINGUISTIC VISUALIZATION OF A GRAPHIC IMAGE. SALOME OSCAR WILD AND A. BEARDSLEY." In Образование. Культура. Общество: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Октябрь 2021). Crossref, 2021. http://dx.doi.org/10.37539/ecs299.2021.27.65.006.
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Интерес к проблеме осмысления и интерпретации литературного произведения при помощи иллюстраций носит устойчивый характер на протяжении уже многих столетий. Уникальным явлением в истории мировой культуры становится образ Саломеи, созданный О. Уайльдом и А. Бердсли. На примере этого синтеза лингвистических и графических средств выразительности, перевода слова в зримый ряд прослеживается особая лингвистическая визуализация образа Саломеи, позволяющая исследовать уникальную сочетаемость идиостиля писателя и художника. The problem of comprehending and interpreting a fictional work of art with the help of illustrations has been being an object of intense interest for many centuries. The image of Salome created by O. Wilde and A. Beardsley is a unique phenomenon in the history of the world culture. On the example of this synthesis of linguistic and graphic means of expressiveness, translation of a word into a visual identity, a special linguistic visualization of the image of Salome is traced, which allows one to explore the unique compatibility of the idiostyle of the writer and the artist.
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SMORZHEVSKA, Oksana. "NAIVE HAPPINESS OF MARIA PRIMACHENKO." In Proceedings of The Third International Scientific Conference “Happiness and Contemporary Society”. SPOLOM, 2022. http://dx.doi.org/10.31108/7.2022.42.
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Writer Irina Matsko calls art, faith and positive one of the Ukrainian values that influence the feeling of happiness. It is on these "three pillars" – art, faith and positive, that, in my opinion, the happiness of Maria Primachenko is formed. The aesthetics of naive art conveys the "spirit of the people", its attitude and it is a part of the national identity. Despite the worldwide fame, Maria Primachenko lived very modestly in the small village of Bolotnya, having experienced many hardships and losses. But at the same time, she always noted that she was a happy person. Her work amazed not only the audience at exhibitions in many cities around the world, but also Pablo Picasso, Marc Chagall. In terms of significance for world culture, the name of Maria Primachenko is inscribed on a par with the names of Henri Matisse, Henri Rousseau, Niko Pirosmani, Ivan Generalich. Key words: Maria Prymachenko, happiness, naive art
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Trein, Fernanda, and Taíse Neves Possani. "Literature As a Mean of Self-knowledge, Liberation, and Feminine Empowerment: The Legacy of Clarice Lispector." In 13th Women's Leadership and Empowerment Conference. Tomorrow People Organization, 2022. http://dx.doi.org/10.52987/wlec.2022.004.
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Abstract: Access to books and literature is, above all, a human right. The acts of reading, creating, and fictionalizing are in themselves, acts of power. Accordingly, literature is a well-respected necessity in society; therefore, a universal human need. Thus, denying women the right to literature is also a form of violation. In this presentation, the author aims to reflect not only on literature by female authors but also its importance in the process of constructing women's subjectivity and identity, whether in reading fiction or in its production. To reflect on women's right to read and write literature, as well as their way of expressing their perception, anxieties, and ways of understanding the world, this presentation proposes a literary analysis of texts by the Brazilian writer Clarice Lispector. Her works evidence the potential of bringing light to the processes of self-knowledge and freedom. These processes can be ignited because these texts can trigger the process of self-awareness and can then generate female empowerment. By reading Clarice Lispector's writing, it remains clear that she reveals human dramas specific to the female universe, as she opens up possibilities for readers to know themselves as women and to project themselves as producers of literature. It would seem that these realities are founded worlds and realities apart from those that dominated male perceptions during the 1950s to 1970s when she was writing; however, many of those predominant male perceptions prevail in today’s contemporary society. Keywords: Women's Writing; Reception; Self knowledge; Clarice Lispector; Empowerment.
Reports on the topic "Writer identity"
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Варданян, Марина Володимирівна. The sphere of “The Self” concept: thematic horizons in literary works for children and youth of Ukrainian Diaspora writers. Lulu Press, 2017. http://dx.doi.org/10.31812/0564/1672.
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The article deals with the leading issues in the children's literature of the Ukrainian Diaspora writers. Among the key themes are the following such as historical, patriotic, religious and Christian topics, which are considered through the image of “The Self”. This concept includes the image of the Motherland, historically native land, prominent figures (Taras Shevchenko, hetmans of Ukraine), the family line, national symbols (the flag, the trident) and religious and Christian symbols (the church, the blessing). The idea of preserving the cultural identity and the national identity of Ukrainians is prevalent through the concept of “The Self”.
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Murray, Chris, Keith Williams, Norrie Millar, Monty Nero, Amy O'Brien, and Damon Herd. A New Palingenesis. University of Dundee, 2022. http://dx.doi.org/10.20933/100001273.
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Robert Duncan Milne (1844-99), from Cupar, Fife, was a pioneering author of science fiction stories, most of which appeared in San Francisco’s Argonaut magazine in the 1880s and ’90s. SF historian Sam Moskowitz credits Milne with being the first full-time SF writer, and his contribution to the genre is arguably greater than anyone else including Stevenson and Conan Doyle, yet it has all but disappeared into oblivion. Milne was fascinated by science. He drew on the work of Scottish physicists and inventors such as James Clark Maxwell and Alexander Graham Bell into the possibilities of electromagnetic forces and new communications media to overcome distances in space and time. Milne wrote about visual time-travelling long before H.G. Wells. He foresaw virtual ‘tele-presencing’, remote surveillance, mobile phones and worldwide satellite communications – not to mention climate change, scientific terrorism and drone warfare, cryogenics and molecular reengineering. Milne also wrote on alien life forms, artificial immortality, identity theft and personality exchange, lost worlds and the rediscovery of extinct species. ‘A New Palingenesis’, originally published in The Argonaut on July 7th 1883, and adapted in this comic, is a secular version of the resurrection myth. Mary Shelley was the first scientiser of the occult to rework the supernatural idea of reanimating the dead through the mysterious powers of electricity in Frankenstein (1818). In Milne’s story, in which Doctor S- dissolves his terminally ill wife’s body in order to bring her back to life in restored health, is a striking, further modernisation of Frankenstein, to reflect late-nineteenth century interest in electromagnetic science and spiritualism. In particular, it is a retelling of Shelley’s narrative strand about Frankenstein’s aborted attempt to shape a female mate for his creature, but also his misogynistic ambition to bypass the sexual principle in reproducing life altogether. By doing so, Milne interfused Shelley’s updating of the Promethean myth with others. ‘A New Palingenesis’ is also a version of Pygmalion and his male-ordered, wish-fulfilling desire to animate his idealised female sculpture, Galatea from Ovid’s Metamorphoses, perhaps giving a positive twist to Orpheus’s attempt to bring his corpse-bride Eurydice back from the underworld as well? With its basis in spiritualist ideas about the soul as a kind of electrical intelligence, detachable from the body but a material entity nonetheless, Doctor S- treats his wife as an ‘intelligent battery’. He is thus able to preserve her personality after death and renew her body simultaneously because that captured electrical intelligence also carries a DNA-like code for rebuilding the individual organism itself from its chemical constituents. The descriptions of the experiment and the body’s gradual re-materialisation are among Milne’s most visually impressive, anticipating the X-raylike anatomisation and reversal of Griffin’s disappearance process in Wells’s The Invisible Man (1897). In the context of the 1880s, it must have been a compelling scientisation of the paranormal, combining highly technical descriptions of the Doctor’s system of electrically linked glass coffins with ghostly imagery. It is both dramatic and highly visual, even cinematic in its descriptions, and is here brought to life in the form of a comic.
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TURLOVA, E., E. ELIZAROVA, and A. ROZHNOVA. LEXICAL AND STYLISTIC MEANS OF GENDER REPRESENTATIONS IN J.M. LESSING'S NOVEL "THE GOLDEN NOTEBOOK". Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-4-3-137-143.
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The article deals with the identification of lexical and stylistic means of gender representation in the novel “The Golden Notebook” by the English writer J.M. Lessing. The paper considers the definition of “gender” and distinguishes between the concepts of “gender” and “sex”. A short description of lexical and stylistic means is given and their role in an artistic text is pointed out. D.M. Lessing's novel “The Golden Notebook” is investigated in order to identify lexical and stylistic means of gender representation.
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Schmidt, Garbi. ECMI Minorites Blog. On Hyphenated Identities. European Centre for Minority Issues, 2021. http://dx.doi.org/10.53779/dkis5412.
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In the spring of 2021, the Danish Borderland Association published the book Danskerne findes i mange modeller – portrætter af 15 unge med bindestregsidentitet by Marlene Fenger-Grøndahl. The book consists of fifteen interviews with young so-called cultural ambassadors of the Borderland Association, as well as essays on the history of the Danish-German borderland and the concept of a hyphenated identity that the young respondents refer to. In minority research, the concept of a hyphenated identity is both used and contested. However, the interviews underline that the concept can serve as an important backdrop for the empowerment of young people with minority identities. This ECMI Minorites Blog entry is written by Garbi Schmidt, professor of Cultural Encounters at Roskilde University.
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Mendes, Diogo, Bruno Travassos, Adilson Marques, and Hugo Sarmento. Talent Identification and Development in Male Futsal: A Systematic Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2022. http://dx.doi.org/10.37766/inplasy2022.2.0005.
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Review question / Objective: Identify and synthesize the most significant literature addressing talent identification and development in futsal. Condition being studied: Talent identification and development constraints associated to: (1) the athlete; (2) the environment; (3) the task. Eligibility criteria: The publications included in the first search round met the following criteria: (1) contained relevant data concerning talent identification and/or development; (2) were performed on male futsal players; (3) were empirical studies, and; (4) were written in the English, Spanish and Portuguese language. Studies were excluded if they: (1) included practitioners from other sports; (2) did not contain any relevant data on talent development and/or identification, and; (3) were reviews or conference proceedings.
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Howard, Joanna, Oluwafunmilayo Para-Mallam, Plangsat Bitrus Dayil, and Philip Hayab. Vulnerability and Poverty During Covid-19: Religious Minorities in Nigeria. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/creid.2021.013.
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The Covid-19 pandemic has had direct and indirect effects on religiously marginalised groups, exacerbating existing inequities and undermining ambitions for those ‘furthest behind’ to be reached and supported through the Sustainable Development Goals (SDGs). The intersection of religious identity, socioeconomic status, geographic location, gender, and age compound vulnerability to violence and its impacts. This policy briefing, written by Dr Joanna Howard, Professor Oluwafunmilayo Para-Mallam, Dr Plangsat Bitrus Dayil, and Dr Philip Hayab, draws on research into the experiences of the pandemic by religious minorities living in Kaduna and Plateau states in Nigeria and finds that the pandemic deepened pre-existing ethno-religious fault lines. Exacerbated by ongoing insecurity, it contributed to increased poverty, with women particularly affected, and worsening mental health, with people experiencing fear, frustration, and depression. There are also long-term consequences for development; for example, on children’s education.
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Hickling, Sophie. Tackling Slippage. Institute of Development Studies (IDS), 2019. http://dx.doi.org/10.19088/slh.2020.004.
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This issue of Frontiers of CLTS explores current thinking and practice on the topic of tackling slippage of open defecation free (ODF) status. It looks at how slippage is defined and identified, and at different patterns of slippage that are seen after ODF is declared. Although a considerable amount has been written on how to establish strong Community-Led Total sanitation (CLTS) programmes that prevent slippage from happening, this issue looks at how to reverse slippage that has already taken place. Note however, that at a certain level, strategies used to reverse slippage and those used in advance to set a programme up for success to prevent slippage occurring overlap. From the literature, there is little documented evidence on how slippage can be reversed; evidence and guidance tend to focus on prevention. This review begins to address this gap. Implementers are encouraged to use the proposed patterns of slippage framework and slippage factors section to understand the type and extent of slippage experienced, then use the examples in the section on tackling slippage to identify potential slippage responses. In addition to a review of current literature,1 in depth interviews were carried out with key informants at global, regional and country level. Key informants were selected purposively to identify experiences and innovations in tackling slippage from across the sector.
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Lyzanchuk, Vasyl. THE CHARITABLE ENERGY OF THE JOURNALISTIC WORD. Ivan Franko National University of Lviv, 2022. http://dx.doi.org/10.30970/vjo.2022.51.11415.
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The article investigates the immortality of books, collections, including those, translated into foreign languages, composed of the publications of publications of worldview journalism. It deals with top analytics on simulated training of journalists, the study of events and phenomena at the macro level, which enables the qualitative forecast of world development trends in the appropriate contexts for a long time. Key words: top, analytics, book, worldview journalism, culture, arguments, forecast.The article is characterized intellectual-spiritual, moral-aesthetic and information-educational values of of scientific and journalistic works of Professor Mykola Hryhorchuk “Where are you going, Ukraine?” and “Freedom at the Barricades”. Mykola Ivanovych’s creative informational and educational communication are reviews, reviews, reviews and current works of writers, poets, publicists. Such as Maria Matios, Vira Vovk, Roman Ivanychuk, Dmytro Pavlychko, Yuriy Shcherban, Bohdan Korsak, Hryhoriy Huseynov, Vasyl Ruban, Yaroslav Melnyk, Sofia Andrukhovych. His journalistic reflections are about memorable events of the recent past for Ukrainians and historical figures are connected with them. It is emphasized that in his books Mykola Hryhorchuk convincingly illuminates the way to develop a stable Ukrainian immunity, national identity, development and strengthening of the conciliar independent state in the fight against the eternal Moscow enemy. Among the defining ideological and political realization of the National Idea of Ukrainian statehood, which are mentioned in the scientific and journalistic works of M. Hryhorchuk, the fundamental ones – linguistic and religious – are singled out. Israel and Poland are a clear example for Ukrainians. In these states, language and religion were absolutized and it is thanks to this understanding of the essence of state-building and national identity that it is contrary to many difficulties achieve the desired life-affirming goal. The author emphasizes that any information in the broadest and narrow sense can be perceived without testing for compliance with the moral and spiritual mission of man, the fundamental values of the Ukrainian ethnic group, putting moral and spiritual values in the basis of state building. The outstanding Ukrainian philosopher Hryhoriy Skovoroda emphasized: “Faith is the light that sees in the darkness…” Books by physicist Mykola Hryhorchuk “Where are you going, Ukraine?” and “Freedom at the Barricades” are illuminated by faith in the Victory over the bloody centuries-old Moscow darkness.
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Melnyk, Andriy. «INTELLECTUAL DARK WEB» AND PECULIARITIES OF PUBLIC DEBATE IN THE UNITED STATES. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.50.11113.
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The article focuses on the «Intellectual Dark Web», an informal group of scholars, publicists, and activists who openly opposed the identity politics, political correctness, and the dominance of leftist ideas in American intellectual life. The author examines the reasons for the emergence of this group, names the main representatives and finds that the existence of «dark intellectuals» is the evidence of important problems in US public discourse. The term «Intellectual Dark Web» was coined by businessman Eric Weinstein to describe those who openly opposed restrictions on freedom of speech by the state or certain groups on the grounds of avoiding discrimination and hate speech. Extensive discussion of the phenomenon of «dark intellectuals» began after the publication of Barry Weiss’s article «Meet the renegades from the «Intellectual Dark Web» in The New York Times in 2018. The author writes of «dark intellectuals» as an informal group of «rebellious thinkers, academic apostates, and media personalities» who felt isolated from traditional channels of communication and therefore built their own alternative platforms to discuss awkward topics that were often taboo in the mainstream media. One of the most prominent members of this group, Canadian clinical psychologist Jordan Peterson, publicly opposed the C-16 Act in September 2016, which the Canadian government aimed to implement initiatives that would prevent discrimination against transgender people. Peterson called it a direct interference with the right to freedom of speech and the introduction of state censorship. Other members of the group had a similar experience that their views were not accepted in the scientific or media sphere. The existence of the «Intellectual Dark Web» indicates the problem of political polarization and the reduction of the ability to find a compromise in the American intellectual sphere and in American society as a whole.
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Filmer, Deon, Vatsal Nahata, and Shwetlena Sabarwal. Preparation, Practice, and Beliefs: A Machine Learning Approach to Understanding Teacher Effectiveness. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/084.
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This paper uses machine learning methods to identify key predictors of teacher effectiveness, proxied by student learning gains linked to a teacher over an academic year. Conditional inference forests and the least absolute shrinkage and selection operator are applied to matched student-teacher data for Math and Kiswahili from Grades 2 and 3 in 392 schools across Tanzania. These two machine learning methods produce consistent results and outperform standard ordinary least squares in out-of-sample prediction by 14-24 percent. As in previous research, commonly used teacher covariates like teacher gender, education, experience, and so forth are not good predictors of teacher effectiveness. Instead, teacher practice (what teachers do, measured through classroom observations and student surveys) and teacher beliefs (measured through teacher surveys) emerge as much more important. Overall, teacher covariates are stronger predictors of teacher effectiveness in Math than in Kiswahili. Teacher beliefs that they can help disadvantaged and struggling students learn (for Math) and they have good relationships within schools (for Kiswahili), teacher practice of providing written feedback and reviewing key concepts at the end of class (for Math), and spending extra time with struggling students (for Kiswahili) are highly predictive of teacher effectiveness, as is teacher preparation on how to teach foundational topics (for both Math and Kiswahili). These results demonstrate the need to pay more systematic attention to teacher preparation, practice, and beliefs in teacher research and policy.