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Journal articles on the topic 'Writing of the “I”'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 April 2022

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1

Perkin, G. D. "Doctors' writing, and writings." Journal of Neurology, Neurosurgery & Psychiatry 61, no. 3 (1996): 310. http://dx.doi.org/10.1136/jnnp.61.3.310.

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2

Silveira, Marilia, and Lígia Hecker Ferreira. "Self writing, world's writings: a clinical look toward writing." Athenea Digital. Revista de pensamiento e investigación social 13, no. 3 (2013): 243. http://dx.doi.org/10.5565/rev/athenead/v13n3.1187.

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3

Brantlinger, Patrick. "Rudyard Kipling, Writings on Writing." Cahiers victoriens et édouardiens, no. 74 Automne (November 14, 2011): 210–12. http://dx.doi.org/10.4000/cve.1388.

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4

Murdoch, Yvette Denise, Hyejung Lim, and Jiyoung Cho. "Writing Center Visitors: Influence of L1 Writing Skills on Students’ Exophonic Writings." SAGE Open 11, no. 4 (2021): 215824402110622. http://dx.doi.org/10.1177/21582440211062234.

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This study investigated the influence of acquired L1 writing skills on exophonic writings of students ( N = 147) from diverse majors, who visited an English writing center for assistance. Affective differences revealed students with L1 writing tutelage (WL1) had lower avoidance behavior and higher extrinsic motivation and writing self-efficacy. Self-perceived L2 writing ability was found to be a principal factor for WL1. Writing self-efficacy appeared essential for students without L1 writing tutelage (WOL1). Regression analysis found learner self-beliefs and somatic anxiety (negative) influen

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5

Gupta, Dr Bhupesh. "Writing Skill." Indian Journal of Applied Research 3, no. 4 (2011): 125–26. http://dx.doi.org/10.15373/2249555x/apr2013/40.

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6

Lattanzi, Marcia, and Mary Ellis Hale. "Giving Grief Words: Writing during Bereavement." OMEGA - Journal of Death and Dying 15, no. 1 (1985): 45–52. http://dx.doi.org/10.2190/tt15-wapl-llmt-x2wd.

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The activity of writing as a coping mechanism during the process of grief is explored. This study is based on questionnaire responses from bereaved persons cared for by Boulder County Hospice's Follow-Up Services Team. Several facets of the writing experience are discussed: forms the writing has taken, whether the writing was spontaneous or structured, difficulties experienced in writing, disclosure of the writings, reactions of others to the writings, perceived helpfulness of the writing experience, and time during the grief process when writing was most helpful. Recognizing certain limitatio

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7

Calkin, Abigail B. "Writing on writing." International Journal of Educational Research 87 (2018): 127–37. http://dx.doi.org/10.1016/j.ijer.2017.05.002.

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8

Perry, Gaylene. "Writing/research/writing." Journal of Australian Studies 23, no. 62 (1999): 113–18. http://dx.doi.org/10.1080/14443059909387508.

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9

Kail, Harvey. "A Writing Teacher Writes about Writing Teachers Writing (About Writing)." English Journal 75, no. 2 (1986): 88. http://dx.doi.org/10.2307/817900.

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10

Tay, Hao Yue, Chengen Yu, Chen Sung Wong, and Kususanto Ditto Prihadi. "Expressive writing during the COVID-19 pandemic: themes of mixed expressive writing." International Journal of Public Health Science (IJPHS) 11, no. 1 (2022): 195. http://dx.doi.org/10.11591/ijphs.v11i1.21101.

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In order to curb the depression levels among youth during the coronavirus disease 2019 (COVID-19) outbreak, we examined the recurrent themes of mixed expressive writing among undergraduates during the pandemic. Previous quantitative studies had emphasized on the effectiveness of expressive writing in reducing depressive symptoms, however, less qualitative studies were conducted in evaluating the content within people’s writings. As the pandemic had caused major disruptions among people, we implemented mixed expressive writing in capturing both positive and negative experiences during the pande

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11

B, Dr Sivakami. "Does Awareness of Writing Process Improve the Student’s Writing Skills?" International Journal of Psychosocial Rehabilitation 24, no. 4 (2020): 6605–8. http://dx.doi.org/10.37200/ijpr/v24i4/pr2020471.

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12

Walters, Lisa, and Susan McNamara. "The Effect of Electronic Writing Tools on Business Writing Proficiency." BRC Journal of Advances in Education 2, no. 1 (2014): 1–11. http://dx.doi.org/10.15239/j.brcadvje.2014.02.01.ja01.

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13

Eshmanova, Nodira Nazarkulovna. "ВEST ESSAY WRITING AND ESSAY WRITING TECHNIQUES IN ELEMENTARY SCHOOL". CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, № 10 (2021): 190–95. http://dx.doi.org/10.37547/pedagogics-crjp-02-10-34.

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The article analyzes the most important of them in the practice of Uzbek pedagogy, the development of the skills of writing essays and essays among primary school students and when familiarizing themselves with the laws of the Uzbek language, the implementation of the selection procedure and orientation by disciplines.

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14

Espinosa Hernández, Patricia. "¿Tiene género la escritura?" Catedral Tomada. Revista de crítica literaria latinoamericana 9, no. 16 (2021): 8–29. http://dx.doi.org/10.5195/ct/2021.512.

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In 1993, cultural critic Nelly Richards published a polemic article called “Does Writing Have a Sex?”. From this text I aim, on the one hand, to discuss the question that gives her article a name by stating that no, writing does not have a sex; it has a gender. On the other hand, I am interested in addressing Richards’ non-separatist perspective, which refers to the consideration of female writing as counter-hegemonic, a fact shared with male writings. For Richards, being male is not decisive in the appraisal of writing. Moreover, she points out that feminism is at risk of becoming a ghetto if

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15

Yang, Li, and Zenan Zhao. "Profiling L2 writing development: The case of CFL learners in intermediate classes." Chinese as a Second Language Research 7, no. 2 (2018): 221–47. http://dx.doi.org/10.1515/caslar-2018-0009.

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AbstractThis exploratory study examined the writings of a small group of learners enrolled in intermediate CFL classes at two U.S. universities and attempted to profile these learners’ writing development over five months. It collected data through both in-class timed essays and out-of-class writing assignments and analyzed them in terms of overall rating and a variety of writing measures (i.e., fluency, accuracy, complexity, content, and organization). The results showed negligible improvement in these learners’ overall writing proficiency at the end of the observation period and revealed a n

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16

Sanyal, Debarati, and Dominick LaCapra. "Writing History, Writing Trauma." SubStance 31, no. 2/3 (2002): 301. http://dx.doi.org/10.2307/3685496.

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17

Fani, Aria. "Writing Self, Writing Empire." American Journal of Islam and Society 33, no. 3 (2016): 106–10. http://dx.doi.org/10.35632/ajis.v33i3.922.

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The seventeenth century marks an exciting period in the life of Persian literarycultures in northern India. Established as a language of administration byTurco-Afghans in the early thirteenth century, several centuries later Persianhad extended well beyond its initial administrative strongholds to become animportant medium for literary and religious composition, historiography, andtranslation. In a literary environment that prized both literary aesthetics andfierce rivalries, the massive textual production on vastly diverse subjects, aswell as the presence of literary salons, standalone bookst

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18

Rank, Allison, and Heather Pool. "Writing Better Writing Assignments." PS: Political Science & Politics 47, no. 03 (2014): 675–81. http://dx.doi.org/10.1017/s1049096514000821.

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ABSTRACTAlthough most instructors care deeply about student writing, they often give little attention to the part of the writing process over which they maintain complete control: the assignment itself. Yet, the written prompt that we distribute is often where student confusion (and confused writing) begins. Using Bloom’s taxonomy as inspiration, we offer instructors a typology directly linked to course objectives, which we believe can be readily understood by student writers.

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19

McLoughlin, Kate, Lara Feigel, and Nancy Martin. "Writing war, writing lives." Textual Practice 29, no. 7 (2015): 1219–23. http://dx.doi.org/10.1080/0950236x.2015.1095442.

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20

Rubenstein, R. L. "Writing History, Writing Trauma." Holocaust and Genocide Studies 17, no. 1 (2003): 158–61. http://dx.doi.org/10.1093/hgs/17.1.158.

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21

Baier, Verena. "Collective Writing – Writing Collectives." Zeitschrift für Kultur- und Kollektivwissenschaft 5, no. 1 (2019): 49–78. http://dx.doi.org/10.14361/zkkw-2019-050105.

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22

Miller, Toby. "Writing culture/writing anthropology." Continuum 6, no. 1 (1992): 236–38. http://dx.doi.org/10.1080/10304319209359394.

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23

Winsor, Dorothy A. "Engineering Writing/Writing Engineering." College Composition and Communication 41, no. 1 (1990): 58. http://dx.doi.org/10.2307/357883.

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24

Turvey, Anne. "Writing and Teaching Writing." Changing English 14, no. 2 (2007): 145–59. http://dx.doi.org/10.1080/13586840701442950.

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25

Strathern, Marilyn. "Writing societies, writing persons." History of the Human Sciences 5, no. 1 (1992): 5–16. http://dx.doi.org/10.1177/095269519200500101.

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26

Sanyal, Debarati. "Writing History, Writing Trauma." SubStance 31, no. 2 (2002): 301–6. http://dx.doi.org/10.1353/sub.2002.0040.

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27

Banerjee, Sukanya. "Writing Bureaucracy, Bureaucratic Writing." Nineteenth-Century Literature 75, no. 2 (2020): 133–58. http://dx.doi.org/10.1525/ncl.2020.75.2.133.

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Sukanya Banerjee, “Writing Bureaucracy, Bureaucratic Writing: Charles Dickens, Little Dorrit, and Mid-Victorian Liberalism” (pp. 133–158) In its famed representation of the Circumlocution Office, Charles Dickens’s Little Dorrit (1857) is widely recognized as satirizing bureaucracy. Arguing instead that the novel proffers a more nuanced perspective on bureaucracy, this essay situates Dickens’s depiction of the Circumlocution Office amid mid-Victorian debates on liberalism. More specifically, the essay makes note of the tension between ascendant ideals of representative government and the acknow

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28

Rohrman, Nicholas L. "Educators Writing About Writing." Contemporary Psychology: A Journal of Reviews 32, no. 3 (1987): 265. http://dx.doi.org/10.1037/026916.

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29

Mclaren, Anne E. "WRITING HISTORY, WRITING FICTION." Monumenta Serica 60, no. 1 (2012): 45–69. http://dx.doi.org/10.1179/mon.2012.60.1.003.

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30

Della Sala, Sergio, and Roberto Cubelli. "Writing about mirror writing." Cortex 45, no. 6 (2009): 791–92. http://dx.doi.org/10.1016/j.cortex.2008.11.013.

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31

Adler, Gillian. "“Writing History, Writing Trauma”." Medieval Feminist Forum 56, no. 2 (2021): 48–72. http://dx.doi.org/10.17077/1536-8742.2215.

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32

Dungcik, Masyhur. "JAWI'S WRITING AS A MALAY ISLAMIC INTELLECTUAL TRADITION." Journal of Malay Islamic Studies 1, no. 2 (2017): 113–20. http://dx.doi.org/10.19109/jmis.v1i2.3840.

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Jawi writings began to show their role in the Malay Land since the entry of Islam into the archipelago. However, at this time Jawi writings seem to have been marginalized by Rumi or Latin writings. This condition is inversely proportional to what happens when Malay (Jawi writing) reaches a high level in its time. At that time Christian priests had to translate the Bible into Malay so they could spread their religion in Malay lands. Whereas at present, Muslims must transliterate the Qur'an into Latin letters so that Muslims can read it in Malay lands. This fact shows that the Malays have experi

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33

Wong, Ruth Mei Fen, and Khe Foon Hew. "The Impact of Blogging and Scaffolding on Primary School Pupils' Narrative Writing." International Journal of Web-Based Learning and Teaching Technologies 5, no. 2 (2010): 1–17. http://dx.doi.org/10.4018/jwltt.2010040101.

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Narrative writing is a skill that all primary (elementary) school pupils in Singapore are required to develop in their learning of the English language. However, this is an area in which not all pupils excel. This study investigates if the use of blogging and scaffolding can improve pupils’ narrative writing. Data were gathered from 36 primary five (grade five) pupils through pre-post writing tests, reflection sheets, and interviews. The pre-post writing tests were administered before and after the pupils had completed their blogging activities, while the blogs were used to draft their narrati

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34

Meihami, Hussein, and Zeinab Varmaghani. "The Implementation of Self-Assessment in EFL Writing Classroom: An Experimental Study." International Letters of Social and Humanistic Sciences 9 (September 2013): 39–48. http://dx.doi.org/10.18052/www.scipress.com/ilshs.9.39.

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Writing skill is an essential requirement to lifelong learner success, yet the way teachers provide feedback for their students on writing is quite challenging. One of the new trends in writing skill instruction is Self Assessment. Self-assessment methods in writing instruction present meaningful ways to promote student writing achievement through reflection and meta-cognition during the writing process. This paper describes the findings of an investigation on using self assessment in EFL writing classroom. For the purpose of conducting this research, 48 Iranian upper intermediate students, al

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35

Sangmin Lee. "Writing Technologies and Hypertext Relay Writing: Fostering Collaborative Writing." Multimedia-Assisted Language Learning 15, no. 2 (2012): 121–41. http://dx.doi.org/10.15702/mall.2012.15.2.121.

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36

Gregson, Nicky A., Kirsten Simonsen, and Dina Vaiou. "Writing (Across) Europe: On Writing Spaces and Writing Practices." European Urban and Regional Studies 10, no. 1 (2003): 5–22. http://dx.doi.org/10.1177/0969776403010001521.

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37

Gregson, Nicky A., Kirsten Simonsen, and Dina Vaiou. "Writing (Across) Europe: On Writing Spaces and Writing Practices." European Urban and Regional Studies 10, no. 1 (2003): 5–22. http://dx.doi.org/10.1177/a032521.

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In this paper we explore how existing, loosely geographical, English-language journals constitute Europe within their writing/publishing spaces. Focusing on two sets of journals - British/British-North American and those which are explicitly (pro) European in their orientation/content - we show how some of these journals appear to write contemporary Europe out of their spaces, casting Europe instead through the homogenizing lens of 19th-century colonialism. By contrast, others make more or less space for contemporary Europe but construe this as a transparent space; to be written about and fram

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38

Espay, A. J., S. W. Hung, T. D. Sanger, E. Moro, S. H. Fox, and A. E. Lang. "A writing device improves writing in primary writing tremor." Neurology 64, no. 9 (2005): 1648–50. http://dx.doi.org/10.1212/01.wnl.0000160390.25028.c3.

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39

Soleimani, Habib, Hameed H. Hamasaid, and Beway M. Saheb. "L2 Writing Anxiety, Writing Self-efficacy and Writing Motivatio." Koya University Journal of Humanities and Social Sciences 3, no. 1 (2020): 156–65. http://dx.doi.org/10.14500/kujhss.v3n1y2020.pp156-165.

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The aim of this study was to investigate the predictability of global L2 writing performance of Iraqi Kurdistan English as a foreign language (EFL) learners through the affective and linguistic variable of L2 writing anxiety, writing self-efficacy and writing motivation. To this end three types of lingua-affective questionnaires were distributed among 129 EFL learners whose age range was between 18 to 24. They were also required to hand in a writing performance in one session which were scored by two different scorers to have inter-rater reliability. Using a correlational design and running a

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40

Burstein, Jill, Norbert Elliot, Beata Beigman Klebanov, et al. "Writing MentorTM: Writing Progress Using Self-Regulated Writing Support." Journal of Writing Analytics 2, no. 1 (2018): 285–313. http://dx.doi.org/10.37514/jwa-j.2018.2.1.12.

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41

Tahara, Nobuko. "Roles of Metadiscursive Nouns in L2 English Writing – Comparison with L1 Writing." International Journal of Languages, Literature and Linguistics 6, no. 2 (2020): 86–93. http://dx.doi.org/10.18178/ijlll.2020.6.2.256.

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42

Walters, Lisa, and Susan McNamara. "The Effect of Electronic Writing Tools on Business Writing Proficiency Web Appendix." BRC Journal of Advances in Education 2, no. 1 (2014): 1–2. http://dx.doi.org/10.15239/j.brcadvje.2014.02.01.wa01.

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43

Cameron, W. S. K. "[Writing] About Writing About Kierkegaard." Philosophy Today 39, no. 1 (1995): 56–66. http://dx.doi.org/10.5840/philtoday199539131.

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44

Borstein, Jeanne. "A Writing Teacher Risks Writing." English Journal 78, no. 5 (1989): 60. http://dx.doi.org/10.2307/819203.

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45

Paltridge, Brian. "Writing retreats as writing pedagogy." Writing & Pedagogy 8, no. 1 (2016): 199–213. http://dx.doi.org/10.1558/wap.v8i1.27634.

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46

Jakobs, Eva-Maria. "Reproductive writing—writing from sources." Journal of Pragmatics 35, no. 6 (2003): 893–906. http://dx.doi.org/10.1016/s0378-2166(02)00124-8.

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47

Helin, Jenny. "Dream Writing: Writing Through Vulnerability." Qualitative Inquiry 25, no. 2 (2018): 95–99. http://dx.doi.org/10.1177/1077800418810984.

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Wet sheet that gets cold. The smell of sweat. A disrupted, unpleasant night again where my dreaming had me; a felt vulnerability from which it was impossible to hide. Sometimes, at bedtime, I already know that it will be a tough night. At the same time, the night offers experiences that radically differ from my everyday life. I want to learn from the way in which these experiences unfold and what I am capable of doing at night; what can my dreaming body teach me that can be generative for my writing? Through a reading of Hélène Cixous’s work on the writing body and inquiring into my night drea

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48

Winter, Kari J. "Life Writing/Writing Lives (review)." Biography 25, no. 4 (2002): 674–77. http://dx.doi.org/10.1353/bio.2003.0019.

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49

Denton, D. Keith. "Writing Right! Writing Effective Memos." Journal of Education for Business 61, no. 4 (1986): 156–57. http://dx.doi.org/10.1080/08832323.1986.10772696.

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50

Goss, Nina, and Gary J. Handwerk. "Writing History, Writing Trauma (review)." Criticism 44, no. 4 (2002): 438–41. http://dx.doi.org/10.1353/crt.2003.0016.

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