Journal articles: 'Writing of the'

1

Perkin, G. D. "Doctors' writing, and writings." Journal of Neurology, Neurosurgery & Psychiatry 61, no. 3 (September 1, 1996): 310. http://dx.doi.org/10.1136/jnnp.61.3.310.

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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 (November 5, 2013): 243. http://dx.doi.org/10.5565/rev/athenead/v13n3.1187.

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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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Gupta, Dr Bhupesh. "Writing Skill." Indian Journal of Applied Research 3, no. 4 (October 1, 2011): 125–26. http://dx.doi.org/10.15373/2249555x/apr2013/40.

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Lattanzi, Marcia, and Mary Ellis Hale. "Giving Grief Words: Writing during Bereavement." OMEGA - Journal of Death and Dying 15, no. 1 (August 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 limitations on the use of writing during bereavement, this article focuses on the potential benefits for bereaved persons and encourages the consideration by caregivers of writing as a valuable coping tool.

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

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

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B, Dr Sivakami. "Does Awareness of Writing Process Improve the Student’s Writing Skills?" International Journal of Psychosocial Rehabilitation 24, no. 4 (April 30, 2020): 6605–8. http://dx.doi.org/10.37200/ijpr/v24i4/pr2020471.

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Walters, Lisa, and Susan McNamara. "The Effect of Electronic Writing Tools on Business Writing Proficiency." BRC Journal of Advances in Education 2, no. 1 (March 15, 2014): 1–11. http://dx.doi.org/10.15239/j.brcadvje.2014.02.01.ja01.

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Espinosa Hernández, Patricia. "¿Tiene género la escritura?" Catedral Tomada. Revista de crítica literaria latinoamericana 9, no. 16 (July 19, 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 it does not include writing from counter-hegemonic males. From my vision, while it is true that there are different counter-hegemonic writings, it is not possible to de-gender writing; much less to put female and male writings in the same territory, whether they are heterosexual or homosexual, and even less, to catalogue their productions under “female writing”.

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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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Fani, Aria. "Writing Self, Writing Empire." American Journal of Islam and Society 33, no. 3 (July 1, 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 bookstalls, and mushā‘irahs(poetic assemblies), cumulatively point to a lively Persian literary culture thatechoed across political, religious, and socio-cultural terrains.Unfortunately, most of the scholarship on Persian in the medieval Indiancontext over the past decades has failed to illuminate this dynamic scene.Moreover, most studies seek to highlight Persian’s influence on India or examineIndia’s civilizational impact on Persian. Both paradigms assume a natural(read: Iranian) ecumene for Persian and thus do not critically considerthe slippage between linguistic, ethnic, and geographic designations wh

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Rank, Allison, and Heather Pool. "Writing Better Writing Assignments." PS: Political Science & Politics 47, no. 03 (June 19, 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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McLoughlin, Kate, Lara Feigel, and Nancy Martin. "Writing war, writing lives." Textual Practice 29, no. 7 (November 5, 2015): 1219–23. http://dx.doi.org/10.1080/0950236x.2015.1095442.

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

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

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

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

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Turvey, Anne. "Writing and Teaching Writing." Changing English 14, no. 2 (July 17, 2007): 145–59. http://dx.doi.org/10.1080/13586840701442950.

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

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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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Banerjee, Sukanya. "Writing Bureaucracy, Bureaucratic Writing." Nineteenth-Century Literature 75, no. 2 (September 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 acknowledged importance of a nonelected but competent bureaucracy. Dickens’s mediation of this tension, the essay argues, not only informs his representation of the Circumlocution Office but also accounts for the novel’s subdued tone and characterization, which the essay reads as ambivalence. But in reading the novel’s depiction of bureaucracy through the lens of ambivalence, the essay is also alert to Dickens’s bureaucratic method of writing Little Dorrit itself. The bureaucratic writing of the novel, the essay suggests, opens up the possibility not only of rethinking the role and place of bureaucracy but also of the boundaries between bureaucratic and literary sensibilities as well.

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

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

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

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Adler, Gillian. "“Writing History, Writing Trauma”." Medieval Feminist Forum 56, no. 2 (March 25, 2021): 48–72. http://dx.doi.org/10.17077/1536-8742.2215.

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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 (October 9, 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 non-linear trend of development of their writing competence over time. In addition, the analysis of the learners’ writing profile as well as the errors committed in their writings provided new insights into the promotion of L2 writing skills in CFL classrooms.

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Dungcik, Masyhur. "JAWI'S WRITING AS A MALAY ISLAMIC INTELLECTUAL TRADITION." Journal of Malay Islamic Studies 1, no. 2 (December 30, 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 experienced a setback in the intellectual tradition that was once possessed in the form of Jawi writing. This research aims to find out the role of Jawi writings in the past and what must be done to safeguard one of the valuable intellectual traditions of Malay Islam. The results show that currently Jawi writing has become a rare commodity in the Indonesian Malay world. While neighboring countries such as Malaysia and Brunei still retain Jawi writing through their use on street names, buildings and other public facilities. The Indonesian Malay world community is more familiar with Latin writing than Jawi writing. Therefore, systematic efforts are needed to reintroduce and maintain the treasury of Jawi writing to the younger generation in the Indonesian Malay world.

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

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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 (March 15, 2014): 1–2. http://dx.doi.org/10.15239/j.brcadvje.2014.02.01.wa01.

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

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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 (January 1, 2003): 5–22. http://dx.doi.org/10.1177/0969776403010001521.

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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 (January 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 framed by distant, dislocated commentator-viewers, whose power to comment and frame is regulated by their location within specific European geographical communities. Correspondingly, we argue that these journal spaces are both constituted through a centre-margin imaginary and constitutive of this power-geometry. This situation is argued to reflect academic working practices that are largely national or within-culture rather than cross-culture, and to reproduce dominant (Northern/Western) representations of Europe. In the final section of the paper, drawing on some of our own experiences, we consider how cross-cultural writing practices have the potential to disrupt this power geometry.

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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 (May 9, 2005): 1648–50. http://dx.doi.org/10.1212/01.wnl.0000160390.25028.c3.

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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 (June 28, 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 linear regression test, the researchers investigated the correlation of L2 witting anxiety, writing self-efficacy, writing motivation with global L2 witting performance. The results indicated that writing self-efficacy and writing motivation had a positive and significant relationship with global L2 writing performance while L2 writing anxiety was a different variable from them, indicating a significant but negative correlation with L2 writing performance. The linear regression also indicated that the sole predicting variable to predict L2 writing performance was observed to be writing motivation and the writing self-efficacy though having a high and significant relationship with L2 writing performance and expected to be among the predictors, did not do this.

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Burstein, Jill, Norbert Elliot, Beata Beigman Klebanov, Nitin Madnani, Diane Napolitano, Maxwell Schwartz, Patrick Houghton, and Hillary Molloy. "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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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 (April 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 narrative writings and to comment on their peers’ writings. The teacher also used a writing guide that served as a scaffold to help pupils plan their writing on their blogs. Overall, results showed a statistically significant difference of medium effect size between the pre-post test scores. Pupils’ perceptions of using blogs as a tool for writing were also explored.

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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, all male and with age range of 20 to 23, were chosen to participate in this investigation. These participants were divided into two equal groups: an experimental group (N=24) who worked on their writings through self assessment and a control group (N=24) who worked on their writings based on the traditional ways. It was found that participants in the experimental group significantly improved their writing proficiency means score, whereas improvement in the control group was not significant. The results confirm that self assessment is successful with EFL students.

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40

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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41

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

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42

Paltridge, Brian. "Writing retreats as writing pedagogy." Writing & Pedagogy 8, no. 1 (February 7, 2016): 199–213. http://dx.doi.org/10.1558/wap.v8i1.27634.

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

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Helin, Jenny. "Dream Writing: Writing Through Vulnerability." Qualitative Inquiry 25, no. 2 (November 8, 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 dreaming, I elaborate on possibilities for writing that differ from my usual daylight writing. Written in the form of seven invitations, I note that these possibilities are not about finding ways to overcome vulnerability in writing, but rather writing through vulnerability as a gift from the dreaming-writing-body.

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

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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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John, Divya. "‘Free Writing’ versus ‘Writing Fluency’." Journal of AsiaTEFL 16, no. 1 (March 31, 2019): 369–76. http://dx.doi.org/10.18823/asiatefl.2019.16.1.26.369.

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Heffron, Jack. "The Best Writing on Writing." College Composition and Communication 47, no. 3 (October 1996): 438. http://dx.doi.org/10.2307/358305.

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Petraglia, Joseph. "Reconceiving Writing, Rethinking Writing Instruction." College Composition and Communication 47, no. 3 (October 1996): 441. http://dx.doi.org/10.2307/358314.

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Journal articles on the topic 'Writing of the'

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