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Tsiantou, Virginia. Graded readers in the EFL classroom: A critical analysis and evaluation of the theory of language grading and simplification with reference to the process of writing an original text. [s.l.]: typescript, 1996.
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Passionate form: Life process as artistic paradigm in the writings of D.H. Lawrence. New York: P. Lang, 1992.
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Biba, Anna. Methods of preparing children to learn Russian at school. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/991911.
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The textbook is aimed at developing professional competencies in preparing preschool children to learn Russian at school.it reveals the current content of preparing preschoolers to learn reading and writing in primary school, contains a method for teaching them sound word analysis, reading syllables and words in accordance with a scientifically based sound analytical and synthetic method, a technique for teaching children to print letters and syllables, and describes opportunities for cognitive development of preschool children in the process of speech work. The methodological material is accompanied by examples from the speech of preschool children and their training practices. A test is offered for professional self-control over the assimilation of the corresponding methodology in General. The appendices contain methodological illustrative and reference material.
Meets the requirements of Federal state educational standards of higher education of the latest generation.
For undergraduate students in the field of "Pedagogical education", it can also be used by undergraduates in the study of a course on the cognitive development of preschool children and in the process of professional development and retraining of employees of preschool educational institutions and primary school teachers.
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Ferrara, Guido, Giulio Gino Rizzo, and Mariella Zoppi, eds. Paesaggio: didattica, ricerche e progetti (1997-2007). Florence: Firenze University Press, 2007. http://dx.doi.org/10.36253/978-88-6453-123-6.
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A collection of essays such as this is intended primarily as evidence of a disciplinary process, a path that is moreover similar to that pursued in other Italian universities, while also being unique in its evolution and as specific as every experience must be. Ten years of scientific and educational work on the landscape were deserving of comment, and we have made this in the only way we know: in writing. Hence there is no celebratory intention. It is simply one of many ways of making a sort of self-analysis, of gaining a deeper insight into ourselves and expounding our experience to others, explaining what we have produced, how we did it and what the results were, with the aim of putting our experience at the disposal of those who deal with the same disciplinary areas or with analogous issues.
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Kent, Thomas. Post-Process Theory: Beyond the Writing-Process Paradigm. Southern Illinois University, 1999.
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1947-, Kent Thomas, ed. Post-process theory: Beyond the writing-process paradigm. Carbondale: Southern Illinois University Press, 1999.
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Park, Jeff. Writing At The Edge: Narrative And Writing Process Theory (Counterpoints). Peter Lang Publishing, 2005.
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C, Butterfield Earl, ed. Children's writing: Toward a process theory of the development of skilled writing. Greenwich, CT: JAI, 1994.
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Hankins, June Strang Chase. Creativity theory and the writing process: A telelogical model. 1987.
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1959-, Carter James, ed. Talking books: Children's authors talk about the craft, creativity and process of writing. London: Routledge, 1999.
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Carter, James. Talking Books: Children's Authors Talk about the Craft, Creativity and Process of Writing. Routledge, 1999.
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Carter, James. Talking Books: Children's Authors Talk about the Craft, Creativity and Process of Writing. Routledge, 1999.
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Beins, Bernard C., Randolph A. Smith, and Dana S. Dunn. Writing for Psychology Majors as a Developmental Process. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780195378214.003.0016.
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This chapter explores writing as a developmental process for psychology majors, and discusses important issues in teaching students to write well and bring their ideas to life. This process must take into account the level of the student, the nature of the writing, the process of revision and peer review, the effectiveness of collaborative writing projects, and the development of skill in using APA style.
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Wilhite, Keith. Adaptation and Revision. Edited by Thomas Leitch. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199331000.013.37.
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Chapter 37 uses the process of revision—revisiting the ideas of oneself or others in order to produce a new response—to explore the relations between adaptation studies and academic writing. It argues that adaptation provides a theoretical framework that encourages students to question such established writing categories as author, reader, text, plagiarism, and revision, and that adaptation clarifies the processes and stakes of the practical moves students perform through reading, interpretation, writing, and rewriting. The essay concludes by examining the ways foundational ideas in adaptation studies can help students working on revisions of their earlier drafts to think of their instructors, their peers, and themselves as critical readers and translators of their own ideas.
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Fancourt, Daisy. Writing a research protocol. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198792079.003.0011.
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Protocols are essential features of research projects, setting out the rationale for the study, the process the study will follow, and any ethical considerations. This chapter will introduce protocols and their importance and provide a step-by-step guide through the contents of a research protocol. It will highlight what should be included in each section, what issues must be considered specific to the arts, explain unusual terms, and provide suggested text for routine sections not as applicable to the arts. The chapter will also introduce readers to important protocols and procedures for research, such as the Vancouver protocol for authorship, Brunswick agreements for multi-institution research, and Good Clinical Practice.
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Peach, Ken. Reviewing Research, Making Proposals and Evaluating Science. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198796077.003.0011.
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This chapter focuses on the review process, the process of writing a proposal and the evaluation of science. The usual way that science is funded these days is through a proposal to a funding agency; if it satisfies peer review and there are sufficient resources available, it is then funded. Peer review is at the heart of academic life, and is used to assess research proposals, progress, publications and institutions. Peer review processes are discussed and, in light of this discussion, the art of proposal writing. The particular features of making fellowship proposals and preparing for an institutional review are described. In addition, several of the methods used for evaluating and ranking research and research institutions are reviewed, including the Research Assessment Exercise and the Research Excellence Framework.
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Dosenrode, Søren. Federalism as a Theory of Regional Integration. Oxford University Press, 2018. http://dx.doi.org/10.1093/acrefore/9780190228637.013.148.
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Federations have existed in a modern form since the constitution of the United States entered into force in 1789. Riker defines a federation as follows (1975, p. 101) “a political organization in which the activities of government are divided between regional governments and a central government in such a way that each kind of government has some activity on which it makes final decision.” The process of getting to the federation, the integration process, is best described as federalism.There is some agreement on the core of what a federation is, and some disagreement over whether to apply the term “federation” strictly to states and state-like actors or in a broader sense. Federations are concrete ways to organize government, but in many writings, they are also given positive attributes, such as enhanced democracy and efficiency, too.There are two ways to think about federalism: as a politico-ideological theory of action and as an academic theory of regional integration. The first theory is propagated by writers such as Richard Coudenhove-Kalergi, Jean Monnet, and Altiero Spinelli. This theory is of political rather than academic interest. Academic theories of regional integration are divided into two groups, following the common practice in international relations theory: liberal theories (by far the largest group) and realist theories.Federalism theory as a theory of regional integration was abandoned too early because, inter alia, it had been linked to the development of the European Community, which was in crisis from the mid-1970s till the mid-1980s. This was a mistake. Federalism theory provides the scholar with at least two tools. First, under the title “federation,” it introduces a large number of theories, methods, and empirical studies on how to analyze the European Union and other regional integration projects. Second, as a federalism theory, especially in the realist or the Riker-McKayian version, it provides a theory of how countries may unite peacefully. This approach must be developed in terms of (a) the concept of threat, which must be broadened to include economic, social, and cultural elements, and (b) the role of a basic common culture, which primarily facilitates the founding of the federation and constitutes the foundation securing the maintenance of the new federation.A brief analysis of the development of today’s European Union, following the realist approach, demonstrates that, broadly speaking, a correspondence exists between threat and the integration process: In times of threat, the process of integration and federalization advances; in periods of peace and no crisis, the integration process stagnates.
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Coogan, David. Writing Your Way to Freedom. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252037702.003.0004.
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This chapter details how the use of a biography-based writing workshop helps imprisoned authors think about their pasts, reframe their presents, and construct new possible futures. It explores the deeper communication issues that structure narratives of criminality and violence but that also, when addressed truthfully, enable imprisoned men to begin to author new lives. The chapter contextualizes the men's autobiographies within the larger field of prison writing since the 1970s—particularly, the emergent genre of prison autobiography. The discussion is limited to work published by men primarily because the workshops examined here are filled with men. However, the process of crafting new selves via autobiographical writing is not inherently different for men and women any more than it is for black or white prisoners.
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Córdoba, Eulices, Esteban Mayorga, Licenia Perea, Carolina Bedoya, Angie Ramírez, Feder Trujillo, Karen Silva, Carlos Alvarado, and Nelson Narváez. Enhancing meaningful teaching and learning process through conducting re- search. SEDUNAC, 2020. http://dx.doi.org/10.35997/libro2020enhanmeanteachlearn.
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This paper reports a study that was conducted to develop language skills (listening, reading, writing and speaking) through implementing Integrated Tasks in English as a Foreign language teaching Context. The participants were 10 learners who were taking different English courses (First, second, third, fourth and fifth semester respectively), their English levels range from A1 to B1 and come from rural and urban areas all over Colombia. The study was conducted under the methodology of a mix-method and data were collected through interviews, online surveys and students’ reports of their results in the integrated tasks. The results suggest that Integrated tasks (meaningful assignments that combine the four language skills) seem to be a meaningful way to help learners develop their receptive and productive abilities. The participants highlighted the use of this methodology as a way to boost classroom autonomy, participation and providing them with rich practice to empower their capabilities in the English education process. In summary, Integrated Tasks served to shape the routine of the e-classroom and open discussion, decision-making and refer to the real-unreal daily life situations.
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Davidson, Judith. Writing Up Methods in Team-Based Qualitative Research. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190648138.003.0004.
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Methodological writing on complex teams is examined from three perspectives: (1) in process, (2) ideal, and (3) methodological literature. Under the topic of in-process methodological writing, the reader will learn how to construct bins for methodological documentation, from logs and memos to coding and the ongoing construction of a methodological library. Periodic reviews of methodological work will also be discussed. Ideal descriptions of methodology, which are in constant flux, are required throughout the conduct of a project, and this section provides useful, hands-on examples of these forms and how they can serve team needs. In the last section, the reader will learn about new ways to kick-start team writing on methodological issues. This chapter emphasizes the importance of methodological writing to the endeavor of qualitative research, urging qualitative researchers to savor the joys of methodological writing as they would the joys of reporting on substantive findings.
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Dabhoiwala, Faramerz. Writing Petitions in Early Modern England. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198748267.003.0007.
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Dabhoiwala explores the mechanics of claim-making and the emotional register in which that might be done, focusing on claims addressed not to a wide audience but to a specific and official one: he is concerned with private petitions addressed through the Master of Requests to Charles II. This channel, he argues, was primarily used by those below gentry rank. To make their case effectively, such people tended to turn to specialists with technical knowledge. Drawing on the papers of a scrivener whose services were valued, he examines how this process worked. The scrivener could advise his clients on what was expected, and in that context lived experience mattered less than its formulaic invocation.
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Davidson, Judith. Substantive Writing in Team-Based Qualitative Research. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190648138.003.0005.
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This chapter, with an emphasis on writing about the substantive findings of a project, begins with turning our attention to the interpretive work that brings those findings into view. Interpretive work includes building up and then layering interpretive memos that fix propositions, often through interpretive meetings. Teams offer special opportunities for this work through their ability to “work the boundaries” of their multiple members. These activities will lead to the beginning of the writing process, and this chapter provides detailed information on the ways teams can develop collective writing opportunities for members that will expand their writing capacities. Teams also offer advantages in testing the trustworthiness of the results of the work. A major focus of this chapter is on two questions: What might you report? What form can that report take? In addition to traditional formats, this chapter provides extensive discussion of new and creative approaches substantive writing can take.
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Tyler, Melissa. Simone De Beauvoir (1908–1986). Edited by Jenny Helin, Tor Hernes, Daniel Hjorth, and Robin Holt. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199669356.013.0025.
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Simone de Beauvoir is widely acknowledged for her significant influence on feminist theory and politics during the twentieth century. However, her work remains largely neglected in organization studies despite the prevalence of themes such as Otherness, ethics, oppression and equality, dialectics, and subjectivity in her writing. Her best-known work, The Second Sex, focuses on the gendered organization of the desire for recognition. This chapter begins by considering de Beauvoir’s intellectual biography and discussing her writing in relation to other philosophers, particularly Jean-Paul Sartre. It examines major themes that recur throughout her work, especially the processual ontology underpinning her analysis of women’s situation and the process of becoming Other. It also explains the relevance of de Beauvoir’s philosophy to organization studies.
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Crawford, Margo Natalie. Black Inside/Out. University of Illinois Press, 2018. http://dx.doi.org/10.5406/illinois/9780252041006.003.0007.
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The sixth chapter examines the role of inner and outer space in cultural productions of black post-blackness. Crawford develops a theory of black public interiority (a theory of black cultural movements’ ability to create a sense of shared interiority within the public space of the collective). She argues that the Black Arts Movement was aspiring for public art that could be experienced as both a black interior and an open space created by a collective. This chapter analyzes a range of installation art and other visual art, film, and letter writing that dramatize the black interior being experienced as the black outdoors. Crawford demonstrates that the BAM set in motion a vital process (that black aesthetics continue to engage) of refusing to allow black interiority to be defined as the province of the black bourgeoisie. The art examined includes installation art created by Kara Walker, outdoor murals, the film Night Catches Us, the letter writing of Carolyn Rodgers and Hoyt Fuller, and more.
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Strong, S. I. 6. Step four in the IRAC method: the conclusion. Oxford University Press, 2018. http://dx.doi.org/10.1093/he/9780198811152.003.0006.
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This chapter guides the law student to the fourth step in the IRAC method of legal essay writing: identification of the conclusion of the argument. Students often overlook the need to have a conclusion in their law essays and exams, or believe that their conclusion must be the same as that identified by the instructor. This chapter explains what ‘conclusion’ means under the IRAC system, outlines the need for a conclusion in legal writing and provides a fast and easy technique that can be used to facilitate the process of writing a conclusion to any essay or exam. The chapter also includes tips on writing legal essays and exams, as well as a worked example.
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Robinson, Marin S., Fredricka L. Stoller, Molly Constanza-Robinson, and James K. Jones. Write Like a Chemist. Oxford University Press, 2008. http://dx.doi.org/10.1093/oso/9780195367423.001.0001.
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Write Like a Chemist is a unique guide to chemistry-specific writing. Written with National Science Foundation support and extensively piloted in chemistry courses nationwide, it offers a structured approach to writing that targets four important chemistry genres: the journal article, conference abstract, scientific poster, and research proposal. Chemistry students, post-docs, faculty, and other professionals interested in perfecting their disciplinary writing will find it an indispensable reference. Users of the book will learn to write through a host of exercises, ranging in difficulty from correcting single words and sentences to writing professional-quality papers, abstracts, posters, and proposals. The book's read-analyze-write approach teaches students to analyze what they read and then write, paying attention to audience, organization, writing conventions, grammar, and science content, thereby turning the complex process of writing into graduated, achievable tasks. Concise writing and organizational skills are stressed throughout, and "move structures" teach students conventional ways to present their stories of scientific discovery. This resource includes over 350 excerpts from ACS journal articles, ACS conference abstracts, and successful NSF CAREER proposals, excerpts that will serve as useful models of chemistry writing for years to come. Other special features: Usable in chemistry lab, lecture, and writing-dedicated courses Useful as a writing resource for practicing chemists Augmented by Language Tips that address troublesome areas of language and grammer in a self-study format Accompanied by a Web site: http://www.oup.com/us/writelikeachemist Supplemented with an answer key for faculty adopting the book
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Pooler, Mhairi. Writing Life: Early Twentieth-Century Autobiographies of the Artist-Hero. Liverpool University Press, 2015. http://dx.doi.org/10.3828/liverpool/9781781381977.001.0001.
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Writing Life offers a revisionary exploration of the relationship between an author’s life and art. By examining the self-representation of authors across the schism between Victorianism and Modernism via the First World War, this study offers a new way of evaluating biographical context and experience in the individual creative process at a critical point in world and literary history. Writing Life is also the story of four literarily and personally interconnected writers – Edmund Gosse, Henry James, Siegfried Sassoon and Dorothy Richardson – and how and why they variously adapted the model of the German Romantic Künstlerroman, or artist narrative, for their autobiographical writing, reimagining themselves as artist-heroes. By appropriating key features of the genre to underpin their autobiographical narratives, Writing Life examines how these writers achieve a form of life-writing that is equally a life story, artist’s manifesto, aesthetic treatise and modern autobiographical Künstlerroman. Pooler argues that by casting their autobiographical selves in this role, Gosse, James, Sassoon and Richardson shift the focus of their life-stories towards art and its production and interpretation, each one conducting a Romantic-style conversation about literature through literature as a means of reconfirming the role of the artist in the face of shifting values and the cataclysm of the Great War.
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Werlin, Julianne. Writing at the Origin of Capitalism. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198869467.001.0001.
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In the late sixteenth through seventeenth centuries, England simultaneously developed a national market and a national literary culture. In Writing at the Origin of Capitalism, Julianne Werlin describes how economic change in early modern England created new patterns of textual production and circulation with lasting consequences for English literature. Synthesizing research in book and media history, including investigations of manuscript and print, with Marxist historical theory, Werlin demonstrates that England’s transition to capitalism had a decisive impact on techniques of writing, rates of literacy, and modes of reception—and so on the form and style of texts. Individual chapters discuss the impact of market integration on linguistic standardization and the rise of a uniform English prose; the growth of a popular literary market alongside a national market in cheap commodities; and the decline of literary patronage with the monarchy’s loosening grip on trade regulation, among other subjects. Peddlers’ routes and price integration, monopoly licenses and bills of exchange, all prove vital for understanding early modern English writing. Each chapter reveals how books and documents were embedded in wider economic processes and, as a result, how the origin of capitalism constituted a revolutionary event in the history of English literature.
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Jaroszyńska-Kirchmann, Anna D. Leter-Writing Communities in the Polish American Press. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252039096.003.0007.
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This chapter places Ameryka-Echo within the context of other Polish American and ethnic newspapers, which adopted the letter-writing culture, and explores the different ways in which the editors used letters from readers, facilitating the creation of communities of readers-writers. Through the maintenance of the close connection between the newspaper and its readers, and the inclusion of the content provided by them, the press created a national as well as diasporic community of Polish immigrants, formed readers' networks loyal to a particular newspaper, and guided the immigrants in their adaptation to the new country through the adoption of personal service journalism and advice sections. Ameryka-Echo remained at the forefront of the Polish-language newspapers, engaging its readers in the process of direct communication and featuring long-lasting and popular sections based on correspondence from readers.
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Slusser, George. Conclusion. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252038228.003.0010.
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This conclusion considers one particular aspect of Gregory Benford's science fiction, an open process of creation, which means not only his interest in collaborating with other writers, but in actually writing sequels to their work, in which he continues a story they started, and in the manner of a creative dialogue, blends his vision skillfully with theirs. One notable example is Beyond the Fall of Night (1990), a rewrite of Arthur C. Clarke's Against the Fall of Night (1953). Writing this novel seems to have spurred Benford, in turn, to write a sequel to his own sequel, the novel Beyond Infinity (2004). This chapter looks at Benford's collaborations with authors such as Gordon Eklund, William Rotsler, and David Brin, as well as his participation in the project known as the Second Foundation Trilogy, a series of novels that proposed to fill in gaps in Isaac Asimov's original Foundation cycle.
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Ward, Artemus. Law Clerks. Edited by Lee Epstein and Stefanie A. Lindquist. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199579891.013.14.
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Law clerks are central to the judicial process. Yet questions persist about whether they exercise undue influence. Clerkships are prestigious and clerk selection is driven by increasing competition. Hired for a single year, clerks take on considerable responsibility. At the agenda-setting stage, clerks screen incoming cases to help judges determine those that are worthy of review. Law clerks do research, prepare their judges for oral argument, and suggest how cases ought to be decided. Clerks take part in opinion writing by drafting the initial opinions that explain their judges’ positions. Clerks assist judges in the coalition formation process by discussing the cases and negotiating with other clerks. Post-clerkship career paths can not only be lucrative but also provide opportunities for former clerks to continue to influence their former bosses. Ultimately, research shows that while clerks necessarily influence the judicial decision-making process, they have not usurped judicial authority.
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Barrow, Julia. Developing Definitions of Reform in the Church in the Ninth and Tenth Centuries. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198777601.003.0037.
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There is a noticeable gap between the use of ‘reform’ terminology (reformo, reformatio) in the pre-1100 period and modern usage: in the earlier Middle Ages the terminology was essentially used to refer to the restoration of peace, buildings, and property or in a spiritual sense, as a change of heart (as established by Gerd Ladner on the basis of patristic writings); it is also noticeable that reform terminology was used much less by medieval authors, especially pre-1215, than by modern historians writing about the Middle Ages and above all on the medieval church. Nonetheless, ‘reform’ terminology did begin, very slowly, to be used about change in medieval ecclesiastical institutions in the tenth and early eleventh centuries, first in the diocese of Rheims and Lotharingia and later in Burgundy, and this chapter attempts to show how this process began, tracing the earliest moves towards this in records of Carolingian church councils and tenth-century historical narratives.
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Tweedie, James. Serge Daney, Zapper. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190873875.003.0004.
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This chapter considers Serge Daney’s transition from a film critic schooled in New Wave cinephilia to a television critic fascinated with the possibilities of the small screen and status of cinema as an old medium. Daney challenges foundational film theory and introduces the language of belatedness, aging, and delay into his writing on the “adult art” of film. In the 1980s he chronicled the experience of watching cinema on television and engaged in a process of “archaeology” focused on absent or damaged images rather than the imaginary plenitude of the screen. Daney’s work at the threshold between media provides a key reference point for film studies in the late twentieth century because it questions both the modernist euphoria of theory produced decades before and the enthusiasm surrounding new media. Daney instead constructs a retrospective theory of film that reveals its diminution over time and the persistence of its utopian ambitions.
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Hanlon, Christopher. Introduction. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190842529.003.0001.
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This introduction considers the editorial and authorial partnership of Ellen Tucker Emerson and James Elliot Cabot, whose reshaping of Emerson’s late writings amounted to a reconfiguration of Emersonian transcendentalist thought. Embroiled in a process of communal thought and composition as they maneuvered through and mined the manuscript archives out of which they composed works like Letters and Social Aims, “Fortune of the Republic,” Natural History of Intellect, and many others, Cabot and Ellen Emerson produced the archive of what I consider Emerson’s late style. These works perturb and revise Emerson’s earlier considerations of individuality and self-reliant cognition, now theorizing a host of mental processes that are decidedly social.
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Nicholls, Simon, Michael Pushkin, and Vladimir Ashkenazy. The Writings of Skryabin. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190863661.003.0002.
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An introduction by Boris de Schloezer gives the genesis of the final text in the section, the Preliminary Action, and explains its relation to Skryabin’s projected life-work, the Mystery. Section I: an effusion of Orthodox religious feeling from teenage years. Sections II-VII: Around 1900, an expression of rejection of God in the face of disillusion is followed by the text of the choral finale of the First Symphony, declaring faith in the power of art. An unfinished opera libretto, symbolic in narrative, expressing belief in Art’s power to seduce and persuade. Three notebooks develop a world view in which the world is the result of the self’s creative activity. The creation of art and of the universe are identical. There is a higher self, identical with divinity. Forgetfulness of individuality leads to freedom and universal consciousness. Section VIII: The literary poem written during the composition of the symphonic Poem of Ecstasy summarises the scenario developed in the notebooks. Life starts with the desire to create, delight in creative play meets opposition, the creative goal is achieved and disappointment sets in. The process is repeated until it is realized that the struggle is itself joyful and self-affirmation is achieved. Section IX: The text of the Preliminary Action is symbolic in structure. Primal Male and Female Principles emerge; the Female is identified with Death. Life arises from the union of energies. Struggle and bloodshed follow. The conclusion is an impulse towards unification, the synthesis of experience and dematerialisation. Both the complete first draft and the incomplete revision are included.
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Gatti, Susan I. “A Curious Sort of Book”. Edited by Jay Williams. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199315178.013.24.
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A bold, imaginative work, The Star Rover demonstrates Jack London’s inventive approach to the social-protest genre. London mixes in the typical problem-novel ingredients: gritty, realistic details; sympathetic, downtrodden victims; greedy capitalist villains and their muscle-headed henchmen; brisk, often violent, action; outraged invective; individual and collective resistance; and radical action for precipitating change. But, in the process of exposing conditions within American prisons, London deviates sharply and creatively in The Star Rover—not only from the conventions of protest writing but also from the type of writing that normally assured him of good sales and positive reviews.
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Lukas, Scott A. Heritage as Remaking. Edited by Angela M. Labrador and Neil Asher Silberman. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190676315.013.10.
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This chapter argues for a new perspective on heritage, one that is informed by the contexts of remaking. Traditionally, heritage has referred to specific types of architectural, material, and cultural forms and processes that carry with them a sense of monumentality. This writing argues for a new sense of heritage that takes into account the dynamic processes of the contemporary world. A series of five heritage metaphors (and their replacement metaphors) is considered in terms of the main premises of heritage as a cultural and political process. These include the tree (rhizome), battery (Rube Goldberg machine), monument (souvenir), lecture (dialogue), and library (open source). These metaphors are considered through a variety of heritage spaces in the world, including Castle of Matrera, the fresco of Christ in Borja, the Denver International Airport, the Staten Island Ferry Disaster Memorial Monument, O. M. Henrikson Poplar Trees Mall, the Bodie ghost town, the Buddhas of Bamiyan, the Svalbard Global Seed Vault, and the World Data Archive..
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Alvesson, Mats, Yiannis Gabriel, and Roland Paulsen. Methodologies and Writings that Turn into Black Holes of Meaning. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198787099.003.0005.
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The training and socialization of social science researchers encourages a quest of tiny gaps in which to make contributions, membership of academic microtribes, a language full of jargon, and a near total indifference to the wider meaning or purpose of their work. Bad habits are reinforced by the review process which encourages further use of jargon, extensive digressions, esoteric arguments, the splitting of hairs, and a general indifference to social meaning and purpose. Almost any trivial or commonsensical observation can be blown up and made into something significant and impressive through the use of grandiose but often deceptive and meaningless labels. Empirical material, whether qualitative or quantitative, is routinely deployed to reinforce existing assumptions rather than to test them. While these trends are not entirely new in social science publications, they have assumed far greater dominance and significance.
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Ferguson, Sam. Raymond Queneau’s Œuvres complètes de Sally Mara. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198814535.003.0006.
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This chapter follows the development of Raymond Queneau’s works published under the pseudonym (or auteur supposé) of Sally Mara, including her journal intime, at a time when diary-writing and the writing subject itself were out of favour with the literary avant-garde. A novel published in 1947 attributed to Sally Mara, followed by her Journal intime (1950) and her Œuvres complètes (1962), draw on Gide’s experiments with diary-writing, but comically expose the formal processes by which an author-figure and literary œuvre are constructed. This is often done by creating conflict between the several authorial figures involved (Queneau, Mara, and the fictional editor Michel Presle), and by processes of metalepsis (the transgresssion of boundaries in a narrative framework). Yet the works do not reduce the author-figure to an entirely textual, discursive phenomenon, disconnected from reality, and they tend to endorse a reader’s curiosity about the ‘real’ author.
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Bains, Sunny. Explaining the Future. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198822820.001.0001.
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Explaining the Future addresses the questions “will this new technology solve the problem that its inventors claim it will,” “will it succeed for any application at all,” “can we narrow down the options before we spend a lot of money on development,” and “how do we persuade colleagues, investors, clients, or readers of our technical reasoning?” Whether the person answering these questions is a researcher, a consultant, a venture capitalist, or a CTO, they will need to be able to answer them clearly and systematically. Most learn these skills only through years of experience. However, by making them explicit, this book makes the learning process more efficient and speeds its readers toward higher-level careers. First, it will provide the tools to think through matching new (and old) technologies, materials, and processes with applications: it covers the questions to ask, the resources needed to answer them, and who deserves trust. Then, it discusses analyzing the information that has been gathered in a systematic way and dealing with uncertainty. Next, there are chapters on communication, including tailoring documents to a specific audience, making a persuasive and structured technical argument, and writing an explanation that is credible and easy to follow. Finally, the book includes a case study: a real worked example that goes from an idea through the twists and turns of the research and analysis process to a final report.
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Hermann, Nellie. Creativity: What, Why, and Where? Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780199360192.003.0010.
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Creativity is at the center of narrative medicine’s work. It lets clinicians perceive and imagine what their patients undergo, lets patients articulate events of illness, and lets all acknowledge their own complex experiences in healthcare. The chapter proposes that creativity is present in our everyday lives, whether or not we are artists. Creativity is an openness to uncertainty and doubt, an expansion of the mind, a way of being in the world that quickens the spirit. The chapter explains the interior processes of writing about one’s own life and the consequences of having written. It details the forms and dividends of creative writing in narrative medicine and describes the roles and goals for creative writing in healthcare. Without distinguishing between “great writers” and the rest of us, the chapter expresses plainly and deeply the human necessity for bringing forth from within the self the unsaid experiences of life.
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Cheyne, Peter, ed. Coleridge and Contemplation. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198799511.001.0001.
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In his philosophical writings, Coleridge increasingly developed his thinking about imagination, a symbolizing precursor to contemplation, to a theory of contemplation itself, which for him occurs in its purest form as a manifestation of ‘Reason’. Coleridge is a particularly challenging figure because he was a thinker in process, and something of an omnimath, a Renaissance man of the Romantic era. The dynamic quality of his thinking, the ‘dark fluxion’ pursued but ultimately ‘unfixable by thought’, and his extensive range of interests make essential an approach that is philosophical yet also multi-disciplinary. This is the first collection of essays to be written mainly by philosophers and intellectual historians on a wide range of Coleridge’s philosophical writings. With a foreword by Baroness Mary Warnock, and original essays on Coleridge and Contemplation by prominent philosophers such as Sir Roger Scruton, David E. Cooper, Michael McGhee, and Andy Hamilton, this volume provides a stimulating collection of insights and explorations into what Britain’s foremost philosopher-poet had to say about the contemplation that he considered to be the highest of the human mental powers. The essays by philosophers are supported by new developments in philosophically minded criticism from Coleridge scholars in English departments, including Jim Mays, Kathleen Wheeler, and James Engell. They approach Coleridge as an energetic yet contemplative thinker concerned with the intuition of ideas and the processes of cultivation in self and society. Other essays, from intellectual historians and theologians, clarify the historical background, and ‘religious musings’, of Coleridge’s thought regarding contemplation.
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Choiniere, Jacqueline, and James Struthers. Different EyesAn RN/Sociologist and an Historian Invite You on a Tour of Our Fieldnotes. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190862268.003.0007.
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In this chapter a nurse/sociologist and an historian discuss how their academic backgrounds and disciplinary perspectives shaped both what they saw and what they overlooked during the process of conducting ethnographic research for this project. For both authors, doing ethnography was a new endeavor, although each had published on long-term residential care within their own disciplines. The chapter highlights how an historical gaze focused one author’s attention toward the significance of location, sense of place, cultural memory, and origin stories in writing fieldnotes on the nursing homes he visited. The nurse/sociologist concentrated on issues surrounding the gendered division of labor, health and safety, workplace accountability, and differing emphases upon social as opposed to medical care. Over time, through conversations with team members and each other, their fieldnotes increasingly incorporated shared perspectives on the significance of location, heritage, workplace practices and tensions between social and medical care.
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Chester, Andrea, and Di Bretherton. Impression management and identity online. Edited by Adam N. Joinson, Katelyn Y. A. McKenna, Tom Postmes, and Ulf-Dietrich Reips. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780199561803.013.0015.
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Online impressions ‘need not in any way correspond to a person's real life identity; people can make and remake themselves, choosing their gender and the details of their online presentation’. This comment came to represent the way the Internet was portrayed both in the popular media and within academic writing in the 1990s. Online communication was seen to hold the potential for unique opportunities to present the self: no longer constrained by corporeal reality, users could invent and reinvent themselves. They could manage impressions in ways never before possible. The Internet was described as the quintessential playground for postmodern plurality, fragmentation, and contextual construction of self. This article examines the process of impression management online and considers whether these conceptualizations of identity experimentation still accurately describe ‘life on the screen’.
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Hitt, Michael A., Susan E. Jackson, Salvador Carmona, Leonard Bierman, Christina E. Shalley, and Douglas Michael Wright. The Imperative for Strategy Implementation. Edited by Michael A. Hitt, Susan E. Jackson, Salvador Carmona, Leonard Bierman, Christina E. Shalley, and Douglas Michael Wright. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780190650230.013.1.
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Most of the research and writing in strategic management focuses on the formulation of the most appropriate strategies. Selecting the best strategy for firms to follow is very important to achieve and maintain a competitive advantage. However, many strategies fail not because they are improperly formulated, but because they are poorly implemented. Despite the importance of effectively implementing strategies, there is little research strategy implementation. Outside of the implementation of specific strategy types, such as mergers and acquisitions, perhaps the most prominent focus of strategy implementation research has been on matching the organizational structure to the strategy chosen. This handbook contributes to our understanding of strategy implementation and identifies considerable opportunities for future research on this important process, with a focus on resources, governance, human capital, and accounting-based control systems.
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Murphy, Gretchen. New England Women Writers, Secularity, and the Federalist Politics of Church and State. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198864950.001.0001.
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Drawing on novels, poetry, correspondence, religious publications, and legal writing, this book offers a new account of women’s political participation in the process of religious disestablishment. Scholars have long known that eighteenth- and nineteenth-century American women wrote pious, sentimental stories, but this book uses biographical and archival methods to understand their religious concerns as entry points into the era’s debates about democratic conditions of possibility and the role of religion in a republic. Beginning with the early republic’s constitutional and electoral debates about the end of religious establishment and extending through the nineteenth century, Murphy argues that Federalist women and Federalist daughters of the next generation adapted that party’s ideals and fears by promoting privatized Christianity with public purpose. Harriet Beecher Stowe, Catharine Sedgwick, Lydia Sigourney, Judith Sargent Murray, and Sally Sayward Wood authorized themselves as Federalism’s literary curators, and in doing so they imagined new configurations of religion and revolution, faith and rationality, public and private. They did so using literary form, writing in gothic, sentimental, and regionalist genres to update the Federalist concatenation of religion, morality, and government in response to changing conditions of secularity and religious privatization in the new republic. Their project is shown to complicate received historical narratives of separation of church and state and to illuminate problems of democracy and belief in postsecular America.
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Allen, William. 5. Historiography. Oxford University Press, 2014. http://dx.doi.org/10.1093/actrade/9780199665457.003.0005.
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‘Historiography’ looks at how the Greeks and Romans conceived and wrote about their past. The historian's work tells us as much about their own period as it does about any other. The influence of other genres on the writing of history, and the extent to which ancient writers engaged in what we would recognize as historical research, rather than simply recasting earlier writers' versions of the past is considered. How individual historians defended their claim to truth and how the process of historical discovery could aim to explain many different things is shown. Despite their shortcomings by modern standards of historical accuracy or impartiality, the great achievement of ancient historians is illustrated.
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Miller, Paul. Many Ways to Reading Success. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0009.
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On average deaf readers end up being poor readers. Their reading weakness has been claimed to reflect primary deficits in their ability to access and process the phonology of written words, but evidence from research with deaf Hebrew readers and deaf readers of other language backgrounds suggests that the role of phonology in explaining their poor reading comprehension has been overstated. To corroborate this conclusion, the author presents evidence from three sources. The first demonstrates the ability of a deaf youngster to acquire a language through reading and writing. The second presents evidence of deaf preschoolers’ ability to acquire effective word reading skills without phonological mediation. The third shows how deaf readers’ underdeveloped morpho-syntactic understanding improves when they are exposed to an interactive computerized learning environment that visually demonstrates how language rules operate. A paradigm shift in how reading skills should be developed in prelingually deaf individuals is discussed.
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Bobker, Danielle. The Closet. Princeton University Press, 2020. http://dx.doi.org/10.23943/princeton/9780691198231.001.0001.
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Long before it was a hidden storage space or a metaphor for queer and trans shame, the closet was one of the most charged settings in English architecture. This private room provided seclusion for reading, writing, praying, dressing, and collecting—and for talking in select company. In their closets, kings and duchesses shared secrets with favorites, midwives and apothecaries dispensed remedies, and newly wealthy men and women expanded their social networks. This book presents a literary and cultural history of these sites of extrafamilial intimacy, revealing how, as they proliferated both in buildings and in books, closets also became powerful symbols of the unstable virtual intimacy of the first mass-medium of print. Focused on the connections between status-conscious—and often awkward—interpersonal dynamics and an increasingly inclusive social and media landscape, the book examines dozens of historical and fictional encounters taking place in the various iterations of this room: courtly closets, bathing closets, prayer closets, privies, and the “moving closet” of the coach, among many others. In the process, it conjures the intimate lives of well-known figures such as Samuel Pepys and Laurence Sterne, as well as less familiar ones such as Miss Hobart, a maid of honor at the Restoration court, and Lady Anne Acheson, Swift's patroness. Turning finally to queer theory, the book discovers uncanny echoes of the eighteenth-century language of the closet in twenty-first-century coming-out narratives. The book offers a richly detailed and compelling account of an eighteenth-century setting and symbol of intimacy that continues to resonate today.