Relevant bibliographies by topics / Writing/Writer

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Writing/Writer'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 January 2023

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Journal articles on the topic "Writing/Writer"

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Bates, Peter. "Writing therapy to writer…" A Life in the Day 4, no. 2 (2000): 29–32. http://dx.doi.org/10.1108/13666282200000017.

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Appleby, Bruce C., Stephen A. Bernhardt, Lisa Gerrard, et al. "Writing with HBJ Writer." College Composition and Communication 38, no. 4 (1987): 478. http://dx.doi.org/10.2307/357646.

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Hayes, John R., and Linda S. Flower. "Writing research and the writer." American Psychologist 41, no. 10 (1986): 1106–13. http://dx.doi.org/10.1037/0003-066x.41.10.1106.

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Roop, Peter. "The Magic of Writing: How a Writer Teaches Writing." Childhood Education 66, no. 5 (1990): 281–84. http://dx.doi.org/10.1080/00094056.1990.10522538.

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Khoiriyah, Eneng Liah, and Rasikin Rasikin. "THE EFFECT OF GUIDED WRITING ON STUDENTS' WRITING SKILLS." Cakrawala Pedagogik 5, no. 1 (2021): 1–15. http://dx.doi.org/10.51499/cp.v5i1.240.

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The purpose of this research is to explain whether the effect of guided writing can improve the students’ writing skill. The writer conducted in quasi experiment in this research. There are involving two classes for the research, namely experiment class and control class. The experiment class used guided writing as the technique and the control class without using guided writing. Before starting the treatment, the writer giving pre-test to know how far the students’ ability in writing text. After the writer giving the pre-test, the writer give the treatment to the experimental class, in the case the eighth grade students in class 8. The writer applied the technique or treatment of using guided writing. The next meeting the writer gave post-test to find out whether there was significance effect using guided writing technique toward the writing skill students. the result of the study, the researcher drew two conclusions. The first conclusion is that guided writing can significantly improve the students’ writing skill. In this case, the students could correctly construct sentences based on the grammar explained by the researcher. In general, students are encouraged to practice writing as much as possible. The second point to be concluded is that the implementation of guided writing has improved the students motivation in learning writing.
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Puteri, Dinike Agustin. "PENERAPAN METODE QUANTUM WRITER UNTUK MENINGKATKAN KEMAMPUAN MENULIS PUISI PADA SISWA SMK TELEKOMUNIKASI DARUL’ULUM." sarasvati 1, no. 2 (2019): 91. http://dx.doi.org/10.30742/sv.v1i2.744.

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Quantum Writer method is good way to help student more easy and attractive to write. Quantum Writer method is contains four steps teaching learning writing ang can be easy to with PAK ! namely: concentrate (P), arrange (A), composing (K), the best (!). This method used to finished that problem appear (1) How to proces learning poerty at begining with Quantum Writer method, (2) How to proces learning poerty when student is writing poerty with Quantum Writer method, (3) How to proces learning poerty at the finishing or after writer poerty with Quantum Writer method, in this case every statement of the problem given student score. This Action Research (PTK) used descriptive kealitatif method is doing two steps is that observation student SMK Telekomunikasi Darul’Ulum. The data take from pre writing is contain students ability to mention theam. Then the result take from when student is writing poerty. With Quantum Writer merhod. Second step is that finished to write the result contains are reading a poerty, give suggestion with friend’s poetry, and revisi again based on friend’s suggestion. The result of the observation is that appliying Quantum Writer writer method can be increase to writing poetry very good for student. Students ability to writing poetry more increase every steps. And the response of the student increase.
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PARK SOO JAH. "Developing Writing Activities for Life-term Writer." korean language education research ll, no. 30 (2007): 261–90. http://dx.doi.org/10.20880/kler.2007..30.261.

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Stokes, John, Francis-Noël Thomas, and Francis-Noel Thomas. "The Writer Writing: Philosophic Acts in Literature." Yearbook of English Studies 25 (1995): 238. http://dx.doi.org/10.2307/3508839.

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Branley, Mary. "Writing with Children: From Teacher to Writer." Bookbird: A Journal of International Children's Literature 55, no. 2 (2017): 64–67. http://dx.doi.org/10.1353/bkb.2017.0026.

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Jochum, Julie. "Responding to Writing and to the Writer." Intervention in School and Clinic 26, no. 3 (1991): 152–58. http://dx.doi.org/10.1177/105345129102600306.

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Dissertations / Theses on the topic "Writing/Writer"

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Gardner, Paul. "Scribing the writer : implications of the social construction of writer identity for pedagogy and paradigms of written composition." Thesis, University of Bedfordshire, 2014. http://hdl.handle.net/10547/345674.

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A reflexive analysis of five peer reviewed published papers reveals how socio-cultural and political discourses and individual agency compete to shape the identity of the learner-writer. It is posited that although hegemonic political discourses construct ‘schooling literacy’ (Meek 1988 ) which frame the socio-cultural contexts in which texts, authors, teachers and leaners develop; the socio-cultural standpoint of the individual makes possible conscious construction of counter discourses. Writer identity is integral to the compositional process. However, writer identity is mediated by, on the one hand, dominant discourses of literacy that inform current pedagogies of writing (Paper One) and on the other by socio-cultural narratives that shape identity (Paper Three). A synthesis of Gramsci’s notion of cultural hegemony and Bronfenbrenner’s ecological systems theory is used to explain the constraining function of dominant discourses in literacy education. These works largely fall within a qualitative paradigm, although a mixed-method approach was adopted for the data collection of Papers Four and Five. The methods these papers had in common were the use of survey and documentary analysis of reflective journals. A semi-structured interview with a focus group was the third method used to collect data for Paper Five. Individual semi-structured interviews were used to collect partial life-histories for Paper Two and textual analysis of pupils’ narrative writing was the main method used for Paper One. Paper Three involved a rhizotextual auto-ethnographic analysis of original poetry. Findings suggest pedagogies which minimise or negate the identity of the writer are counter-productive in facilitating writer efficacy. It is suggested, the teaching of writing should be premised on approaches that encourage the writer to draw upon personal, inherited and secondary narratives. In this conceptualisation of writing, the writer is simultaneously composing and exploring aspects of self. However, the self is not a fixed entity and writing is viewed as a process by which identity emerges through reflexive engagement with the compositional process. The corollary is that pedagogy of writing needs to embrace the identity of the writer, whilst also allowing space for the writer’s ‘becoming’.
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John, Suganthi Priscilla. "The writing process and writer identity : investigating the influence of revision on linguistic & textual features of writer identity in dissertations." Thesis, University of Birmingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.419722.

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Charalambous, Zoe. "A Lacanian study of the effects of creative writing exercises : writing fantasies and the constitution of writer subjectivity." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10021663/.

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This thesis explores the effects of Creative Writing exercises on student writer subjectivities. It explores the hypothesis that an encounter with enigmatic Creative Writing exercises can facilitate a shift in students’ relation to their writing, or their writer subjectivity. The study used a methodology informed by Lacanian psychoanalytic ideas. Data was generated through an “experiment” course: an intervention of six sessions especially for this research with five volunteer participants, Creative Writing students from a UK higher institution. In addition, free--‐associative one--‐to--‐one interviews were carried out before and after the intervention. Lacanian theory informed the attempt to maintain ambiguity in both the exercises and in the researcher’s enigmatic stance throughout the intervention. The analysis proposes the concept of writing fantasy as a formalized structure that orients a writer’s spoken and written discourse about her writing. Using the (emergent) structure of fantasy in the participants’ texts and interviews, the analysis chapters explore the participants’ writing fantasies and how the research project shifted or added to their fantasy, thus affecting the structure of their writer subjectivity. The outcome of the analysis suggests that writing fantasies can be shifted, at least momentarily, through the exercises. The analysis, however, also indicates that fantasies do not shift easily; the interpretation of the setting and/or the exercises’ instructions as threatening to a participant’s writer subjectivity seemed to impede the shift. The design of the research with pre and post interviews and an intervention aimed at disrupting or shifting fantasmatic attachments constitutes an approach to exploring fantasy that has not previously been explored in the field of Psychosocial Studies. The thesis also constitutes an original contribution to the field of Creative Writing Studies in the way it conceptualizes learning in relation to the inherent assumptions in writer--‐students’ spoken and written discourse. More specifically, it provides an initial knowledge--‐base for the pedagogical and psychosocial function of Creative Writing exercises used in Creative Writing pedagogy.
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Charalambous, Zoe. "A lacanian study of the effects of creative writing exercise : writing fantasies and the constitution of writer subjectivity." Thesis, UCL Institute of Education (IOE), 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.643052.

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Haas, Sarah S. "By writers for writers : developing a writer-centred model of the writing process." Thesis, Aston University, 2010. http://publications.aston.ac.uk/15207/.

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This thesis, set within an Action Research framework, details the development and validation of a writer-centred model of the writing process. The model was synthesised within the boundaries of a writers’ group for MA students. The initial data collected, and analysed using the principles of grounded theory, were retrospective descriptions of group members’ writing processes. After initial analysis, additional data, from group members’ writing, and from audio recordings, were used for further analysis, and to form a model of the writing process. To ascertain whether the model had value outside the specific context in which it was made, it was validated from three different perspectives. Firstly, the retrospective descriptions of other writers were collected and analysed, using the model as a framework. Secondly, the model was presented at academic conferences; comments about the model, made by members of the audience, were collected and analysed. Finally, the model was used in writing courses for PhD students. Comments from these students, along with questionnaire responses, were collected and the content analysed. Upon examination of all data sources, the model was updated to reflect additional insights arising from the analysis. Analysis of the data also indicated that the model is useable outside its original context. Potential uses for the model are 1) raising awareness of the process of writing, 2) putting writers at ease, 3) serving as a starting point for individuals or groups to design their own models of the writing process, and 4) as a tool to help writers take control of their writing processes.
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Mallett, Oliver James Ian. "Re-Writing The City: The Value Of Psychoanalytic Perspectives To The Creative Writer." Thesis, University of Leeds, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.485973.

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This research uses creative practice to explore the value of a psychoanalytic approach to the city for the creative writer. The thesis is composed of a novel about the city of Leeds and a critical commentary, the combination of which examines the impact of specific psychoanalytic ideas OJ:l the creative writing process. I have used Pile's (1996) psychoanalytic reappraisal of city studies together with the semiotic theorie~ of Barthes (1997) to develop a new approach to the function of cities in literature. I have explored the ways in which the creative writer can research the city through methods that I have termed 'analytical' and 'dialectical' and the ways it can be written about in a 'top-down' or 'bottom-up' approach. I suggest a form of 'creative urban semiology' which encourages the creative writer to engage imaginatively with the city as a textual source and, ul~mately, as a character in its own right. Individuals act out their fears and desires across the city and it acts upon them, principally through inferring power relations and status but also by the association of more subtle significations. The research has found that an appreciation of psychoanalytic ideas about the city, viewed in semiotic terms and in relation to the individual, is of value to the creative writer. Psychoanalysis provides useful approaches to the representation of the city in literature and a more nuanced form of description capable of a broad range of expression.
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Bracey, Maggie. "Confidence, the Image of the Writer, and Digital Literacies: Exploring Writing Self-Efficacy in the College Classroom." TopSCHOLAR®, 2012. http://digitalcommons.wku.edu/theses/1154.

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Self-efficacy plays a major role in the way we perceive our abilities to complete challenging tasks and goals. With Albert Bandura’s theories of self-efficacy as its theoretical foundation, this thesis explores the ways Bandura’s theories apply to writing instruction and how specific cultural forces help shape the way students view their identities as writers. This study gives a focused and detailed explanation of the role writing self-efficacy occupies in education and composition theory, as well as the factors affecting a person’s perceived writing efficacy. Additionally, the relationship between self-efficacy and new literacy (Lankshear and Knobel), a term used for twenty-first century forms of digital composition that differ from traditional print literacy, is established and theoretical suggestions made regarding how teachers can incorporate new literacies into writing instruction to promote positive writing self-efficacy. The final chapter defines the image of the writer and the scene of writing (Brodkey), and the ways these beliefs and stereotypes affect the confidence and self-efficacy of student writers. With the image of the writer as inspiration, the study concludes by conducting a survey administered to 109 first-year composition students regarding their personal views on what attributes make a good writer and good writing. This study does not set out to establish concrete, overarching conclusions regarding self-efficacy, digital literacies, and the image of the writer; instead, it creates new points for further inquiry and encourages teachers to seek out different ways of fostering positive self-efficacy within writing instruction.
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Kriner, Bridget Ann. "Writer Self-Efficacy and Student Self-Identity in Developmental Writing Classes: A Case Study." Cleveland State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=csu1494340855144881.

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Shaheen, Maria D. "Struggling Writers, or Writers Struggling? A Case Study of Four First Grade Writers." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1310599042.

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Price, Geraldine A. "Cognitive load and the writing process : the paradox of the dyslexic writer in higher education." Thesis, University of Southampton, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.411635.

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Books on the topic "Writing/Writer"

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Writing and the writer. 2nd ed. L. Erlbaum Associates, 1994.

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Writing with HBJ Writer. Harcourt Brace Jovanovich, 1987.

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A writer teaches writing. 2nd ed. Thomson/Heinle, 2004.

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A writer teaches writing. 2nd ed. Houghton Mifflin Co., 1985.

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Forrest, Gerald E. Writing exercises for the reluctant writer. Pentland Press, 2000.

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L, Rico Gabriele, ed. You the writer: Writing, reading, thinking. Houghton Mifflin, 1997.

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Urchick, Lashway Stephanie, and Layne Paul W, eds. The resume writer: Writing it right. Prentice Hall, 1992.

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Barnwell, William Hazzard. The resourceful writer: A basic writing course. 2nd ed. Houghton Mifflin Co., 1991.

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Hazzard, Barnwell William. The resourceful writer: A basic writing course. 3rd ed. Houghton Mifflin Co., 1995.

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Writing towards wisdom: The writer as shaman. Helios House, 1990.

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Book chapters on the topic "Writing/Writer"

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Steinman, Michael. "“A Writer is Always Writing”." In Frank O’Connor at Work. Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-10777-3_1.

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Howells, Coral Ann. "Introduction: A Writer on Writing." In Margaret Atwood. Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-1-137-19041-3_1.

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Oualline, Steve, and Grace Oualline. "Writing Business Letters with LibreOffice Writer." In Practical Free Alternatives to Commercial Software. Apress, 2018. http://dx.doi.org/10.1007/978-1-4842-3075-6_3.

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Oualline, Steve, and Grace Oualline. "Writing a Report with LibreOffice Writer." In Practical Free Alternatives to Commercial Software. Apress, 2018. http://dx.doi.org/10.1007/978-1-4842-3075-6_4.

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Charalambous, Zoe. "Writing Fantasy: The Story of Writer Identity." In Writing Fantasy and the Identity of the Writer. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20263-7_3.

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Pietila, Paivi, Leena Taanila-Hall, and Sonja Vainio. "Instructional writing on English: What guides the textbook writer?" In Instructional Writing in English. John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/pbns.189.14pie.

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Bull, Susan, and Simon Shurville. "Reader, Writer and Student Models to Support Writing." In CISM International Centre for Mechanical Sciences. Springer Vienna, 1999. http://dx.doi.org/10.1007/978-3-7091-2490-1_30.

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Vaquer, Mary-Elizabeth. "Minimalism, Creative Writing, and The Reader/Writer Connection." In Poetics of Curriculum, Poetics of Life. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-465-7_5.

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Hangai, Seiichiro, and Takeshi Higuchi. "Writer Identification Using Finger-Bend in Writing Signature." In Biometric Authentication. Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-25976-3_21.

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Charalambous, Zoe. "Why Does Writing Matter?" In Writing Fantasy and the Identity of the Writer. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20263-7_1.

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Conference papers on the topic "Writing/Writer"

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Peterson, Gary L., and James E. Burns. "Concurrent reading while writing II: The multi-writer case." In 28th Annual Symposium on Foundations of Computer Science. IEEE, 1987. http://dx.doi.org/10.1109/sfcs.1987.15.

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Zhang, Jirong. "On the Writing Features of the Scholarly Writer Cao Wenxuan." In 2018 3rd International Conference on Humanities Science, Management and Education Technology (HSMET 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/hsmet-18.2018.1.

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Mukherjee, Salankara, and Ishita De Ghosh. "Writer Identification based on Writing Individuality and Combination of Features." In 2020 IEEE Applied Signal Processing Conference (ASPCON). IEEE, 2020. http://dx.doi.org/10.1109/aspcon49795.2020.9276700.

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Paufler, Joerg, Stefan Brunn, Joachim Bolle, Tim Koerner, Aenne Baudach, and Reiner Lindner. "Continuous Image Writer: a new approach to fast direct writing." In Microlithography 2000, edited by Christopher J. Progler. SPIE, 2000. http://dx.doi.org/10.1117/12.389081.

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Shivram, Arti, Chetan Ramaiah, Utkarsh Porwal, and Venu Govindaraju. "Modeling Writing Styles for Online Writer Identification: A Hierarchical Bayesian Approach." In 2012 International Conference on Frontiers in Handwriting Recognition (ICFHR). IEEE, 2012. http://dx.doi.org/10.1109/icfhr.2012.235.

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Yoda, H., H. Sakata, S. Hashimoto, K. Tateyama, and M. Sahashi. "Narrow track self-aligned trench-pole writer having high writing efficiency." In IEEE International Magnetics Conference. IEEE, 1999. http://dx.doi.org/10.1109/intmag.1999.837709.

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Nomura, Haruyuki, Hiroshi Matsumoto, Keisuke Yamaguchi, Hayato Kimura, and Noriaki Nakayamada. "Selective leading-edge mask writing and high-throughput mask writing in multi-beam mask writer MBM-2000PLUS." In Photomask Technology 2022, edited by Bryan S. Kasprowicz and Ted Liang. SPIE, 2022. http://dx.doi.org/10.1117/12.2641449.

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Bertolini, Diego, Luiz S. Oliveira, Edson Justino, and Robert Sabourin. "Assessing Textural Features for Writer Identification on Different Writing Styles and Forgeries." In 2014 22nd International Conference on Pattern Recognition (ICPR). IEEE, 2014. http://dx.doi.org/10.1109/icpr.2014.55.

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HANGAI, SEIICHIRO, and TAKAHIRO YOSHIDA. "Mobile Writer Verification using a Sequence of Touching Durations in Writing Characters." In Second International Conference on Advances in Information Processing and Communication Technology - IPCT 2015. Institute of Research Engineers and Doctors, 2015. http://dx.doi.org/10.15224/978-1-63248-044-6-17.

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Hirumi, Junji, Koki Kuriyama, Nobuyuki Yoshioka, et al. "Shot number analysis at 65-nm node mask writing using VSB writer." In Photomask and Next Generation Lithography Mask Technology X, edited by Hiroyoshi Tanabe. SPIE, 2003. http://dx.doi.org/10.1117/12.504259.

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Reports on the topic "Writing/Writer"

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Buene, Eivind. Intimate Relations. Norges Musikkhøgskole, 2018. http://dx.doi.org/10.22501/nmh-ar.481274.

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Blue Mountain is a 35-minute work for two actors and orchestra. It was commissioned by the Ultima Festival, and premiered in 2014 by the Danish National Chamber Orchestra. The Ultima festival challenged me – being both a composer and writer – to make something where I wrote both text and music. Interestingly, I hadn’t really thought of that before, writing text to my own music – or music to my own text. This is a very common thing in popular music, the songwriter. But in the lied, the orchestral piece or indeed in opera, there is a strict division of labour between composer and writer. There are exceptions, most famously Wagner, who did libretto, music and staging for his operas. And 20th century composers like Olivier Messiaen, who wrote his own poems for his music – or Luciano Berio, who made a collage of such detail that it the text arguably became his own in Sinfonia. But this relationship is often a convoluted one, not often discussed in the tradition of musical analysis where text tend to be taken as a given, not subjected to the same rigorous scrutiny that is often the case with music. This exposition is an attempt to unfold this process of composing with both words and music. A key challenge has been to make the text an intrinsic part of the performance situation, and the music something more than mere accompaniment to narration. To render the words meaningless without the music and vice versa. So the question that emerged was how music and words can be not only equal partners, but also yield a new species of music/text? A second questions follows en suite, and that is what challenges the conflation of different roles – the writer and the composer – presents? I will try to address these questions through a discussion of the methods applied in Blue Mountain, the results they have yielded, and the challenges this work has posed.
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BIZIKOEVA, L. S., and M. I. BALIKOEVA. LEXICO-STYLISTIC MEANS OF CREATING CHARACTERS (BASED ON THE STORY “THE POOL” BY W.S. MAUGHAM). Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-4-3-62-70.

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Purpose. The article deals with various lexico-stylistic means of portraying a literary character. The analysis is based on the empirical study of the story “The Pool” by a famous English writer William Somerset Maugham. The main methods used in the research are: the method of contextual analysis and the descriptive-analytical method. Results. The results of the research revealed that the peculiar characteristic of the story “The Pool” as well as of many other Maugham’s stories is the author’s strong presence. The portrayal characteristics of the protagonists, their manner of speech, the surrounding nature greatly contribute to creating the unforgettable characters of Lawson and his wife Ethel. Somerset Maugham employs various lexico-stylistic means to create the images of Lawson and Ethel, allowing the reader to vividly portray their personalities. Practical implications. The received results can be used in teaching Stylistics of the English language, stylistic analysis of the text as well as theory and practice of translation, in writing course and graduation papers.
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