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1
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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Coffey-Burke, Diane. "Seeking the individual child writer : the writing behaviours of young children from low-income families." Thesis, Manchester Metropolitan University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.419206.
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Hehir, Sylvia. "Writing characters from under-represented communities : a perspective from an emerging young adult fiction writer." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/30716/.
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The category of young adult (YA) fiction encompasses a wide range of genres; but despite this generic diversity, it has so far failed to represent the full range of communities that make up contemporary British society. Discussions are ongoing between professionals in the publishing industry and campaigning individuals and organisations who are aiming to redress this imbalance. Writers making new work are in a position to help effect a change, but acknowledging and responding to the call for inclusion can be far from straightforward, with questions being raised such as: ‘how far can a writer stray from their own lived experience?’ and ‘how can a writer avoid tokenism or cultural appropriation when writing for inclusion?’ This thesis consists of a new YA contemporary novel, Sea Change, and an accompanying critical essay, which reflects on the challenges I encountered while aiming to write for inclusion. Set in the Scottish Highlands, Sea Change is a contemporary YA crime novel, in which the world of the sixteen-year-old protagonist, Alex, is thrown into turmoil when he discovers a dead body next to his fishing boat. The decisions Alex makes following this discovery set in motion the plot of the story. The narrative, as it unfolds, facilitates the exploration of themes frequently associated with adolescence, such as friendship, risk-taking and the maturation into an adult identity, along with themes specifically linked to Alex’s status as a member of marginalised communities because of his sexuality and social class, such as prejudice, acute stress brought on by economic pressure, and low self-esteem. This thesis, then, reviews the opinions and recommendations being expressed by campaigners for greater diversity, and exposes the uncertainties and challenges a writer faces when aiming to write for inclusion.
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Voss, Christina Linda. "Understanding the Use of Graphic Novels to Support the Writing Skills of a Struggling Writer." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/dissertations/705.
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This mixed methods study combining a single-subject experimental design with an embedded case study focuses on the impact of a visual treatment on the handwritten and typed output of a struggling male writer during his 5 th through 7 th grades who has undergone a longitudinal remedial phase of two and a half years creating text-only material as well as graphic novels (on paper, on the computer, and online). The purpose of this research was to develop and assess the effectiveness and practicability of a visual treatment in order to help this high-achieving student with excellent comprehension and oral skills but impaired execution of writing tasks to produce cohesive, well-organized stories within a given time. It was hypothesized that by breaking up the assignments into visual chunks (speech bubbles), taking away the threat of a blank page to be filled by text only, exercising his artistic capabilities, and fostering pride of authorship and achievement through (online) sharing, this treatment would improve the participant's written output in quality, quantity, and pace. The 6+1 Trait ® Writing Scoring Continuum (Northwest Regional Educational Laboratory, early 1980s) was employed to assess the participant's writing performance, and the Flanders Interaction Analysis Categories (FIAC) (Flanders, 1970) were used to note his on-task/off-task behavior and the categories of his responses during tutoring sessions. An auditor was employed to confirm the investigator's evaluations; if contradictions occurred, the artifact in question was omitted from the study. The participant underwent extensive educational assessment regarding his reading and writing predilections and habits prior to study begin (quantitative data) in the form of rating scales, such as the Classroom Reading Inventory, the Elementary Writing Attitude Scale, and others. He was further observed during clinical supervision (audio- and videotaping), and underwent qualitative assessment (content analysis of written output) during the study, and post-study performance tests (quantitative and qualitative data). Baseline graphs were employed to establish the traits of his writing behavior during all three experimental stages (pre-treatment, treatment, post-treatment), and tutor logs shed further light on the participant's feelings and behavior under each condition. The interwoven mixed data revealed that the participant enjoyed the tutoring sessions, and even cried twice when he missed one, but that his attention deficit and off-task behavior severely interfered with the organization and quantity of his written output. The Flanders analysis showed that the slightest distraction through his environment (tutor, second tutee, etc.) took his focus off his writing tasks, and that the tiniest thing out of order (e.g., a wrong digital display of the current time of day on his computer screen) could occupy his thoughts for minutes, or trigger an exaggerated outburst after half an hour. Flanders also confirmed, as the higher quality of his output had shown, that the boy was strongly motivated by what interested him (Star Wars), and that he would put extra care in the creation of corresponding tasks. It can be concluded that self-chosen material, and not the format of graphic novels, motivated the participant to work. The content analysis of his post-treatment essay as compared to his pre-treatment essay showed that he was able to finish it, that the length had augmented, that the chronological order of events was maintained thanks to having learned organization through panels, but that the creativity and ideas had declined. Finally, the analysis of The 6+1 Trait ® Writing Scoring Continuum, which examined ideas, organization, voice, word choice, sentence fluency, conventions, and presentation of ten writing samples per stage, showed that the participant had scored 30.2 in the pre-treatment stage, 29.2 in the treatment stage, and 32.8 in the post-treatment stage. Given that the participant had matured during the two and a half years of study, the gain was not important enough to justify a graphic novel intervention to improve the writing of this specific student. The astonishing low score in the easiest stage, the treatment stage itself (where he only had to fill in speech bubbles) was a result of the genre itself (which called for less descriptive written output) and of the fact that the participant thought this stage was “easy” (as per interview from 05/17/2011) and might have felt not sufficiently challenged. It can be concluded that the graphic novel treatment was effective in helping with the chronological organization within the participant's texts, but this goal could maybe also have been achieved by structuring through sub-headings or perhaps voice recordings of a list of steps. Due to the high off-task behavior and time consumption, this treatment would not be feasible in a classroom setting, but might work in a resource room. During the treatment, the participant revealed himself as auditory, not just visual learner, who was motivated by sound and music, especially in combination with his online Star Wars photo story; he was planning on an animated story with movie features. In the future, this highly articulate child would benefit from self-chosen writing tasks that include the creation of online stories with pictures, animation, and sound. His behavior needed more remediation than the quality of his written output. Future studies should investigate the effectiveness of writing workshops using graphic novels within the classroom setting, as proposed by Thompson (2008), and also assess the benefits of digital story-telling (Burke & Kafai, 2012) as an additional motivational factor, while putting special emphasis on students who display autistic and ADHD behavior.
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Eroche, Samantha. "Beacon." ScholarWorks@UNO, 2017. http://scholarworks.uno.edu/honors_theses/85.
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Beacon is a short, relatively low production value screenplay about two people coming to know each other better, about them coming to know themselves better and to grow as human beings. When Kate Clarence realizes she’s discovered the journal of her favorite pen-named author from childhood—“C. Rimes”—she embarks on a journey to return it to him, whoever he is. She’s delinquent on her rent, her bookshop’s failing, she’s far from her landlocked Midwest home and family, and she’s single; the obligation to return the journal is a welcomed adventure and reprieve. However, when she comes to the conclusion that C. Rimes meant for her to find the journal because he’s in love with her and wants to reveal who he is to the world, the situation gets complicated. A lighthouse on the coast of Maine will beckon her to a special meeting with the mysterious C. Rimes and serve as her guiding light while she gropes through the dark to find him—and who he is.
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Jasani, Javed. "The Fullerton Tapes." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/cmc_theses/572.
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Fingerson, Andrea J. "Proficiency." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/51.
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As a child of God I know that every single human being was created by a loving Heavenly Father and that each of us has a purpose to fulfill during our lifetime. Part of my individual purpose is to share myself and my testimony of the gospel with others through the medium of the written word. My life, like yours, is a unique composition that requires a consistent and mindful application of agency to direct and edit its progress. I have made use of my agency as I have maneuvered the many conflicts and plot twists that I have faced during my lifetime. Learning about and embracing the importance of creative writing in my life is the result of the choices I have made along the way. As you read this work, this statement of purpose, you will learn about the moments in my life that have led me to this page. They have included trials, celebrations, and resolutions that have redirected my journey until I reached this chapter of my life to became the person I am today: a daughter of God, a daughter of man, a sister, an aunt, a teacher, and, most recently, a writer.
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Hendry, Roderick Michael. "A composing model for technical writing: Bringing together current research in composition and situational constraints upon the technical writer." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/303.
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Price, David. "The space of the page in the writing of Don DeLillo, or the writer as advanced-artist." Thesis, Manchester Metropolitan University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.551156.
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What happens when fiction is considered as a space for art, and when art is considered as a space for fiction? This thesis addresses these questions through a practice-led study of the fictional writings of Don DeLillo. DeLillo has been publishing novels since 1971, each of which have engaged with aspects of art production and art criticism. The formal implications of this have played a polarising role in the criticism that has gathered around his work, with some critics reading DeLillo's fictional artworks as evidence of a highly post-modem and plural production, whilst others have seen these works as more modernist reflections on the writing process. In this thesis propose that by reading DeLillo's writing through the art-historical oeuvre of Thomas Crow, and his notion of the 'advanced-artwork', that a new model of practice can be defined, where writing becomes the site for the production of visual art, and visual art becomes the site for writing. The 'advanced-artwork', according to Crow is formed by multiple practices that operate within a single work, and incorporates elements of critical thought within its physical production - qualities in DeLillo's fiction that have energised his critics, but have yet to be analysed using an analogous model from another field. After a review of the aspects of DeLillo criticism that that set the ground for these questions, and a parallel review of Crow's art-historical writings, I address the potential for synthesising these areas on two fronts. Firstly, by a detailed study of DeLillo's 1988 novel Libra, reading it through art-theory and proposing that the novel fulfils many of the criteria of the advanced-artwork, as well as showing how this reading allows many of the problematic questions in existing DeLillo criticism to be addressed. My second means of approaching Libra in these terms is the practical component of my thesis. This takes the form of a vi sual artwork made up of wri ting, produced in response to an archive ofDeLillo's drafts and working papers. Using a manual typewriter, like DeLillo himself, I reproduce successive drafts of sections of the novel that are conceptually related to the questions that in the rest of the thesis I have addressed in theoretical terms. In using this dual method of questioning of art's potential relationship to writing, I have attempted to use the work of a single author to reflect on the possibilities of writing as a medium for contemporary art-practice, and the potential of art to become a site of literary criticism. But by grounding my critique of DeLillo's fiction in the raw materials of the medium I have also attempted to question the space of the page in wider terms, as an expansive site of inter-disciplinary practice that allows its component parts to be set in critical discourse.
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Al-Sharief, Sultan M. "Interaction in writing : an analysis of the writer-reader relationship in four corpora of medical written texts." Thesis, University of Liverpool, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368632.
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SANTOS, CLAUDETE DAFLON DOS. "THE TRAVEL AND WRITING REFLECTION ABOUT THE TRAVELS IMPORTANCE IN THE INTELLECTUAL GRADUATION AND PRODUCTION WRITER-TRAVELLERS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2002. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=3291@1.
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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>O presente trabalho discute como o estudo das relações
entre escrita e viagem pode ser um ponto de vista
privilegiado para se pensar a formação e a
produção intelectual de alguns escritores-viajantes
brasileiros que viajaram entre o final do século XIX e as
primeiras décadas do XX. Considerando-se a existência
de diferentes modos de viajar e escrever, foi proposta a
construção teórica de duas linhagens de viajantes cujas
concepções de viagem, distintas entre si, teriam
importante repercussão na escrita. Tratar-se-ia das
linhagens de Nabuco e modernista. Na primeira, a admiração
confessa pela cultura européia levava à travessia do
Atlântico para, como intelectual e viajante, ratificar a
supremacia cultural do Velho Mundo por meio do exercício de
verificação. Na segunda, almejava-se a ruptura com o modelo
cultural subserviente que prevalecia na época; para tanto,
a verificação deu lugar à descoberta. Esse deslocamento do
verificar para o descobrir estava atrelado ao propósito de
se construir uma tradição cultural brasileira que
justificaria a inclusão definitiva do Brasil no mapa
do escritor-viajante.<br>This work discusses how the study of the relation between
writing and travelling can be a privileged viewpoint to
analyse the upbringing and the intellectual production of
some Brazilian traveller-writers, who travelled in the
late nineteenth-century and early twentieth. Taking into
consideration the existence of different ways of
travelling, this work deals with the theoretical
proposition of two separate traveller-lineages, whose ideas
about travelling,different from one another, were to
achieve momentous repercussion in writing.These are Nabucos
lineage and the modernists. In the former, the explicit
preference for European culture would take their adepts
both as intellectuals and travellers to cross the Atlantic
in order to verify the cultural supremacy of the Old World;
in the latter, they would break away from the subservient
cultural model prevalent at that time; thus verification
led to discovery. The path leading from verifying to
discovering was subordinated to the purpose of creating a
Brazilian cultural tradition that would justify the
definitive inclusion of Brazil in the map of traveller-
writers.
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Nickl, Tyler Austin. "Farmer, Miner, Ranger, Writer: Interpreting Class and Work in the Writing of Wendell Berry and Edward Abbey." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1283.
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The writings of Wendell Berry and Edward Abbey are often read for their environmental ethics only. This approach blinds readers to the social significance of their texts. In order to recover some of that social significance, I read both writers' most popular works with an attention to how labor, occupation, and class are represented. The great array of material this approach uncovers demonstrates that nature cannot be considered apart from class and economy. Using four works by Wendell Berry--Hannah Coulter (2004), Remembering (1988), The Unsettling of America (1977), and Nathan Coulter (1960)--I demonstrate how Berry's mixed-class background allows him to celebrate manual labor by putting it at the center of his philosophy and obscuring the material problems faced by professional farmers. Using two works by Edward Abbey--The Monkey Wrench Gang (1975), Desert Solitaire (1968)--I show how class-identity inflects Abbey's ironic poetics and approach to nature.
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Roberts, Matthew Patrick. "Creativity and Illness: An anecdotal exploration of a writing practice; Coming Undone: A collection of poems & a thesis as an anecdotal exploration of a writing practice." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2016. https://ro.ecu.edu.au/theses/1775.
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This thesis combines both creative and critical writing in an exploration of creativity and illness. When I began my candidature, I started writing a novel but found with the diagnosis of chronic illness I could no longer write narrative and was irresistibly drawn to poetry.
The collection of poems was written during the period immediately following the diagnosis of, and during my subsequently living with, a chronic autoimmune illness, and is an expression of the lived experience of both being ill and being a writer. The poems have been separated into three chronological parts, each reflective of the emotional changes throughout the disease. That the poems do not focus solely on illness is in part to do with my inability to confront my condition, and in part a reflection that my illness, while influencing my creative practice, is not the same as my creative practice.
In the critical portion of the thesis the intersection of creativity and illness is further examined. It explains the themes of my abandoned novel and the subject of grief as seen through Freud’s early work ‘Mourning and Melancholia’, and how that came to be an aspect of my new lived experience as a writer with a chronic illness. It then engages with Jacques Derrida’s theory of différance and discusses how this theory speaks to my switch from prose to poetry. The exegesis explores the nature of writing while ill, and of writing being separate from, as much as informed by, illness. Through an exploration of the work of a number of writers who have recorded their own illness (such as Donald Hall, Siri Hustvedt), or recorded the illness of those close to them (David Rieff, Simone de Beauvoir), the exegetical essay attempts to draw writing into a meaningful interaction with illness. Arthur Frank, Louise DeSalvo, Gregory Orr and others cast writing as a tool for healing; while this may have wider merit, I look at the implications in regards to my own circumstances. Underlying most of the topics explored are some key aspects of the personal versus the universal evident in Terry Eagleton’s How to Read a Poem. The coda looks at how, in a final twist, my illness seems to have been misdiagnosed and so, in many ways, I experienced it metaphorically. This is explored in response to Susan Sontag’s ideas, initially expressed in Illness as Metaphor (2002), regarding illness as a literal experience that becomes complicated by metaphorical language. The coda discusses how my illness seems to have dissipated and what that revision may mean for a discussion of illness and creativity.
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Vettore, Enrico. "The aesth/ethics of Leonardo Sciascia's writing : how Alessandro Manzoni and Jorge Luis Borges created a Sicilian writer /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3190551.
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Thesis (Ph. D.)--University of Oregon, 2005.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 218-224). Also available for download via the World Wide Web; free to University of Oregon users.
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Rothschild, Denise Terry. "The adult English as a second language writer and the writing workshop approach : performance, biodemographic variables, and attitudes." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/31462.
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Research in written composition in first language (L1) has undergone a major paradigm shift from interest in product to interest in processes experienced by writers as they compose. Changes in instructional approaches have begun to follow: in many L1 classrooms a variety of process or workshop approaches to the teaching of writing have been implemented. Second language (12) composing research and instruction are also undergoing a similar paradigm shift— with some reservations about the value of implementing a process or workshop approach in the second language classroom. The question now being asked is, "How effective are the various process/workshop approaches in the 12 classroom situation?"
The current study, building upon mother-tongue research as well as the mainly case study research which provided the foundation of the English as a second language (ESL) literature on composing, examines the effects of a process or workshop approach on the writing performance of adult English as a second language learners. In addition, the study investigates certain biodemographic variables such as first language, and an affective variable, attitudes toward writing, all of which were hypothesized to interact with the treatment.
This study is a controlled experiment in which the treatment consisted of instruction in writing using a workshop format. Two pre- and posttest measures-informal (classroom conditions) and formal (test conditions) writing tests-were used to ascertain writing growth. On each test overall scores were analysed as well as two sub scores, one for content and organization, and one for structure and mechanics. In addition, a pre-instruction background survey was given to elicit information on seven biodemographic variables, and a post-instruction survey on attitudes toward writing was administered.
Results were mixed. For writing quality, only results obtained on the formal (test-like) measure were significant or near significant in favor of the treatment, the workshop approach. Of the biodemographic variables, only length of time in an English-speaking environment could be interpreted because of a cell distribution problem: it may be that those students with less than two years in a second language environment benefit more from the workshop approach than students with more time and experience in their adopted culture. Regarding attitudes toward writing, the workshop group showed significantly more positive attitudes than the product group. In addition, the content of responses to an open-ended question about writing revealed differences between the two conditions. The workshop students' comments showed awareness of (1) writing as communication and (2) writing as a process requiring time for the development, revision, and editing of ideas and language.
These findings indicate that this variety of workshop approach may offer a viable alternative to product-oriented instruction. The formal (test conditions) measure suggests that the workshop may be of benefit in helping students improve their writing, particularly the content and organization aspects. Results from the attitude survey imply that students in the writing workshop are receptive to this approach and that they exhibit more positive attitudes toward writing than do students in the product group. If attitude is indeed the key to improved motivation and performance, as many suggest, these results have important implications for the L2 classroom.<br>Education, Faculty of<br>Language and Literacy Education (LLED), Department of<br>Graduate
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Karp, Erica. "The Effect of the iA Writer iPad Application on the Writing Skills of Children with Autism Spectrum Disorders." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/cmc_theses/641.
Full textAbstract:
The effects of an iPad-based intervention, given to six children with autism while writing a creative story, were evaluated through a multiple-baseline, alternating treatment, single subject design. The researcher targeted the effectiveness of the iPad by alternating with paper and pencil. Participants were required to write stories, based on one-word topic prompts, either using the iPad or a pencil and paper. The resulting stories were scored by a set of blind raters. The raters were either given a sentences rubric or a paragraph rubric depending on the participant‟s age. One of the participant‟s data was omitted from the study. Results indicated a significant difference between treatment rubric raw scores for two of the participants in different directions. A difference between proficiency scores for the same two participants was also demonstrated. The remaining three participants had less significant results, with one participant maintaining the same proficiency level and eventually narrowing the difference between treatment raw scores.
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Fee, Margery. "The Signifying Writer and the Ghost Reader: Mudrooroo's Master of the Ghost Dreaming and Writing from the Fringe." Australian and New Zealand Studies in Canada, 1992. http://hdl.handle.net/2429/11653.
Full textAbstract:
Mudrooroo has been influenced both by Henry Louis Gates' notions of signifying, as well as by those of Roland Barthes. For Aboriginal Australians, the Dreaming Ancestors marked the world with signs that they could read. The central character in the novel, Jangamuttuk, receives the European as his "dreaming" and his totemic ancestor. He (and Mudrooroo) therefore understand and can use and combat the power of this Ghost.
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Bonorino, Liliane Silveira. "MOOC DE REDAÇÃO OFICIAL EM LIBREOFFICE WRITER." Universidade Federal de Santa Maria, 2016. http://repositorio.ufsm.br/handle/1/10679.
Full textAbstract:
This work was developed in the Program of Postgraduate Studies in Educational Technology
Network, Professional Masters in Research Line Educational Development of Educational
Technologies Network. The objective is to innovate in the provision of training mediated by
Educational Technologies Network (ETN) through a MOOC (Massive Open Online Courses -
Online Open Courses and Massive) for Moodle (Modular Object Oriented Dynamic Learning
Enviroment). This research is justified by the fact that values training networking, promoting
to the modality of Distance Education. To develop this work, it was adopt the research-action,
resulting in the achievement of a vocational training via MOOC for improving the production
of official documents in LibreOffice Writer. The product produced was Teaching Material for
MOOC which was implemented in two phases: 1) module pilot in order to verify that the
didactic and methodological organization of the course was well underway for the completion
of the course; and, 2) MOOC, in order to promote not only training, but also the improvement
of knowledge of the official texts in LibreOffice Writer. After analyzing the data collected in
the pilot module, it was found that the teaching material and the strategy adopted to address
the official writing in LibreOffice Writer were understood and were in accordance with the
training needs of those involved. Analysis of the data obtained in the evaluation of research
MOOC and its hypermedia courseware, realized that both provided the teaching-learning
process mediated by educational technology network, in order to promote not only training,
but also the improvement knowledge about the official writing in LibreOffice Writer. It was
considered that the proposed objectives were included in the following measure: the "promote
vocational training network through a MOOC writing of official documents in LibreOffice
Writer, with hypermedia courseware" successful, since training was promoted network
considered by course participants as excellent; 2) to "disseminate and encourage the
integration of LibreOffice Writer to professional practices" has been satisfactorily met, since
the course participants have expressed interest in joining this program to their practices; and
3) to "explore the potential of LibreOffice Writer to produce texts by hypermedia courseware"
it was successful, as the course participants considered it great. Therefore, MOOC, it expands
the supply of training mediated educational technology network, which, in addition to
enabling access to a large number of participants, is a potentiating tool, through the practice of
freedom, innovation vocational training network.<br>Esta dissertação foi desenvolvida no Programa de Pós-Graduação em Tecnologias
Educacionais em Rede, Mestrado Profissional na Linha de Pesquisa de Desenvolvimento de
Tecnologias Educacionais em Rede. Objetiva-se inovar na oferta de formação mediada pelas
Tecnologias Educacionais em Rede (TER) através de um MOOC (Massive Open Online
Courses - Cursos On-line Abertos e Massivos), pela plataforma Moodle (Modular Object
Oriented Dynamic Learning Enviroment). Esta pesquisa se justifica pelo fato de que valoriza
a formação profissional em rede, promovendo-a pela modalidade de Educação a Distância
(EAD). Para o desenvolvimento deste trabalho, adotou-se a pesquisa-ação, que implicou na
realização de uma formação profissional via MOOC para o melhoramento da produção de
documentos oficiais em Libreoficce Writer. O produto produzido foi o Material Didático para
o MOOC o qual foi implementado em duas fases: 1) módulo-piloto, a fim de verificar se a
organização didático-metodológica do curso estava bem encaminhada para a realização do
curso; e, 2) MOOC, com vistas a promover não só a formação profissional, mas também o
aprimoramento de conhecimentos acerca da redação oficial em LibreOfffice Writer. Após a
análise dos dados coletados no módulo-piloto, constatou-se que o material didático e a
estratégia adotada para abordar a redação oficial em LibreOffice Writer foram compreendidos
e estavam de acordo com as necessidades de formação dos envolvidos. Da análise dos dados
obtidos na pesquisa de avaliação do MOOC e do seu material didático hipermídia, percebeuse
que ambos proporcionaram processo de ensino-aprendizagem mediado pelas tecnologias
educacionais em rede, com vistas a promover não só a formação profissional, mas também o
aprimoramento de conhecimentos acerca da redação oficial em LibreOfffice Writer.
Considerou-se que os objetivos propostos foram contemplados na seguinte medida: o de
promover a formação profissional em rede através de um MOOC de redação de textos
oficiais em LibreOffice Writer, com material didático hipermídia bem-sucedido, visto que foi
promovida uma formação em rede considerada pelos cursistas como excelente; 2) o de
disseminar e incentivar a integração do LibreOffice Writer às práticas profissionais foi
atingido de forma satisfatória, uma vez que os cursistas manifestaram interesse em integrar
este programa às suas práticas; e 3) o de explorar o potencial do LibreOffice Writer para a
produção de textos por meio de material didático hipermídia foi bem-sucedido, dado que os
cursistas o consideraram ótimo. Portanto, MOOC, expande a oferta de formação mediada por
tecnologias educacionais em rede, que, além de possibilitar o acesso a um grande número de
participantes, é uma ferramenta potencializadora para, através da prática da liberdade, inovar
a formação profissional em rede.
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Kerr, Kathleen T. "A Study of the Plain Writing Act of 2010: Federal Agency, Writer, and User Appropriations of U.S. Plain Language Policy." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/50426.
Full textAbstract:
On October 13, 2010, President Barack Obama signed the Plain Writing Act of 2010 into law. It requires federal government agencies to use plain writing in all "covered" documents "the agency issues or substantially revises" (Sec. 4 (b)). The goal of the Plain Writing Act is to "enhance citizen access to Government information" (Introduction) and improve government operations and accountability "by promoting clear Government communication the public can understand and use (Sec. 2). This dissertation examines what plain language, as the Act defines it and the U.S. federal government (USG) is implementing it, means and does at the various levels of language policy -- institutional, writer, and user.
I argue that "real" plain language policy differs from the policy documented by the Plain Writing Act of 2010. While plain bureaucratic writing can help to make government documents more understandable for users, plain writing alone cannot achieve the Act's goals. Plain writing is a style of writing. As such, it is not only contingent, but it is also subjective and based on preference, which is impossible to legislate. Hence, plain bureaucratic writing is and does different things at different levels of language policy. Moreover, institutional- and writer-level representations of plain bureaucratic writing are at odds with user representations in many respects. Plain bureaucratic writing for USG agencies and federal writers is another way to describe good writing in the tradition of Edited American English and "fixes" the problem of bad government writing. At the user level, understandable writing is plain writing, regardless of whether it adheres to the principles of standard written English or the plain style. Plain language legislation does not affect the work of most writers in the study or their ability to do it. Nonetheless, user participants generally prefer plain language, reporting that they are more inclined to do what a government document intends for them to do when they understand it. Efforts to enhance government communication should focus on usability instead of plain language since usability is a better measure of the extent to which plain bureaucratic writing impacts the textual government-citizen interaction.<br>Ph. D.
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Coady, Kim Street. "No writer left behind examining the reading-writing connection in the reading first classroom through a teacher study group /." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-11272007-122548/.
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Thesis (Ph. D.)--Georgia State University, 2007.<br>Title from file title page. Dana Fox, committee chair; Steven Whatley, Joyce Many, Amy Flint, committee members. Electronic text (145 p.) : digital, PDF file. Description based on contents viewed August 8, 2008. Includes bibliographical references (p. 133-140).
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Coady, Kim Street. "No Writer Left Behind: Examining the Reading-Writing Connection in the Reading First Classroom through a Teacher Study Group." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/msit_diss/28.
Full textAbstract:
The goal of the federally-funded Reading First program is to ensure that all students read well by the end of third grade (Georgia Department of Education, 2006). However, Reading First makes few (if any) provisions for writing in its required 135-minute reading block for literacy instruction. Is it possible to teach reading effectively to young children without involving them in writing? The purpose of this naturalistic study was to investigate how the Reading First framework affected the teaching of writing in primary classrooms in one elementary school that received Reading First funding for three years. Using a social constructivist theoretical lens, the researcher explored these issues in the context of a professional learning community—a voluntary teacher study group—focused on writing instruction. Guiding questions were (1) What are primary teachers’ perceptions of the reading-writing connection for students in kindergarten through third grade? (2) How does the context of a school wide Reading First grant affect primary teachers’ perceptions of the reading-writing connection for students in K-3? (3) In what ways does a voluntary teacher study group focused on the reading-writing connection influence primary teachers’ perceptions of the reading-writing connection and their literacy instruction? Fifteen primary teachers participated in the study during a six-month period. Data sources included an open-ended questionnaire, three in-depth interviews with each participant, audiotapes and selective transcription from ten teacher study group sessions, field notes from observations in 12 of the 15 participants’ classrooms, a final focus group interview, and a researcher’s journal. Data were analyzed inductively using the constant comparative method (Glaser & Strauss, 1967). Trustworthiness and rigor were established through methods that ensure credibility, confirmability, dependability, and transferability (Lincoln & Guba, 1985). Findings revealed that the teachers viewed reading and writing as connected processes in literacy instruction. Although the Reading First parameters made them fearful of engaging children in writing during the 135-minute reading block, the teacher study group validated their beliefs and knowledge and empowered them to interweave limited writing activities across the curriculum. Overall, the Reading First requirements prevented teachers from involving children in extensive writing process instruction and writing workshop.
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Paz, Enrique E. III. "TOWARD CONCEPTUAL CHANGE: CONCEPTIONS, ACTIVITY, AND WRITING." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1564185085442896.
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Sloan, Philip J. "Assembling the identity of "writer"." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1416523281.
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Pesce, Franco Americo. "The abyss of writing : the literary and the sublime in Bolaño's 'Los detectives salvajes' and Vila-Matas's 'Trilogy of the writer'." Thesis, University of Cambridge, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709297.
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Cheng, Chiuyee Dora. "Academic Writing of Multilingual Undergraduates: Identity and Knowledge Construction Across Five Disciplines." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu153187612119893.
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Jézéquel, Anne-Marie. "Louis Dupré: Les Espaces de l’Écriture." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1147965583.
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Walsh, Marcie J. "Unpacking Students’ Writer Identity in the Transition from High School to College: A Mixed Methods Study." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5312.
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Since the 1975 publication of Newsweek’s article asserting that “Johnny” can’t write, many have continued to support the claim that students graduating from American high schools and universities can’t write. This criticism has led many students to believe the problem lies exclusively with them. Efforts to improve students’ writing have had little effect, as reflected in continually concerning scores on the National Assessment of Educational Progress. Recently, researchers have begun to suggest that the problem should be addressed by working to change students’ identification as a bad writer. Two constructs have emerged from these efforts: writer and authorial identity. Research on these constructs, however, is relatively recent and therefore limited. Further, the constructs have been investigated in separate literature bases, divided almost exclusively between English composition studies (writer identity) and psychology (authorial identity).
This study seeks to investigate students’ writer and authorial identities right at the entry point into college. Expectations for writing are different in college than they are in high school. College students, many of whom fall into the emerging adulthood phase of development, may experience difficulties writing in college if these different expectations aren’t made explicit. In addition, this study explores whether writer and authorial identity are two distinct constructs, or whether similarities between the two exist. Data were collected from a diverse sample of first-year undergraduates at a large, urban, public university in the southeastern United States. Using a mixed method research design, quantitative data on authorial identity were collected using a modified version of an existing scale to measure authorial identity; open-response questions provided the qualitative data. Mixed analyses of the quantitative and qualitative findings found areas of significant differences between the two constructs, but also areas of overlap. These findings suggest that authorial identity may be a more specific form of writer identity, one in which the writer’s authentic voice and knowledge are effectively represented in what is written. Although this study is a first step in trying to identify why “Johnny” can’t write, it provides evidence that viewing the problem through the lens of students’ writer and authorial identity warrants further investigation.
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Templeman, Tiana L. "Freelance journalism in the 21st century: Challenges and opportunities." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/97741/4/Tiana%20Templeman%20Thesis.pdf.
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This study examined Australian freelance journalists' careers and their role in the 21st century news industry. It discovered the skills, working life and professional identity of freelance journalists continue to be shaped by an industry undergoing rapid change. The findings indicated that, while freelance journalists were unable to influence some aspects of their role within the media industry, the changes had created new work opportunities and the chance for them to develop new skills and diversity in their careers. Perhaps most importantly, the project provided evidence that freelance journalists could create a viable and rewarding career in the 21st century.
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Jacques, Amanda Farriá. "A escrita de si e as representações do escritor em Cristovão Tezza." Universidade do Estado do Rio de Janeiro, 2014. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=7137.
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Esta dissertação se detém em duas das principais características da literatura brasileira contemporânea: a profusão de escritas de si e a recorrência de personagens-escritores na produção romanesca. Nesse contexto, a discussão concentra-se em algumas das obras de um dos mais consagrados escritores brasileiros da atualidade: Cristovão Tezza. Em se tratando das escritas de si, discutimos a respeito do premiado romance O filho eterno (2007), por ser uma narrativa que congrega elementos factuais e criação ficcional. Nesse sentido, fazer da relação com o próprio filho Down a matéria-prima de um romance significa enveredar pelos caminhos dos gêneros autobiográficos, estabelecendo um novo paradigma em relação a suas obras anteriores, já que, até então, nenhum espaço para a abordagem de elementos referenciais havia sido aberto. Na discussão dessa obra, consideramos que, apesar de se inclinar à autobiografia, o autor lhe distribui índices de ficcionalidade que colocam em xeque a veracidade do discurso, o que impossibilita a delimitação do gênero entre autobiografia e romance. Nesse caso, o que passa a estar em jogo é a ficcionalização do eu frente à criação literária. Num segundo momento, refletimos sobre a inserção de personagens-escritores na escrita tezziana, recurso amplamente utilizado pelo autor em diversas obras ficcionais, investigando os motivos e implicações dessa recorrência. Para empreender tal análise, recorremos às noções de metaficção e gesto literário, visto que a tematização do universo íntimo do escritor na esfera ficcional evidencia o ato de escrever e seu caráter problematizador. Por último, fazemos uma leitura comparada entre o romance de matiz biográfico O filho eterno e a autobiografia literária O espírito da prosa, tendo por premissa que esta pode funcionar como peça-chave na recepção daquele<br>This work wants to look for two main characteristics of the brazilians contemporary literature: profusion of written of the self and the recurrence of writer-character in the romanesque production. In this context, the discussion focus in some works of the most acclaimed brazilian news writers: Cristovão Tezza. Talking about it writings, it discusses about the prizewinner romance O filho eterno (2007), cause it is a narrative which brings together factual elements and fictional creation. In that case, makes the relationship with his own son Down's syndrome the base material of a romance means engage the ways of autobiographical genres, establishing a new paradigm autobiographical between his previous works, since until then any space for approach of referential elements had been opened. The discussion of this work consider that despite lean the autobiography, the author distributive indices of functionality that puts in check the veracity of the speech, making it impossible for the delimitation of the genus between the autobiography and romance. Thus, what is at stake is the fictionalization of I front of literary creation. In another moment, we have established a discussion on inserting the writer-character in tezziana writing, widely used resource by author in various fictional works, investigating the reasons and implications of this recurrence. To undertake such analysis, we resort to notions of metafiction and literary gesture. Since the thematization of the intimate universe of the writer in the fictional ball highlights evidence the act of write and its inquisitive character. Last but not least, do a comparative reading between romance of hue biographical O filho eterno e O espírito da prosa, once the autobiography works as a key at the front desk of the fictional narrative
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Portugais, Daniel. "Origine, mémoire et épiphanie du réel dans l'oeuvre narrative de François Bon." Thesis, Université Côte d'Azur (ComUE), 2018. http://www.theses.fr/2018AZUR2038.
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Cette thèse est consacrée à l’œuvre narrative de François Bon. Elle concerne donc les romans, récits, autobiographies et biographies qui ont été publiés par l’écrivain de 1982 à 2016. De ce fait, la question centrale d’une nouvelle approche de la lecture et de l’écriture liée au développement du numérique ne sera abordée que lorsqu’elle permettra d’éclairer le mode de fonctionnement des livres de l’auteur de Sortie d’usine. Ce travail s’intéresse ainsi à trois dimensions essentielles du contemporain que l’œuvre questionne de manière incessante et récurrente : l’origine, la mémoire et la problématique d’un réel qui est à la fois imposé comme évidence dans ses manifestations les plus flagrantes et escamoté comme rejeté lorsqu’il remet en question l’ordre et le déroulement du monde dans lequel nous nous trouvons immergé. Elle aborde ainsi un certain nombre de thèmes et réflexions sous-tendus par une littérature au présent : l’émergence du nouveau au sein d’un monde ancien, des signes contradictoires même que ce phénomène induit, l’importance fondamentale que l’époque pourrait revêtir du point de vue de l’histoire. Elle explore, en outre, le lien entre la machine économico-industrielle et un nouvel ordre du monde néo-libéral qui évacue, escamote et recycle à la fois passé et présent en même temps qu’il écrit une histoire dont nous pouvons être assurée qu’elle ne correspond en aucune manière à l’expression d’une vérité. Dans ce travail de recherche est exploré le plus souvent ce qui relève de formes nouvelles, dans la relation même que l’auteur entretient avec des domaines qui ne constituaient pas jusqu’à une époque récente des préoccupations éminemment littéraires : l’univers pop-rock, une phénoménologie de la mécanique et de l’automobile, la présence d’un monde postindustriel en lequel l’usine et l’ouvrier apparaissent comme autant d’emblèmes et symboles<br>This thesis is devoted to the narrative work of François Bon. Therefore it concerns the novels, stories, autobiographies and biographies which were published by the writer from 1982 to 2016. So, the central question of a new way of reading and writing linked to the development of digital technology will only be addressed when it will shed light on the way books by the author of Sortie d’usine work. This thesis is thus focused on three essential dimensions of the contemporary that François Bon’s work constantly and recurrently questions: the origin, the memory and the problematic of a reality that is both imposed as evidence in its most obvious manifestations and retracted as rejected when it calls into question the order and the unfolding of the world in which we find ourselves immersed. It thus addresses a certain number of themes and reflections underlying a literature in the present: the emergence of the new within an ancient world, even contradictory signs that this phenomenon induces, the fundamental importance that the era could have from the point of view of history. It also explores the link between the economic-industrial machine and a new neo-liberal world order that evacuates, escapes and recycles both past and present while at the same time writing a story that we can be sure it does not in any way correspond to the expression of a truth. In this research work, new patterns are most often explored in the very relationship that the author maintains with fields that until recently did not constitute eminently literary concerns: the pop-rock universe, a phenomenology of mechanics and the automobile, the presence of a post-industrial world in which the factories and the workers appear as so many emblems and symbols
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Stark, Donna Wakeland. "Supporting the emergent writer in grade 1." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/992.
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Denman, Christopher David. "DEFINING THE ROLE OF THE TECHNICAL COMMUNICATOR: AN INTERNSHIP WITH THE WEB-BASED LEARNING GROUP AT THE KROGER COMPANY." Oxford, Ohio : Miami University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1102534243.
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Hausen, Michelle Jennifer. "Converting Instructor-Led Training to Web-Based Training at Atos Origin." Miami University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=miami1211941818.
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He, Zhenyu. "Writer identification using wavelet, contourlet and statistical models." HKBU Institutional Repository, 2006. http://repository.hkbu.edu.hk/etd_ra/767.
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Larock, Chelsea. "On Becoming a Writer: Collected Stories." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/36547.
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This project considers the role of the creative writing teacher in the development of the writer’s identity. Drawing from a/r/tography and fiction-based research, this thesis is written in the form of a novel and presented as an exemplar of arts-based qualitative inquiry in educational research. The novel is organized in a series of stories that follow the life of a young woman named Mona and are about the people she meets, the stories she writes, the places she ends up, and who she becomes along the way. This project is informed by its pilot study, which drew from a narrative approach and included semi-structured interviews where participants were asked to share stories on their becoming a writer. The emergent themes from the pilot study fell within one of two opposing categories: The first being factors that prevented one’s sense of becoming and; the second describing factors that facilitated one’s sense of becoming. The findings from the pilot study were then synthesized into literary themes and are presented in the stories, On Becoming a Writer. This project adds to the growing number of fictional texts as educational research and is presented as an alternative to the standard graduate thesis. This approach seeks to engage its readers to participate in the lives of writers and their stories, and may serve as a resource for teachers of aspiring writers.
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Smith, David V. "Tourism and the formation of the writer : three case studies." Thesis, Durham University, 2002. http://etheses.dur.ac.uk/4034/.
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In the nineteenth century a vogue for travel writing emerged as writers began to describe experiences of foreign travel in a style quite different from realistic Grand Tour narratives. In their travel writing, Byron, Shelley and Dickens display an impression of the complexities of modernity rather than present a mimetic and conformist view of the world. The study shows how travel writers represent the manifold nature of tourist experience through a composite presentation of subject which despite its heterogeneity lays claim to a unity of knowledge. This thesis discusses the impact of tourism on the beliefs, identities and style of writers. The chapter on Byron shows how he evolved a new poetic voice using a verse travelogue which evaluates the injustices of war and empire. The chapter on Shelley examines his tour of Switzerland and shows how the influence of Rousseau's imagination inspired Shelley in his vision to improve English society. The chapter on Dickens considers how the economic development of America informed his views on the state of American society and urged him to conceive in his later works a world in which the privacy of the domestic hearth is sanctified. The thesis investigates the extent to which ideals of political and social reform govern the nature of travel writing in Europe and America in the late Romantic and early Victorian periods. Tourist narratives of the period use contemporary and historical evidence to assess the advantages and disadvantages of the political and social systems of abroad, thereby indicating a path to enlightened social harmony.
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Bohanan, Ronal L. ""This Fundamental Lack": Stories." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862808/.
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This short story collection includes five original works of fiction, three of which make up a trilogy titled "The World Drops Beneath You," which follows the life of James McClellan from 1969 in Texas until roughly 2009, when he is struggling to care for his wife, who suffers from Alzheimer's disease. One of the two remaining stories, "She Loved Him When He Looked Like Elvis," prominently features James McClellan's parents and is set approximately eight years before the start of the trilogy. Each of the stories is concerned with blue-collar families trying to make their way in postindustrial America and the forces that buffet them, including some brought on by the choices they make.
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Silva, Maria da Guia. "O leitor universit?rio e a constru??o das pr?ticas de ler e escrever textos impressos e digitais." Universidade Federal do Rio Grande do Norte, 2013. http://repositorio.ufrn.br:8080/jspui/handle/123456789/16250.
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Previous issue date: 2013-01-29<br>The construction of a mapping of the practices of reading and writing printed and digital texts, declared by graduating students from the Bachelor s degree in Science and Technology (BCT), has provided us the analysis of the course they are making in such a socio-historical moment characterized by the revolution of the post-paper. In this sense, the general objective of this research is to understand how that construction works under the point of view of those graduating students. For this, our reflection has been guided by the search of answers for some questions which have presented to us: what reading and writing conceptions BCT graduating students have; what reading and writing practices those collaborators develop; what collections they declare to have access to; what differences they declare to have between printed and digital reading and writing along the different social roles they develop; what the reader/writer identity relations of those collaborators are. To achieving the plausible answers, we have gathered a corpus composed by texts of three genres of the argument order: academic profiles (or self-portrait), opinion articles and argumentative letters. Besides, we have made semi-structured interviews and questionnaires in the online tool of the Google Docs. The methodology which supports this academic work is the qualitative research (SIGNORINI; CAVALCANTI, 1998)of ethnographic direction (THOMAS, 1993; ANDR?, 1995) in Applied Linguistics (CELANI, 2000; MOITA-LOPES, 2006) and the theoretical contribution comes from the bakhtinian perspective of language conception (BAKHTIN [1929] 1981); the socio-historical writing construction (L?VY, 1996; CHARTIER, R., 1998, 2002, 2007; COSCARELLI, 2006; CHARTIER, A., 2007; ARA?JO, 2007; COSCARELLI; RIBEIRO, 2007; XAVIER, 2009; MARCUSCHI; XAVIER, 2010); from the studies of the pedagogy of the writing (GIROUX, 1997); from the literacy studies understood as sociocultural practice, plural and situated (TFOUNI, 1988; KLEIMAN, 1995; TINOCO, 2003, 2008; OLIVEIRA; KLEIMAN, 2008), from the studies about identity in postmodernity (HALL, 2003; BAUMAN, 2005). The results of the analysis have pointed at a multiplicity of reading/writing practices of printed and digital texts developed by the BCT graduating students due to the coexistence of the modality printed and that one derived from the new mobile devices. In that multiplicity, the prevalent idea of the collaborators is that there is a continuum between printed texts and digital texts (not a dichotomy), since the option of reading/writing printed texts or digital ones is always linked to specific communication situations, which involve participants, objectives, strategies, values, (dis)advantages, besides (re)creation of discursive genres in function of the mobile devices to which those collaborators have access in the different spheres of activities that they participate. All of that has caused a deep intersection in the identity traces of college students readers/writers in the 21st century which cannot be ignored by academic formation<br>A constru??o de um mapeamento das pr?ticas de ler e escrever textos impressos e digitais, declaradas por graduandos do Bacharelado em Ci?ncias e Tecnologia (BCT), propiciou-nos a an?lise do percurso que eles est?o fazendo em um momento s?cio-hist?rico caracterizado pela revolu??o do p?s-papel. Nesse sentido, o objetivo geral desta pesquisa ? compreender como se d? essa constru??o sob o ponto de vista desses graduandos. Para tanto, norteou nossa reflex?o a busca por respostas a algumas quest?es que se nos apresentaram: 1) quais as concep??es de leitura e escrita dos graduandos do BCT; 2) quais as pr?ticas de leitura e escrita que esses colaboradores desenvolvem; 3) quais os acervos (digital, impresso ou ambos) a que eles declaram ter acesso; 4) que diferen?as eles declaram existir entre a leitura e a escrita impressa e a digital no exerc?cio dos diferentes pap?is sociais que desenvolvem; 5) quais as rela??es identit?rias de leitor/escrevente desses colaboradores. Para chegarmos a respostas plaus?veis, reunimos um corpus constitu?do de textos de tr?s g?neros da ordem do argumentar: perfis acad?micos (ou autorretratos), artigos de opini?o e cartas argumentativas. Al?m disso, realizamos entrevista semiestruturada e question?rio na ferramenta online do Google Docs. A metodologia que sustentou este trabalho acad?mico ? a de pesquisa qualitativa (SIGNORINI; CAVALCANTI, 1998) de vertente etnogr?fica (THOMAS, 1993; ANDR?, 1995) em Lingu?stica Aplicada (CELANI, 2000; MOITA-LOPES, 2006) e o aporte te?rico vem da concep??o de l?ngua(gem) de perspectiva bakhtiniana (BAKHTIN [1929] 1981); da constru??o s?cio-hist?rica da escrita (L?VY, 1996; CHARTIER, R., 1998, 2002, 2007; COSCARELLI, 2006; CHARTIER, A., 2007; ARA?JO, 2007; COSCARELLI; RIBEIRO, 2007; XAVIER, 2009; MARCUSCHI; XAVIER, 2010); dos estudos da pedagogia da escrita (GIROUX, 1997); dos estudos do letramento entendido como pr?tica sociocultural, plural e situada (TFOUNI, 1988; KLEIMAN, 1995; TINOCO, 2003, 2008; OLIVEIRA; KLEIMAN, 2008), dos estudos sobre identidade na p?s-modernidade (HALL, 2003; BAUMAN, 2005). Os resultados da an?lise empreendida apontam-nos para uma multiplicidade de pr?ticas de leitura/escrita de textos impressos e digitais desenvolvidas por graduandos do BCT devido ? coexist?ncia da modalidade impressa e da que decorre dos novos dispositivos m?veis. Nessa multiplicidade, a ideia que prevalece do ponto de vista desses colaboradores ? a de um continuum entre textos impressos e textos digitais (n?o uma dicotomia), uma vez que a op??o por ler/escrever textos impressos ou textos digitais est? sempre atrelada a situa??es de comunica??o espec?ficas, que envolvem participantes, objetivos, estrat?gias, valores, (des)vantagens, al?m da (re)cria??o de g?neros discursivos em fun??o dos dispositivos m?veis a que esses colaboradores t?m acesso nas diferentes esferas de atividade de que participam. Tudo isso tem ocasionado uma profunda intersec??o nos tra?os de identidade de leitores/escreventes universit?rios do s?culo XXI que n?o pode ser ignorada pela forma??o acad?mica
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Olson, Ted. "Behind the Scenes with Appalachian Writer James Still." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1186.
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Excerpt: In the final few years of his life—he died at 94 on April 28, 2001—James Still had many friends, most of them much younger than he was since he had outlived most of his contemporaries. I was one of Mr. Still’s younger, and certainly one of his newest, friends.
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Thompson, Blaire Evan. "A Revolutionary Patience: The Life of a Writer." Malone University Undergraduate Honors Program / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ma1430998273.
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