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Relevant bibliographies by topics / Written communication Written communication

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Academic literature on the topic 'Written communication Written communication'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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Journal articles on the topic "Written communication Written communication"

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Brown, Kathleen C. "Written Communication." AAOHN Journal 38, no. 9 (September 1990): 455–56. http://dx.doi.org/10.1177/216507999003800908.

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Prabavathi, R., and P. C. Nagasubramani. "Effective oral and written communication." Journal of Applied and Advanced Research 3, S1 (May 10, 2018): 29. http://dx.doi.org/10.21839/jaar.2018.v3is1.164.

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People communicate using different methods such as sending an email, talking on the phone and placing print advertisements in specific places. Communication is the process of sending and receiving messages between two people, a person and a group or a group to a group. Written and oral communication is used daily in meetings, lecture halls and exams. Written and oral communication are unique in that each word used must have specific purpose, otherwise it can lead to misunderstandings. Over 70% of our time is spent communicating with others, and that’s the one interaction every person must do. Everyone must communicate their needs and ideas. Every organization must communicate its products and services. Unfortunately, many people have trouble in this area. Some just don’t have the professional impact they need to get ahead in today’s corporate world. Communication is technically defined as the process in which information is enclosed in a package and imparted from the sender to the receiver through a medium. Communication can be of many types and can be summarized in short as WOVEN, i.e. Written, Oral, Verbal, Electronic and Non-Verbal. Oral and written forms of communication are the most common and frequently used forms of communication. This article is a consolidation of details so as to help you understand in detail about oral and written forms of communication.

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Beisenova, Zhainagul S., Ainur T. Bayekeyeva, Sabira M. Sapina, Bekzat B. Dinayeva, and Aizada K. Utanova. "The Study of Creolized Texts in Written Communication." Indian Journal of Applied Research 4, no. 5 (October 2011): 1–2. http://dx.doi.org/10.15373/2249555x/may2014/219.

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Huws, Rhodri, and Gwyneth Sampson. "Therapy by written communication." Sexual and Marital Therapy 6, no. 3 (July 1991): 323–26. http://dx.doi.org/10.1080/02674659108409609.

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Arroyo González, Rosario, and Coral Ivy Hunt Gómez. "Research on Written Communication." International Journal of Learning: Annual Review 16, no. 3 (2009): 167–84. http://dx.doi.org/10.18848/1447-9494/cgp/v16i03/46157.

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Polselli, Paola. "Institutional written communication and multilingualism." SALUTE E SOCIETÀ, no. 1 (June 2013): 121–46. http://dx.doi.org/10.3280/ses2013-001009en.

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Khalupo, Ol'ga Ivanovna. "Specificity of Official Written Communication." Filologičeskie nauki. Voprosy teorii i praktiki, no. 7 (July 2020): 278–82. http://dx.doi.org/10.30853/filnauki.2020.7.55.

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Colombo, Laura (Violeta). "Standard Written Academic English: A Critical Appraisal." International Journal of Literacy, Culture, and Language Education 1 (March 5, 2012): 124–40. http://dx.doi.org/10.14434/ijlcle.v1i0.26830.

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Science today is mainly communicated through standard written academic English (SWAE). In this paper, I apply the postulations of Gramsci, Bourdieu and Canagarajah to show how domination structures are reproduced in scientific communication worldwide. I argue that these structures do not allow nondominant epistemologies and ways of producing and communicating science to participate in the international arena. I apply a critical lens to interpret each one of the terms present in SWAE. I propose that a critical appraisal of each one of these terms is the first step towards a more democratic conceptualization of science communication where the standards are not only seen as a means of innocuous communication but also as ideologically charged fictitious universals. It is my claim that understanding the arbitrary nature of these universals and the influence that language has on knowledge construction will give space to nondominant ways of producing and communicating knowledge.

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Milyoshina, Larisa V. "WRITTEN COMMUNICATION FEATURES OF MODERN STUDENT." Известия Воронежского государственного педагогического университета, no. 3 (2020): 178–82. http://dx.doi.org/10.47438/2309-7078_2020_3_178.

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Suchan, Jim. "Gauging Openness to Written Communication Change." Journal of Business and Technical Communication 28, no. 4 (May 26, 2014): 447–76. http://dx.doi.org/10.1177/1050651914536187.

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Dissertations / Theses on the topic "Written communication Written communication"

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Treviranus, Jutta. "Multimodal access to written communication." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ28724.pdf.

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Moore, Michele Schmidt. "Written communication in an online learning environment." Fairfax, VA : George Mason University, 2009. http://hdl.handle.net/1920/4581.

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Thesis (Ph.D.)--George Mason University, 2009.
Vita: p. 203. Thesis director: Priscilla Norton. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed Oct. 11, 2009). Includes bibliographical references (p. 198-202). Also issued in print.

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Strubbe, Mary. "My written thesis : an attempt at linear communication /." Online version of thesis, 1989. http://hdl.handle.net/1850/10958.

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Roach, Joy Leia. "Factors affecting written business communication creation and productivity perceptions /." Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1147196271&sid=24&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Crisafi, Anthony F. "Outside the frame towards a phenomenology of texts and technology /." Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002181.

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Fielding, Alyson F. "Improving the written communication of psychoeducational recommendations : a vignette study." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/50839.

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It is often the parent’s responsibility to follow through with the recommendations outlined in their child’s psychoeducational report. Yet, despite research demonstrating the importance of effective professional-client communication in fostering follow-through with recommendations, as well as low adherence rates, few studies have examined how to best communicate recommendations to parents. This is an unfortunate reality given that the recommendations are often the most crucial component of the psychoeducational report in enriching the child’s future functioning. In turn, many children’s needs are not attended to and the usefulness of the psychoeducational report is drastically diminished. In the present study, parents’ preferences for the way in which recommendations are communicated in a psychoeducational report was examined. Specifically, by developing a procedure to assist in exploring this topic and field testing different recommendation formats, we hoped to gain insight into parents’ preferences for how written recommendations are presented and communicated. Additionally, the recommendation formats influence on parent’s likelihood to adhere to recommendations was also explored. To accomplish this, a multi-stage, Vignette based, case-study design was employed which combined the Vignette technique with a survey format. Four broad themes and nine subthemes emerged from parents’ review of the different recommendation formats, including: organize recommendations into subject areas with headings, provide recommendations with detailed instructions, provide goals and explain how to monitor progress, and, make recommendations specific. Results also indicated a statistically significant difference in likelihood of adherence depending on which recommendation format was reviewed.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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Adams, Susan H. "Communication Under Stress: Indicators of Veracity and Deception in Written Narratives." Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/11057.

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This exploratory study examines linguistic and structural features of written narratives for predictive value in determining the likelihood of veracity or deception. Sixty narratives written by suspects and victims identified through the investigation of criminal incidents provided the database. The law enforcement context allowed for the examination of communication under stress. Using a retrospective approach, the veracity or deception of the narratives had already been determined; therefore, the study was able to focus on the degree to which selected linguistic and structural attributes were able to predict veracity and deception. Six research questions guided the study, drawn from theoretical works and research in psychology, linguistics, and criminal justice. Three questions asked whether a positive relationship exists between deception of the narratives and the narrative attributes of equivocation, negation, and relative length of the prologue partition. Three questions asked whether a positive relationship exists between veracity of the narratives and unique sensory details, emotions in the conclusion partition, and quoted discourse. Support was found for the three questions relating to deception and for a relationship between veracity and unique sensory details. Weak support was found for a relationship between veracity and emotions in the conclusion partition. No relationship was found with veracity and the general category of quoted discourse. When quoted discourse without quotation marks was examined separately, a weak relationship with veracity was found. An additional finding was a relationship between relative length of the criminal incident partition and veracity. A logistic regression model was developed to predict veracity or deception using the six predictors from the research questions. The resulting model correctly classified the examined narratives at an 82.1% classification level. The most significant predictor of veracity was unique sensory details; the most significant predictor of deception was length of the prologue partition. The analysis of the examined narratives written by suspects and victims suggests that linguistic and structural features of written narratives are predictive of the likelihood of veracity and deception. These results lend support to the Undeutsch Hypothesis (1989) that truthful narratives differ from fabricated narratives in structure and content.
Ph. D.

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Brockman, Elizabeth Blackburn. "Business Communication Written by High School Students : Complicating Emig's Self-Motivated/School-Sponsored Dichotomy and Exploring Writer Engagement." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1287415222.

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Brockman, Elizabeth. "Business communication written by high school students : complicating Emig's self-motivated/school-sponsored dichotomy and exploring writer engagement /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487865929455766.

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Niestepski, Michelle Jean. "Grammatical errors : perceptions and responses of students, first-year composition instructors, and business coomunication instructors /." View online ; access limited to URI, 2008. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3314446.

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Books on the topic "Written communication Written communication"

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Written communication. Boston, Mass: Course Technology, Cengage Learning, 2010.

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Pratt, Deirdre. Modelling Written Communication. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-90-481-9843-6.

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Stewart, Gail. Written communications. San Diego, Calif: Blackbirch Press, 2004.

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Freeman, Sarah. Written communication in English. Hyderabad: Orient Longman, 1996.

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Inc New Jersey Funeral Directors Services. OSHA written communication plan. Manasquan, NJ (PO Box L, Manasquan 08736): New Jersey Funeral Directors Services, 2004.

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Ian, Graham. Communication. Mankato, Minn: QEB Pub., 2009.

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Vachek, Josef. Written language revisited. Amsterdam: J. Benjamins Pub. Co., 1989.

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Bradley, Jana. Improving written communication in libraries. Chicago: American Library Association, 1988.

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Successful oral and written presentations. New York, NY: Perigee Books, 1987.

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Timbal-Duclaux, Louis. L'expression écrite: Écrire pour communiquer. 5th ed. Paris: ESF éditeur, 1991.

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Book chapters on the topic "Written communication Written communication"

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Thompson, Neil. "Written communication." In People Skills, 123–34. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-0-230-36592-6_14.

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Thompson, Neil. "Written communication." In People Skills, 116–26. London: Macmillan Education UK, 2015. http://dx.doi.org/10.1007/978-1-137-46756-0_14.

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Thompson, Neil, and Jo Campling. "Written communication." In People Skills, 104–15. London: Macmillan Education UK, 1996. http://dx.doi.org/10.1007/978-1-349-13737-4_11.

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Luiselli, James, Francesca Happé, Hillary Hurst, Stephanny Freeman, Gerald Goldstein, Carla Mazefsky, Alice S. Carter, et al. "Written Communication." In Encyclopedia of Autism Spectrum Disorders, 3408. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_101589.

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Lull, James. "Written Language." In Evolutionary Communication, 118–45. New York, NY : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429456879-6.

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Cammack, John. "Written financial communication." In Communicating Financial Management with Non-finance People, 47–55. Rugby, Warwickshire, United Kingdom: Practical Action Publishing, 2012. http://dx.doi.org/10.3362/9781780440521.005.

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Thompson, Neil. "The Written Word." In Effective Communication, 69–90. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-352-00223-2_4.

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Thompson, Neil. "The written word." In Effective Communication, 65–85. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-1-137-28528-7_4.

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Pratt, Deirdre. "Review of Composition Software." In Modelling Written Communication, 1–14. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9843-6_1.

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Pratt, Deirdre. "Critical Realism." In Modelling Written Communication, 15–35. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9843-6_2.

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Conference papers on the topic "Written communication Written communication"

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Malyuga, Elena, Aleksandr Litvinov, and Elena Panicheva. "METHODS OF EFFECTIVE TEACHING WRITTEN COMMUNICATION." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1389.

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Tasic, Boza, and John Hannah. "SUPPORTING WRITTEN COMMUNICATION SKILLS IN STATISTICS COURSES." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0834.

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Vetrinskaya, Viktoriya, Elena Malyuga, and Elena Panicheva. "INSTRUCTIONAL TECHNIQUES IN TEACHING WRITTEN BUSINESS COMMUNICATION." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1817.

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Harada, Atsumu, Danushka Bollegala, and Naiwala P. Chandrasiri. "Discrimination of human-written and human and machine written sentences using text consistency." In 2021 International Conference on Computing, Communication, and Intelligent Systems (ICCCIS). IEEE, 2021. http://dx.doi.org/10.1109/icccis51004.2021.9397237.

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Willis, Alistair, Patricia Charlton, and Tony Hirst. "Developing Students' Written Communication Skills with Jupyter Notebooks." In SIGCSE '20: The 51st ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3328778.3366927.

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Sukhova, A. A., V. Y. Shishkova, and V. V. Semina. "FEATURES OF COMMUNICATION IN THE ENGLISH AND RUSSIAN-SPEAKING INTERNET ENVIRONMENT." In Люди речисты - 2021. Ulyanovsk State Pedagogical University named after I. N. Ulyanov, 2021. http://dx.doi.org/10.33065/978-5-907216-49-5-2021-377-382.

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This paper examines the differences between oral, direct communication, and written communication on the Internet. It describes ways that compensate for the lack of means of traditional oral communication in written speech, as well as ways of communication that are not available in oral speech.

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Shrestha, Amendra, Lisa Kaati, and Nazar Akrami. "PRAT - a Tool for Assessing Risk in Written Communication." In 2019 IEEE International Conference on Big Data (Big Data). IEEE, 2019. http://dx.doi.org/10.1109/bigdata47090.2019.9006244.

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Nordlund, J. "The influence of language and culture on written communication." In IPCC 98. Contemporary Renaissance: Changing the Way we Communicate. Proceedings 1998 IEEE International Communication Conference. IEEE, 1998. http://dx.doi.org/10.1109/ipcc.1998.726950.

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Kazantseva, Anzhela, Elena Kazantseva, and Olga Kolmakova. "Instructing students in a proficient written intercultural business communication." In Proceedings of the 1st International Scientific Practical Conference "The Individual and Society in the Modern Geopolitical Environment" (ISMGE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ismge-19.2019.63.

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Gross, Simon, Andrew Ross-Adams, Nicolas Riesen, Sergio G. Leon-Saval, and Michael J. Withford. "Ultrafast Laser-Written Sub-Components for Space Division Multiplexing." In Optical Fiber Communication Conference. Washington, D.C.: OSA, 2020. http://dx.doi.org/10.1364/ofc.2020.w1a.1.

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Reports on the topic "Written communication Written communication"

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Baker, Linda. Towards Enhancing Written Communication Skills in the Army: Cognitive and Metacognitive Perspective. Fort Belvoir, VA: Defense Technical Information Center, August 1987. http://dx.doi.org/10.21236/ada197396.

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Nishimaki, Kenta. Characteristics of Spoken and Written Communication in the Opening and Closing Sections of Instant Messaging. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1547.

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Tulloch, Olivia, Tamara Roldan de Jong, and Kevin Bardosh. Data Synthesis: COVID-19 Vaccine Perceptions in Sub-Saharan Africa: Social and Behavioural Science Data, March 2020-April 2021. Institute of Development Studies (IDS), May 2021. http://dx.doi.org/10.19088/sshap.2028.

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Safe and effective vaccines against COVID-19 are seen as a critical path to ending the pandemic. This synthesis brings together data related to public perceptions about COVID-19 vaccines collected between March 2020 and March 2021 in 22 countries in Africa. It provides an overview of the data (primarily from cross-sectional perception surveys), identifies knowledge and research gaps and presents some limitations of translating the available evidence to inform local operational decisions. The synthesis is intended for those designing and delivering vaccination programmes and COVID-19 risk communication and community engagement (RCCE). 5 large-scale surveys are included with over 12 million respondents in 22 central, eastern, western and southern African countries (note: one major study accounts for more than 10 million participants); data from 14 peer-reviewed questionnaire surveys in 8 countries with n=9,600 participants and 15 social media monitoring, qualitative and community feedback studies. Sample sizes are provided in the first reference for each study and in Table 13 at the end of this document. The data largely predates vaccination campaigns that generally started in the first quarter of 2021. Perceptions will change and further syntheses, that represent the whole continent including North Africa, are planned. This review is part of the Social Science in Humanitarian Action Platform (SSHAP) series on COVID-19 vaccines. It was developed for SSHAP by Anthrologica. It was written by Kevin Bardosh (University of Washington), Tamara Roldan de Jong and Olivia Tulloch (Anthrologica), it was reviewed by colleagues from PERC, LSHTM, IRD, and UNICEF (see acknowledgments) and received coordination support from the RCCE Collective Service. It is the responsibility of SSHAP.

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Tulloch, Olivia, Tamara Roldan de Jong, and Kevin Bardosh. Data Synthesis: COVID-19 Vaccine Perceptions in Africa: Social and Behavioural Science Data, March 2020-March 2021. Institute of Development Studies (IDS), May 2021. http://dx.doi.org/10.19088/sshap.2021.030.

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Safe and effective vaccines against COVID-19 are seen as a critical path to ending the pandemic. This synthesis brings together data related to public perceptions about COVID-19 vaccines collected between March 2020 and March 2021 in 22 countries in Africa. It provides an overview of the data (primarily from cross-sectional perception surveys), identifies knowledge and research gaps and presents some limitations of translating the available evidence to inform local operational decisions. The synthesis is intended for those designing and delivering vaccination programmes and COVID-19 risk communication and community engagement (RCCE). 5 large-scale surveys are included with over 12 million respondents in 22 central, eastern, western and southern African countries (note: one major study accounts for more than 10 million participants); data from 14 peer-reviewed questionnaire surveys in 8 countries with n=9,600 participants and 15 social media monitoring, qualitative and community feedback studies. Sample sizes are provided in the first reference for each study and in Table 13 at the end of this document. The data largely predates vaccination campaigns that generally started in the first quarter of 2021. Perceptions will change and further syntheses, that represent the whole continent including North Africa, are planned. This review is part of the Social Science in Humanitarian Action Platform (SSHAP) series on COVID-19 vaccines. It was developed for SSHAP by Anthrologica. It was written by Kevin Bardosh (University of Washington), Tamara Roldan de Jong and Olivia Tulloch (Anthrologica), it was reviewed by colleagues from PERC, LSHTM, IRD, and UNICEF (see acknowledgments) and received coordination support from the RCCE Collective Service. It is the responsibility of SSHAP.

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Emmerson, Stephen. Modulations through time. Norges Musikkhøgskole, August 2018. http://dx.doi.org/10.22501/nmh-ar.530427.

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This article explores the rationale behind a performance given by the authors at the Unfolding the Process symposium held in Oslo in November 2015. For this occasion, the authors devised a new version of Bach’s Goldberg Variations that builds upon Emmerson’s arrangement of the work for two pianos in 2012. A shortened version of the work (c.30 minutes) was designed that aimed nonetheless to maintain the original work’s sense of structural balance and coherence. This version involved the transposition of a number of variations into different keys to explore the possibility of adding a satisfying tonal structure to our experience of the work, in a context where both performers see potential communicative value in 'playing with' dimensions of original masterworks with a view to giving fresh perspective to the listener experience. The article is written from the alternating perspectives of the authors; one of which is primarily concerned with the rationale and process of devising the arrangement while the other reflects upon the performative aspects and implications arising from it.

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Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.

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The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.

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Melnyk, Andriy. «INTELLECTUAL DARK WEB» AND PECULIARITIES OF PUBLIC DEBATE IN THE UNITED STATES. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11113.

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Abstract:

The article focuses on the «Intellectual Dark Web», an informal group of scholars, publicists, and activists who openly opposed the identity politics, political correctness, and the dominance of leftist ideas in American intellectual life. The author examines the reasons for the emergence of this group, names the main representatives and finds that the existence of «dark intellectuals» is the evidence of important problems in US public discourse. The term «Intellectual Dark Web» was coined by businessman Eric Weinstein to describe those who openly opposed restrictions on freedom of speech by the state or certain groups on the grounds of avoiding discrimination and hate speech. Extensive discussion of the phenomenon of «dark intellectuals» began after the publication of Barry Weiss’s article «Meet the renegades from the «Intellectual Dark Web» in The New York Times in 2018. The author writes of «dark intellectuals» as an informal group of «rebellious thinkers, academic apostates, and media personalities» who felt isolated from traditional channels of communication and therefore built their own alternative platforms to discuss awkward topics that were often taboo in the mainstream media. One of the most prominent members of this group, Canadian clinical psychologist Jordan Peterson, publicly opposed the C-16 Act in September 2016, which the Canadian government aimed to implement initiatives that would prevent discrimination against transgender people. Peterson called it a direct interference with the right to freedom of speech and the introduction of state censorship. Other members of the group had a similar experience that their views were not accepted in the scientific or media sphere. The existence of the «Intellectual Dark Web» indicates the problem of political polarization and the reduction of the ability to find a compromise in the American intellectual sphere and in American society as a whole.

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