Academic literature on the topic 'Youths' writings, English'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Youths' writings, English.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Youths' writings, English"
1
Omoera, Osakue Stevenson, Oluranti Mary Aiwuyo, John O. Edemode, and Bibian O. Anyanwu. "Impact of Social Media on the Writing Abilities of Ambrose Alli University Undergraduates in Ekpoma-Nigeria." GiST Education and Learning Research Journal, no. 17 (December 17, 2018): 59–80. http://dx.doi.org/10.26817/16925777.412.
Full textAbstract:
This article examines the impact of social media on the writing abilities of Nigerian youths in English, which is the language of mass communication in Nigeria. Deploying cultivation theory of the media, this study uses quantitative and qualitative methods to unpack the Nigerian youths’ opinions on the impact of the use of the new media of social networking platforms such as Facebook, WhatsApp, Instagram, etc., on their writing abilities, using undergraduates of Ambrose Alli University, Ekpoma-Nigeria as a study case. To do this, information is gathered through the use of 120 copies of a validated survey questionnaire. Additional information is garnered from in-depth interviews (IDIs) with lecturers from within and outside Ambrose Alli University and focused group discussion (FGD) with some students of the institution as well as the researchers’ direct observation of the issue under investigation. The study discovers that a majority of the youth adopt a certain option/brand of English which cannot be located within the matrixes of Standard English or even its Popular Nigerian English (PNE) variant which is called Pidgin English. Consequently, expressions such as ‘u’ for ‘you’ ‘gr8t’ for ‘great’, ‘ur/urs’ for ‘your/yours’, among other deviational patterns, have crept into their writing consciousness in classes and examinations, which make a lot of ‘sense’ in informal settings among the youths, but smacks of sub literacy in formal writing situations under which they are being trained. As well, shortened forms of words and phrases such ‘LOL’, ‘K,’ ‘IJNA,’ ‘Y’, etc., are common sights in their writings. This development can have serious implication for effective and efficient writing among Nigerian youths, especially in formal situations. The study suggests that because it has been demonstrated that effective and efficient writing can improve comprehension of content in any discipline, enabling students to practice analysis, synthesis, and other skills that constitute critical, creative, and even civic thinking, students should be encouraged to write effectively and efficiently as more writing equals more learning even in the age of the new media (social media). It advises that further studies should be carried out on the deviational patterns and shortened forms of English words and phrases which are commonly used by youths in Nigeria and elsewhere, with a view to possibly getting the ‘new words’ standardized by the relevant educational authorities to ensure uniformity in usage, and to keep pace with the dynamically trendy youth/social media culture.
2
Lesus, Melina, and Andrea Vaughan. "“I just want to word it better”: developing disciplinary literacies in an after-school spoken word poetry team." English Teaching: Practice & Critique 21, no. 1 (February 14, 2022): 57–70. http://dx.doi.org/10.1108/etpc-06-2021-0069.
Full textAbstract:
Purpose This study aims to explore how youth poets wrote in a community of practice and how their out-of-school poetry writing contributed toward developing disciplinary literacy. Design/methodology/approach In this qualitative case study, the authors studied youth’s writing by drafting narrative field notes, collecting student writing and process drawings and interviewing participants. Findings The authors found that the poets in this study maintained ownership of their writing and engaged in writing processes in ways that reflected Behizadeh’s (2019) conception of authenticity as writing that connects both to students’ experiences, and to the purposes and audiences of their writing context. Practical implications This out-of-school context provides implications for how English Language Arts teachers can rethink what disciplinary literacy looks like in classroom writing instruction. Originality/value By maintaining ownership of their writing, the youth agentively positioned themselves not only as students accumulating disciplinary knowledge but also as participants in a community of practice.
3
Alobwede, Charles Esambe. "THE INFLUENCE OF SOCIAL MEDIA ON CAMEROONIAN ENGLISH." International Journal of Research -GRANTHAALAYAH 11, no. 6 (July 14, 2023): 117–29. http://dx.doi.org/10.29121/granthaalayah.v11.i6.2023.5207.
Full textAbstract:
Social media has emerged as a popular new technology that has spread all over the different sectors in Cameroon: education, business, government, print media, audiovisual media, etc. This new means of communication has eased the exchange of thoughts and ideas. The internet, as an aspect of new technologies, came along with a deviant form of writing peculiar to the younger generation in general and the Cameroonian youth in particular. This new system of communication gave rise to what is known as computer-mediated communication, which had become widely spread within the educational milieu in Cameroon. Social media has negatively influenced the use of Standard English in Cameroon, especially written texts, given that aspects of computer-mediated communication have rapidly replaced conversational writing forms. Such development in communication has affected language, which has gradually shifted from its original sound, sign, or symbol and complex sentence structures governed by grammatical rules to the language of text messaging with its simple syntax, incomplete sentence forms, informal structures, and modified ideograms known as emojis (happy faces, sad faces, excitement figures, blushing faces, etc.). This research aimed at analysing the writings of students at the University of Yaounde 1 to show the extent to which the use of social media has affected the written rendition of these students. To elucidate this, a study was done by analyzing their scripts and text messages. The communication accommodation theory was adopted to arrive at the expected results.
4
Pandey, Madhukar. "Social Media as a Learning Platform for EFL Learning: A Case of Undergraduate Students." Mega Journal 3, no. 1 (March 18, 2024): 22–30. http://dx.doi.org/10.3126/tmj.v3i1.63767.
Full textAbstract:
Social media is one of the most popular learning platforms among youths, especially for the university level EFL students. The paper aims to explore how undergraduate level EFL students in a university utilize social media to improve their English writing skills. Using a meta-analysis approach, seventeen peer-researched articles published in the last five years were downloaded from google scholar and closely reviewed. Based on the review, the study concluded that social media was used as one of the informal learning platforms for writing in English. Students were reported to have been engaged in independent writing in social media while communicating with their peers, and relatives, thereby developing confidence in writing in English, though the use of more informal language structures were preferred. The findings of the study imply that higher engagement of EFL students in social media communication positively impacts their writing skills, so institutions are to increase the use of ICT in their pedagogical practices for students’ meaningful learning.
5
P. Dozie, Chinomso, and Ijeoma C. Ojilere. "Emerging Trends in English among Youths in Nigeria – An Exploratory Study." International Journal of Applied Linguistics and English Literature 8, no. 4 (July 31, 2019): 70. http://dx.doi.org/10.7575/aiac.ijalel.v.8n.4p.70.
Full textAbstract:
The study explored the potential impact of emerging trends in the formal written English language of youths which hitherto is uninvestigated in South-east Nigeria. Through a random sampling process, 2000 copies of pretested and validated questionnaire written in English were administered to undergraduates at five federal universities in south-east Nigeria. In addition, print-out of a couple of group conversations on Facebook and WhatsApp and Key Person Interview (KPI) was used to supplement the questionnaire data. In all, 1940 copies of questionnaire representing 97.00% were completed and returned for analysis. Results showed that emerging trends in written English conversation as social media convention is common among students in tertiary institutions. Findings revealed that 98.87% of participants used emerging trends during classes which indicates a massive infiltration of formal written English with social media trivialities while a statistically significant 34.54% have had to use these emerging trends though unconsciously during exams which reflects their deep and deliberate learning of these most potentially contentious tools of informal written conversation. Ultimately, the study confirmed that activities on social media was taking its toll on the students’ performance in written English as they can no longer tell the appropriateness of one variety or another. In conclusion, the study established that emerging trends have profound negative impact on written English and recommends that teachers/instructors must make purposeful efforts to unteach that which has been wrongly learned by insisting that students begin to imbibe the culture of standard and formal writing regardless of the purpose of the writing.
6
Varela González, Valery Paola, and Yahui Huang Chang. "Social Media as a Hindrance to the Writing Skills of English Learners." Ciencia Latina Revista Científica Multidisciplinar 8, no. 1 (June 4, 2024): 12056–69. http://dx.doi.org/10.37811/cl_rcm.v8i3.11322.
Full textAbstract:
This article examines the impact that social media has had in the writing skills of young people. It focuses on how the rise of social media language has changed the way in which people use the English language at the time of writing. Moreover, it explores the impact of abbreviations, dialects, slang, and new terms and their effect on the way people perform their written abilities. As well as how all these features impact the communication and academic performance of youths.
7
Kirkland, David E. "“The Rose That Grew from Concrete”: Postmodern Blackness and New English Education." English Journal 97, no. 5 (May 1, 2008): 69–75. http://dx.doi.org/10.58680/ej20086322.
Full textAbstract:
For David E. Kirkland, the New English Education locates English language arts in the realities of youth, where texts emerge from students’ lives, and the notions of reading and writing in English classrooms are open to revision. Kirkland reflects on how “postmodern Black experience, especially as seen in hip-hop, gives English teachers one way of envisioning the New English Education.”
8
Daniels, Harvey. "The Literature Circle: The English Teacher’s Red Pen." Voices from the Middle 13, no. 2 (December 1, 2005): 46–47. http://dx.doi.org/10.58680/vm20054776.
Full textAbstract:
Daniels urges us to leave the red pen in the desk and ensure that kids understand the purpose of writing: communication. Give students an authentic reason to write and a real audience, and the writing will be meaningful. Meanwhile, resist the pressure from parents, administrators, and legislators—everyone who remembers the blood-red papers of their youth to mark every little flaw. What they’ve forgotten is, that didn’t work for them, and it’s not working now.
9
Percic, Karolina, and Lazar Vukadinovic. "Innovative written expression of youth in Serbia." Zbornik Matice srpske za drustvene nauke, no. 172 (2019): 517–35. http://dx.doi.org/10.2298/zmsdn1972517p.
Full textAbstract:
When we refer to the language of a particular nation, we need to take into account the modern trends of globalization as well as the urge to preserve the cultural identity and language. With the appearance of the social networks, followed by an increase in frequency of communication on the networks, there arise anglicisms and other abbreviated words in writing, which are typical amongst younger generations. The language used on the social media illustrates to a great extent the creativity of its authors, but at the same time an increase in the mistakes and irregularities in comparison to the standard language. An empirical research on this topic has been conducted during May and June 2018, with a sample of 1,148 students of undergraduate studies in the Republic of Serbia. The aim of the research was to establish to what extent they use jargon in the form of abbreviations in Serbian and English in their everyday communication on the social networks, which constitutes a part of the written language used by younger generations. It was also examined the frequency of (un)regularity in the writing of the Latin letters Dj, Dz, S, Z, C, C, while chatting, as well as the particular writing habits depending on the sources used for writing (such as paper, PC, mobile phone). The research has shown that 80% of the students in the Republic of Serbia use frequently a pen to write on a paper, hence a larger percentage of students prefer the traditional mode of writing opposed to the digital writing. The students more often use the English keyboard on their PCs, which means that they type the Latin characters in Serbian without diacritics, and 24% of the students occasionally need time to think how to write a particular letter on paper. About 21% of the students have stated that whilst writing with a pen on a piece of paper they writ? dj instead of dj; dz instead of dz. Another important fact is that over 40% of the students use ?jargon? abbreviations in Serbian whilst writing, and the percentage of the students that use the abbreviations in English constitutes to 26%, which should not be neglected in particularly since 40% frequently use anglicisms in their expression. To the knowledge of the authors of this paper, there were no researches done on this topic in the Republic of Serbia in particularly focusing on the university students.
10
P. Johnson, Latrise. "Writing the Self: Black Queer Youth Challenge Heteronormative Ways of Being in an After-School Writing Club." Research in the Teaching of English 52, no. 1 (August 1, 2017): 13–33. http://dx.doi.org/10.58680/rte201729198.
Full textAbstract:
Although contexts for writing have shifted in recent decades, traditional views tend to focus on and perpetuate standards-driven practices for “effective” writing. Literacy scholars have demonstrated the rich possibilities of the English language arts, and of queer-inclusive practices, but few have discussed how the writing of queer youth might disrupt heteronormativity and affirm gender and sexual diversity. Merging an expanded view of authentic writing and Yagelski’s (2011) writing as a way of being, this study explores the writing of Ava, Sanavia, and Anika, three Black queer youth who participated in an after-school writing club. This study examines how normalized literacy participation and ways of being are interrupted when queer youth write the self. In other words, participants constructed identities through the experience of writing and not the extent to which the content or form of their writing conformed to convention or what was “acceptable” in school spaces. Findings suggest that the act of writing enabled the participants to navigate and disrupt heteronormativity and traditional writing practices while being who/how they were. These findings contribute to research that seeks to interrupt literacy normativity and calls for restorative literacies aimed at enabling Black queer youth to (re)claim who they are through their writing.
Dissertations / Theses on the topic "Youths' writings, English"
1
Jin, Xiaotian, and 金小天. "A generation 'betwixt and between': youth, gender and modernity in 1920s and 30s middlebrow women's writing." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45814934.
Full text
2
Song, Ah-Young. "Real-and-Imagined Spaces: Productive Play in a Multimodal Youth Writing Program." Thesis, 2019. https://doi.org/10.7916/d8-fsa2-wc43.
Full textAbstract:
This ethnographic study is driven by the aim of understanding how an out-of-school learning program supports the development of youth artists and writers, particularly when it operates outside of institutional strictures such as mandatory grading, curricular guidelines, and tracking based on age and perceived abilities. The research is guided by the following overarching questions: 1) In what ways do Black, Latinx, and queer students demonstrate investment in critical multimodal literacies? 2) How do world-building projects reveal the possibilities and limits of the imagination? 3) What conditions can inspire youth to articulate their identities as evolving writers and leaders?
This work argues that playing with multimodal projects and imaginative world-building opportunities provided generative conditions for young adults’ development as writers, creators, and mentors. By engaging in transdisciplinary projects that invited crafting, coding, urban planning, architectural modeling, and creative writing, youth participants contributed to a participatory learning environment that celebrated their inherent capacities as critical thinkers and actors. My research ultimately highlights the ways that critical multimodal literacies can promote powerful self-expressions, complex articulations of the future, and projections of self confidence through productive play and public engagement with wider audiences.
3
Jacobson, Laura Thompson. "Improving the writing performance of high school students with Attention Deficit/Hyperactivity Disorder and writing difficulties." 2009. http://proquest.umi.com/pqdweb?did=1858625331&sid=9&Fmt=2&clientId=14215&RQT=309&VName=PQD.
Full textAbstract:
Thesis (Ph.D.)--University of Nebraska-Lincoln, 2009.Title from title screen (site viewed October 15, 2009). PDF text: v, 121 p. : col. ill. ; 531 Kb. UMI publication number: AAT 3369352. Includes bibliographical references. Also available in microfilm and microfiche formats.
4
Stasko, Carly. "A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing." Thesis, 2009. http://hdl.handle.net/1807/18109.
Full textAbstract:
This qualitative study uses narrative inquiry (Connelly & Clandinin, 1988, 1990, 2001) and self-study to investigate ways to further understand and facilitate the integration of holistic philosophies of education with media literacy pedagogies. As founder and director of the Youth Media Literacy Project and a self-titled Imagitator (one who agitates imagination), I have spent over 10 years teaching media literacy in various high schools, universities, and community centres across North America. This study will focus on my own personal practical knowledge (Connelly & Clandinin, 1982) as a culture jammer, educator and cancer survivor to illustrate my original vision of a ‘holistic media literacy pedagogy’. This research reflects on the emergence and impact of holistic media literacy in my personal and professional life and also draws from relevant interdisciplinary literature to challenge and synthesize current insights and theories of media literacy, holistic education and culture jamming.
Books on the topic "Youths' writings, English"
1
Mal, Brown, ed. Shrewsbury youth poets 2001. Shrewsbury, U.K: One Lorry Music, 2001.
Find full text
2
1962-, McMillan Michael, and Southwark (England). Social Services Department., eds. If I could fly: An anthology of writings from young men at Orchard Lodge Resource Centre. London: London Borough of Southwark, 1998.
Find full text
3
Nottingham Children's Hospital. First Story Group and First Story (Organisation), eds. One door closes, another door opens. London: First Story, 2012.
Find full text
4
Pepper, Wesley. Alliance ya Batlhanka: The third anthology. [South Africa]: Reunited Siblings, 2007.
Find full text
5
Linda, Rode, and Bodenstein Hans 1924-, eds. Up the down escalator. Cape Town: Kwela Books, 2000.
Find full text
6
1950-, King Michael, ed. English alive, 1967-87: Writings from senior schools in southern Africa. Cape Town: D. Philip, 1987.
Find full text
8
1964-, King Greg, and Schweitzer Marina Botkin, eds. Lost tales: Stories for the Tsar's children. New York: Villard, 1996.
Find full text
9
1932-, Swanson Steve, ed. Faith journeys: Youth devotions. Minneapolis: Augsburg, 1991.
Find full text
10
Marilyn, Dumont, ed. Initiations: A selection of young Native writings. Penticton, B.C: Theytus Books, 2007.
Find full textBook chapters on the topic "Youths' writings, English"
1
Smith, G. S. "Writing English." In D. S. Mirsky A Russian-English Life, I890-I939, 79–124. Oxford University PressOxford, 2000. http://dx.doi.org/10.1093/oso/9780198160069.003.0004.
Full textAbstract:
Abstract Mirsky spent nearly twelve years outside Russia. He had lost for ever the affluent security of his boyhood and youth, and also his élite social status, but in emigration he was never actually indigent or driven very far down the social scale. From 1921 to 1929 he prospered in every way. The first five of these years were Mirsky’s best from the point of view of enduring intellectual endeavour. The peak came in 1926-7 with his English-language history of Russian literature. Before this, he was establishing himself in the London literary and intellectual world. His publishing in English also paid due attention to the USA, where interest in Russian literature in some ways anticipated and surpassed what was going on in Britain.1 After toying with the idea for several years, he crossed the ocean for the first and only time on an academic visit in the summer of 1928.
2
Zenkov, Kristien, Marriam Ewaida, Athene Bell, and Megan Lynch. "Picturing English Language Learning Youths’ and Pre-Service Teachers’ Perspectives on School." In Exploring Multimodal Composition and Digital Writing, 332–49. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4345-1.ch020.
Full textAbstract:
The authors used photovoice and Youth Participatory Action Research (YPAR) methods to explore youths’ perspectives on school, literacy, teaching, curricula, and learning for nearly a decade. While in their previous photo elicitation studies they paid attention to the literacy and general school experiences of diverse middle and high school students, they have never simultaneously explored the points of view of the Pre-Service Teachers (PSTs) who will one day serve these young people in the classrooms where they will meet. Because of the dual roles of teachers and the fact that middle and high school classrooms continue to grow more diverse, and because so many of these young people struggle to achieve in the classroom and recognize writing activities and school in general as relevant to their present and future lives, the authors have begun to explore—and compare—the results of visual sociological explorations conducted with both adolescents and these PSTs. In this chapter, they describe the findings of a photography and literacy intervention that viewed youth as valid authorities on their school and writing experiences. They also called on a population of pre-service teachers to both address questions of the purposes of, supports for, and impediments to school, and then to facilitate this inquiry with approximately 100 diverse middle and high school students. The authors’ analyses of students’ and future teachers’ visual and written responses suggest important insights regarding multimodal composition and general teaching and writing pedagogies. With examples of youths’ and pre-service teachers’ image/reflection combinations, the authors introduce three findings themes and detail writing instruction curricula and pedagogies that address each theme.
3
Lee, Clifford H., and Antero D. Garcia. "“I Want Them to Feel the Fear…”." In Exploring Multimodal Composition and Digital Writing, 364–78. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4345-1.ch022.
Full textAbstract:
By utilizing digital tools that are nearly ubiquitous in the lives of youth, writing teachers can leverage these practices for developing traditional English language arts instruction and skills proposed by state and federal standards. In this chapter, the authors propose how the development of computational literacies through multimodal writing and video game design can help guide critical and academic development in an inner-city Los Angeles public school. In a research project where high school youth designed and created (programmed) a video game about an issue significant in their lives, students demonstrated their critical computational literacies, a concept that blends the critical consciousness of critical literacy and the skills and concepts behind computational thinking. Critical computational literacy offers the ability to integrate two seemingly divergent fields. By using these new media tools, students developed a more expansive and sophisticated way to communicate their ideas. This has significant possibilities for the English Language Arts, where most K-12 state standards still relegate students’ literacies to over-indulgence of traditional means of reading and writing of text. In an ever-evolving culture that increasingly places more significance on visual, auditory, and textual stimuli through multimodal media on computers and mobile devices (Hull & Nelson, 2005; Jenkins, 2006; Kress, 2010), schools must educate students to critically “read” messages in the media, and in turn become effective producers of these tools of communication (Alvermann, et al., 1999; Margolis, 2008; Morrell, 2008). This research shows students engaged in deep, reflective processes in the production of their multimodal texts.
4
Lee, Clifford H., and Antero D. Garcia. "“I Want Them to Feel the Fear…”." In Gamification, 2196–211. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8200-9.ch111.
Full textAbstract:
By utilizing digital tools that are nearly ubiquitous in the lives of youth, writing teachers can leverage these practices for developing traditional English language arts instruction and skills proposed by state and federal standards. In this chapter, the authors propose how the development of computational literacies through multimodal writing and video game design can help guide critical and academic development in an inner-city Los Angeles public school. In a research project where high school youth designed and created (programmed) a video game about an issue significant in their lives, students demonstrated their critical computational literacies, a concept that blends the critical consciousness of critical literacy and the skills and concepts behind computational thinking. Critical computational literacy offers the ability to integrate two seemingly divergent fields. By using these new media tools, students developed a more expansive and sophisticated way to communicate their ideas. This has significant possibilities for the English Language Arts, where most K-12 state standards still relegate students' literacies to over-indulgence of traditional means of reading and writing of text. In an ever-evolving culture that increasingly places more significance on visual, auditory, and textual stimuli through multimodal media on computers and mobile devices (Hull & Nelson, 2005; Jenkins, 2006; Kress, 2010), schools must educate students to critically “read” messages in the media, and in turn become effective producers of these tools of communication (Alvermann, et al., 1999; Margolis, 2008; Morrell, 2008). This research shows students engaged in deep, reflective processes in the production of their multimodal texts.
5
Brady, Lindy. "The Welsh borderlands in the Lives of St Guthlac1." In Writing the Welsh Borderlands in Anglo-Saxon England. Manchester University Press, 2017. http://dx.doi.org/10.7228/manchester/9781784994198.003.0003.
Full textAbstract:
Chapter Two focuses on a corpus of Old English and Latin works about the popular Anglo-Saxon saint Guthlac of Croyland (673-714) whose Mercian youth and later career as a hermit in the fens of East Anglia link him indelibly to two of Britain’s most nebulous geographical spaces. This chapter argues that the various Lives of Guthlac depict the borderlands as a locus of military advancement for Mercian and Welsh elites. As in Bede’s Historia Ecclesiastica, this region is a place where a young Mercian warrior can advance his career by living among the British and leading a multi-ethnic war band, features of military life in the borderlands that are also evident in contemporary Welsh and Cambro-Latin texts. The geographically fluid nature of this region is also evident in this chapter’s second significant argument: that even within this Anglo-Saxon saint’s life, the politics of land control are much less clear-cut than has been assumed. While St. Guthlac’s battles with demons have been understood to reflect Anglo/Welsh ethnic division, this chapter argues that the Old English poem Guthlac A is far more conflicted towards land ownership, reflecting the fluid boundaries of Mercia itself.
6
Rabinowitz, Nancy Sorkin. "Christa Wolf’s Cassandra." In Homer's Daughters, 73–88. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198802587.003.0004.
Full textAbstract:
Christa Wolf’s Cassandra: A Novel and Four Essays was published in English in 1984. Wolf makes Cassandra the focalizing voice of her text. Through her, Wolf reevaluates epic narrative. She demonstrates that the writing of epic is male writing; everyday life and women’s lives must be sought in the gaps. Because epic as a genre bolsters the patriarchy, and the hero as a model for youth to follow encourages violence, her protagonist is Cassandra, a woman intellectual who does not want to perform the tasks of woman in her time/place. The essays are even more clearly political; Wolf identifies with Cassandra and connects East Germany and the Cold War to Greece and Troy. She ends her essay with a question that we might also take up: ‘What is Cassandra’s message today?’
7
Srinivasan, Ragini Tharoor. "Memoir, Autofiction, and the New Indian Humanities." In The Oxford Handbook of Modern Indian Literatures, C41P1—C41N11. Oxford University Press, 2023. http://dx.doi.org/10.1093/oxfordhb/9780197647912.013.41.
Full textAbstract:
Abstract This chapter pursues two developments in modern Indian Anglophone literature: the institutionalization of creative writing in Indian institutions of higher education and a metacritical turn in literary memoir and autofiction. In the first two decades of the 21st century, Indian universities such as Ashoka and the Manipal Centre for Humanities advanced a formerly “Western” liberal arts tradition by creating new institutional structures for creative writing pedagogy and credentialization. The chapter reads Gayathri Prabhu’s experimental memoir, if I had to tell it again (2017), and Amit Chaudhuri’s autofictional novella, Friend of My Youth (2017), as evidence of a new trend in Indian literary nonfiction writing in English inflected by these institutional changes. It proposes that modern Indian Anglophone memoir and autofiction be read as a future-oriented process of living, as opposed to a means of memorializing the past. The chapter offers a critical complement to sociological scholarship on the itineraries of global-South writers in US creative writing programs by locating in India and Indian institutions a future for the New Indian Humanities.
8
Kumari, Dr K. G. B. Santhosh. "THE INFLUENCE OF VISUAL MEDIA ON STUDENTS-USED AS LANGUAGE TEACHING TOOL." In Futuristic Trends in Social Sciences Volume 3 Book 21, 157–61. Iterative International Publishers, Selfypage Developers Pvt Ltd, 2024. http://dx.doi.org/10.58532/v3baso21p2ch6.
Full textAbstract:
In this paper, I would like to stress the impact of visual characters on youngsters, especially in India. The major focus is on the emphasis given to the characters in the movies. There are so many literary books like novels that became the background of movies in Telugu and Hindi. Youth learn many behavioral patterns and styles from visual media. They learn many things that are useful and harmful to them via media. So, in my opinion, Literature and Movies are the two sides of the same coin 'media'. Visual media covers all the main concepts of effective English Teaching Strategies Listening and Speaking (Movies)-Reading and writing (Literature)
9
Romaine, Suzanne. "Language Change in Social Perspective." In Language in Society, 135–66. Oxford University PressOxford, 2000. http://dx.doi.org/10.1093/oso/9780198731924.003.0005.
Full textAbstract:
Abstract As I was writing this book in Sweden, an interesting case of linguistic change came to my attention. It seems that young people in Sweden have begun using the word nord (from American English nerd) to refer to someone who is stupid. There is also an adjectival form nordig ‘nerdy’. This new usage has been commented on by the newspapers and the radio, and some of my Swedish colleagues began noticing it over the summer of 1991. After some discussion, my colleagues and I concluded that nerd probably crossed the Atlantic to Sweden via the American film Revenge of the Nerds, which was translated in Swedish as Nordama kommer ‘The nerds are coming’. Some young people have apparently also picked up the word through visiting the United States. It has now been noticed in Denmark too. The influence and prestige of American pop culture on youth everywhere has no doubt been responsible for the introduction of a number of new English words into other languages.
10
Rocci, Luppicini. "Educational and Professional Technoethics." In Advances in Information Security, Privacy, and Ethics, 163–80. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-952-2.ch009.
Full textAbstract:
Are we developing a (global) society where our youth think it is ok to copy and paste whatever they see on the Internet and turn it in for homework; where writing an English paper would include BTW, IMHO, LOL among other emoticons; where downloading a song or movie that they can pirate from the Web is perfectly ok? We would certainly hope not. However, these concerns are just the tip of what is happening in our society. When looking at the social impact of technology in on our society it becomes clear the importance of instilling ethical behaviors and practices in the members of our society. Where is the best place to instill these ethical behaviors? --Gearhart, 2008, p.263.
Conference papers on the topic "Youths' writings, English"
1
Solopova, A. S. "Methodology for writing workshops for students using literature in English." In Scientific and Technical Creativiy of Youth - 2024. Siberian State University of Telecommunications and Information Systems, 2024. http://dx.doi.org/10.55648/nttm-2024-1-59.
Full textAbstract:
The article discusses the methodology for writing a workshop for teaching students using English literature, the rules for choosing English-language literature, and the development of practical tasks for students.
2
Catelly, Yolandamirela. "EMPOWERING ENGINEERING STUDENTS TO FACE PRESENT-DAY CHALLENGES - FOCUS ON DIGITAL, INFORMATION AND MEDIA LITERACY CONFLUENCES." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-036.
Full textAbstract:
We are at the advent of a new era, that of the emergence of a complex multifaceted type of literacies that the contemporary person is expected to master, far beyond the traditional one, which used to merely assume reading and writing abilities. The newly occurred paradigms comprise digital, information and media literacies components, with an intricate pattern of relationships connecting them. Knowledge of only one of these is gradually becoming insufficient, as the new waves of youth, whether they are called Millennials or the Z Gen, are expected to enter the labor market endowed with at least basic skills of all the new kinds of literacies. There are major risks that, if appropriate education is not widely provided in this respect, the new generations may be negatively affected at personal and global levels, at all three phases of action: searching for, evaluating information, and even creating it. Against this background, the paper aim is to propose a coherent comprehensive approach to empowering IT engineering students in higher education in order to become media-savvy and to develop an array of information and media literacy skills and competences that would prevent them from being prone to maneuvering forms of any type. Moreover, another important objective of the proposed approach is to contribute to developing the trainees' critical thinking, as well as their awareness raising attitude and mentality meant to support them throughout their lifelong learning process. A technical university can get involved in this mission, which will result in delivering better prepared, work-ready engineering graduates, with both soft and hard skills at a high level of complexity. A foreign language course of the ESP (English for Specific Purposes) type can accommodate an approach to developing the students' information and media literacies quite successfully, as a CLIL (Content and Language Integrated Learning) based module, with content about information and media literacy, and with the corresponding linguistic input blended. It will include a Student Questionnaire on the topic, as well as a chain of other activities/tasks, designed to collect data, sensitize the learners and increase their awareness of the phenomena under focus, by providing models of analysis, reflection opportunities and discussion topics.