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Artículos de revistas sobre el tema "Cultural perspectives on writing"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 19 de febrero de 2022

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1

Cumming, Alister. "Theoretical Perspectives on Writing." Annual Review of Applied Linguistics 18 (March 1998): 61–78. http://dx.doi.org/10.1017/s0267190500003482.

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The word “writing” refers not only to text in written script but also to the acts of thinking, composing, and encoding language into such text; these acts also necessarily entail discourse interactions within a socio-cultural context. Writing is text, is composing, and is social construction. This threefold distinction—between text analytic, composing process, and social constructivist views of writing—has served usefully to distinguish the major orientations adopted in inquiry into second language writing and to circumscribe the implications they have for instruction (e.g., Grabe and Kaplan 1

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2

Lorek-Jezińska, Edyta, Nelly Strehlau, and Katarzyna Więckowska. "Perspectives on Authorship and Authority." Analyses/Rereadings/Theories: A Journal Devoted to Literature, Film and Theatre 6, no. 1 (December 30, 2020): 1–6. http://dx.doi.org/10.18778/2353-6098.6.01.

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This article outlines selected shifts in thinking about authorship and authority that have occurred in literary and cultural studies in the aftermath of Roland Barthes’s proclamation of the death of the author, followed by the author’s many revivals. Reconsidering Barthes’s seminal essay and confronting it with Michel Foucault’s query about the author-function, the article comments on Seán Burke’s polemical stance concerning situated authorship. Against these general considerations, several areas in which authorship and authority have been reconceptualized are briefly discussed, referring to t

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3

Souryasack, Rassamichanh, and Jin Sook Lee. "Drawing on Students’ Experiences, Cultures and Languages to Develop English Language Writing: Perspectives from Three Lao Heritage Middle School Students." Heritage Language Journal 5, no. 1 (June 30, 2007): 79–97. http://dx.doi.org/10.46538/hlj.5.1.4.

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Lao students have not fared well in the American educational system. Raised in a home culture that emphasizes and values the oral tradition, the acquisition of academic writing skills has been especially problematic even for U.S.-born students of Lao heritage. Recognizing that writing is a critical component for academic success, this study examines the second language writing experiences of three long-term ESL learners of Lao heritage who took part in a nine-week writing workshop. Analysis of their writings, pre and post interviews, and observational notes from the writing workshops revealed

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4

Brigham, John, Vivien Hart, and Shannon C. Stimson. "Writing a National Identity: Political, Economic, and Cultural Perspectives on the Written Constitution." Journal of American History 81, no. 3 (December 1994): 1279. http://dx.doi.org/10.2307/2081486.

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5

Hatton, Stephen B. "Genealogy’s Assumptions about Written Records and Originality." Genealogy 5, no. 1 (March 12, 2021): 21. http://dx.doi.org/10.3390/genealogy5010021.

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This article probes characteristics of writing relevant to assumptions genealogical practitioners make about written sources they use as evidence. Those infrequently examined assumptions include the assumption that writing represents past reality, that truth univocally denotes correspondence between writing’s discourse and an event or act that occurred in the past, and that writing is transparent in its reference and, therefore, not in need of critical interpretation relating to such things as reflecting political power and cultural and social perspectives. Many genealogical records are produc

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6

Artemeva, Natasha. "The writing consultant as cultural interpreter: Bridging cultural perspectives on the genre of the periodic engineering report." Technical Communication Quarterly 7, no. 3 (June 1998): 285–99. http://dx.doi.org/10.1080/10572259809364632.

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7

Saliba, George, F. J. Ragep, ʿAbbās Sulaimān, and Abbas Sulaiman. "Writing the History of Arabic Astronomy: Problems and Differing Perspectives." Journal of the American Oriental Society 116, no. 4 (October 1996): 709. http://dx.doi.org/10.2307/605441.

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8

Chen, Shu-Chuan, and Chih-Hui Fang. "Narrative Writing on New Immigrant Women: Perspective on Cultural Identity and Mother-Daughter Relationship." PAROLE: Journal of Linguistics and Education 8, no. 2 (December 31, 2018): 72. http://dx.doi.org/10.14710/parole.v8i2.72-80.

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Three different types of narrative writings from women who have recently immigrated to Taiwan are discussed here: oral/confessional narrative, textual narrative, and documentary films. The first is the primary kind of narrative writing produced while immigrant women are still struggling with the acquirement of a new language, and relies on help from local people to deliver the new immigrants’ voice. The textual narrative illustrates the mother figures in terms of madness or absence from home; emphasizing the conflict of mother-daughter relationships. The last type of narrative writing produced

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9

Padmore, Catherine, and Kelly Gardiner. "Writing Bennelong: The cultural impact of early Australian biofictions." Journal of Commonwealth Literature 55, no. 3 (December 7, 2018): 433–48. http://dx.doi.org/10.1177/0021989418812004.

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In 1941 Ernestine Hill published My Love Must Wait, a biographical novel based on the life of navigator Matthew Flinders. In the same year, Eleanor Dark published The Timeless Land, imagining the arrival of European settlers in the Sydney region from the perspectives of multiple historical figures. In this article we examine how each author represents the important figure of Bennelong, a man of the Wangal people who was kidnapped by Governor Phillip and who later travelled to England with him. While both works can be criticized as essentialist, paternalist or racist, there are significant diff

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10

Rahayu, Mundi, and Deny Efita Nur Rakhmawati. "“NARRATIVE OF THE SELF “: THE DISCOURSE OF DAILY LIFE IN THE ESSAYS BY PARTICIPANTS OF LITERACY WORKSHOP." LiNGUA: Jurnal Ilmu Bahasa dan Sastra 15, no. 1 (July 2, 2020): 55–64. http://dx.doi.org/10.18860/ling.v15i1.9476.

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Literacy workshop is important activity delivered in community to increase people’s competencies not only in reading and writing, but more importantly in building critical perspectives. However, the result of the literacy workshop needs to be examined, not only to find out the success indicator of the workshop, but also to understand the narration presented in young peoples‘ works. It is necessary to get the idea of what the young people’s concern and thought. This paper discusses the writings as the products of literacy workshop held at Trenggalek, East Java, which was attended by young peopl

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11

HARDING, VANESSA. "RECENT PERSPECTIVES ON EARLY MODERN LONDON." Historical Journal 47, no. 2 (May 24, 2004): 435–50. http://dx.doi.org/10.1017/s0018246x04003747.

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Recent writing on early modern London offers new perspectives on a wide range of topics. Interest in the literary and cultural is particularly strong, and much attention has been given to John Stow, London's sixteenth-century historian. This review discusses recent work on three themes prominent in Stow's Survey of London (1598), and its later editions: the character of religious life in post-Reformation London; the importance of place and space to the experience of the city; and the question of civic and business morality in a changing world.

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12

Espinosa Hernández, Patricia. "¿Tiene género la escritura?" Catedral Tomada. Revista de crítica literaria latinoamericana 9, no. 16 (July 19, 2021): 8–29. http://dx.doi.org/10.5195/ct/2021.512.

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In 1993, cultural critic Nelly Richards published a polemic article called “Does Writing Have a Sex?”. From this text I aim, on the one hand, to discuss the question that gives her article a name by stating that no, writing does not have a sex; it has a gender. On the other hand, I am interested in addressing Richards’ non-separatist perspective, which refers to the consideration of female writing as counter-hegemonic, a fact shared with male writings. For Richards, being male is not decisive in the appraisal of writing. Moreover, she points out that feminism is at risk of becoming a ghetto if

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Aldama, F. L. "Momaday, Vizenor, Armstrong: Conversations on American Indian Writing; Native North America: Critical and Cultural Perspectives." American Literature 72, no. 1 (March 1, 2000): 215–17. http://dx.doi.org/10.1215/00029831-72-1-215.

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14

Çandarlı, Duygu, Yasemin Bayyurt, and Leyla Martı. "Authorial presence in L1 and L2 novice academic writing: Cross-linguistic and cross-cultural perspectives." Journal of English for Academic Purposes 20 (December 2015): 192–202. http://dx.doi.org/10.1016/j.jeap.2015.10.001.

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15

Howes, Hilary, and Matthew Spriggs. "Writing the History of Archaeology in the Pacific: Voices and Perspectives." Journal of Pacific History 54, no. 3 (June 24, 2019): 295–306. http://dx.doi.org/10.1080/00223344.2019.1617682.

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16

Reed-Danahay, Deborah. "Bourdieu and Critical Autoethnography: Implications for Research, Writing, and Teaching." International Journal of Multicultural Education 19, no. 1 (February 28, 2017): 144. http://dx.doi.org/10.18251/ijme.v19i1.1368.

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This article argues that by combining critical ethnographic and autoethnographic perspectives we can move beyond the insider/outsider dualism, better understand the ways in which stories of personal experience are “strategic,” and interrogate the broader contexts and processes of social inequality that shape life trajectories. The potential contributions to critical autoethnography of the reflexive approach of “self-analysis” advocated by Pierre Bourdieu are discussed. The author draws upon her uses of critical autoethnography in research (in France and the United States) and in teaching about

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17

Pandey, Kashi Raj. "Journaling: A Cross-cultural Approach to Transcend Individual Limitations Among Learners." Journal of Education and Research 3 (March 27, 2013): 75–91. http://dx.doi.org/10.3126/jer.v3i0.7854.

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While writing and reading have certain specific uses in the broader aspect of life and cultural practices, this paper focuses on improving a researcher’s practice as a teacher and learner in inclusiveness, multiplicity, multiculturalism, and possibility of various perspectives in any given contexts. Taking auto-ethnography as a methodological referent in writing narratives, that deals with my own and students’ lived experiences about journaling and its impact on transformation, this research looks into the dialectical nature of knowing through reflection about self practices whilst taking the

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18

Haaland, Torunn. "The Art of Writing from the Border: Narrative Decentralisation and Pluricultural Identity Construction in Tomizza’s Franziska (1996)." Quaderni d'italianistica 41, no. 1 (December 31, 2020): 95–116. http://dx.doi.org/10.33137/q.i..v41i1.35896.

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This article examines one of Tomizza’s unjustifiably understudied texts within two primary contexts: one formed around the historical, political and social background of early 20th-Century Trieste, the other around the author’s recurrent concern with hybrid characters and geopolitical, cultural and linguistic borderlands. At the surface, these contexts are dramatised to revisit a political and ethnic conflict from the viewpoint of one of its most invisible victims. To uncover the novel’s more deep-running operations, however, this study takes a narratological approach and applies perspectives

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19

Bian, Xiaoyun, and Xiaohong Wang. "CHINESE EFL UNDERGRADUATES’ ACADEMIC WRITING: RHETORICAL DIFFICULTIES AND SUGGESTIONS." Indonesian Journal of Applied Linguistics 6, no. 1 (July 29, 2016): 20. http://dx.doi.org/10.17509/ijal.v6i1.2645.

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<p>Difficulties encountered by students in L2 academic writing has been a subject of research for several decades. However, to date, there still remains a lack of detailed and in-depth investigation into this area of interest. This qualitative study thoroughly investigated the rhetorical difficulties faced by Chinese EFL undergraduate academic writers, and collected suggestions on how to address these rhetorical issues. To be sufficiently detailed and thorough, this study divided students' difficulties into process- and product-related difficulties, and used triangulated data from superv

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20

Suzuki, Michiko. "Reading and Writing Material: Kōda Aya'sKimonoand Its Afterlife." Journal of Asian Studies 76, no. 2 (May 2017): 333–61. http://dx.doi.org/10.1017/s0021911817000043.

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The kimono is often overlooked in the study of modern Japanese literature. Yet it plays a vital role in representing character, symbolizing critical aspects of the narrative, and illuminating historical and social contexts. Here I focus onKimono(1965–68), an unfinished novel by Kōda Aya (1904–90) that depicts a girl's growing-up process through her experiences with kimono during the early twentieth century. While highlighting the protagonist's development, kimonos in this work also serve various other functions, particularly cogent during a time in which everyday knowledge of kimono was declin

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21

Salazar, Zeus A. "The Pantayo Perspective as a Discourse Towards Kabihasnan." Asian Journal of Social Science 28, no. 1 (2000): 123–52. http://dx.doi.org/10.1163/030382400x00190.

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AbstractThe pantayo perspective was developed from my analysis of the fundamental historical perspectives that arose in the process of Philippine nationhood. The essence of this perspective was already an important basis of my course in historiography from the early 1970s, in which the methodology, philosophy and techniques of writing history were studied. The core of the pantayo perspective lies in the internal interrelationships and the inter-relating of the characteristics, values, knowledges, aims, customs, behaviours and experiences of a cultural whole. It refers to a "mentality" that a f

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22

Gabor, Georgina Oana. "The Autoethnographic Undertaking: A Day in Ron Pelias’ Life." Qualitative Inquiry 26, no. 10 (August 14, 2019): 1250–63. http://dx.doi.org/10.1177/1077800419868501.

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Ronald Pelias revolutionizes the style of academic writing by illustrating an innovative version. He prompts academics to understand and take responsibility for the personal, engaged dimension of academic writing. Academic discourse can integrate, rather than exclude, readers’ perspectives. Autoethnography brings the “ivory tower” of the academy closer to everyday life. Pelias’s piece functions as an incentive for our own critical and (self-)revelatory engagement in our interactions with people, cultural meanings, and our own bodies. If we face up to the challenge, society becomes a place for

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23

Kim, Sugene. "Japanese student writers’ perspectives on anonymous peer review." ELT Journal 73, no. 3 (February 13, 2019): 296–305. http://dx.doi.org/10.1093/elt/ccy061.

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Abstract This article explores Japanese EFL learners’ perceptions of face-to-face vs. anonymous peer review in a writing classroom. Albeit few in number, some studies claim that Asian students exhibit difficulty in providing negative feedback because they tend to be hesitant for cultural reasons to criticize others’ work. To verify and extend such observations, this study collected data from 64 Japanese college students regarding their experiences and perspectives after they performed peer review in both conditions. Analysis of the data collected through a survey and semi-structured interviews

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24

Gagnon, Daniel. "Self-Translation, Literary Creativity, and Trans-Lingual Aesthetics: A Québec Writer’s Perspective." Linguaculture 2015, no. 1 (June 1, 2015): 45–55. http://dx.doi.org/10.1515/lincu-2015-0035.

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Abstract Self-translation and bilingual writing are drawing increasing critical attention in literary and translation studies. Bilingual writing can cover a wide range of phenomena involving varying degrees of bilingualism. Scholarly focus has been on emigrant, expatriate or exiled writers and more recently, on bilingual writers writing in a post-colonial context, using the acquired language of the colonizer. The emphasis has been on the cultural and political power inequalities between languages. Self-translation has also been seen from the broader, ontological point of view as a form of doub

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Ataie-Tabar, Maryam, Gholamreza Zareian, Seyyed Mohammad Reza Amirian, and Seyyed Mohammad Reza Adel. "A Study of Socio-Cultural Conception of Writing Assessment Literacy: Iranian EFL Teachers’ and Students’ Perspectives." English Teaching & Learning 43, no. 4 (November 1, 2019): 389–409. http://dx.doi.org/10.1007/s42321-019-00035-0.

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Juan, Cao. "A Cultural and Functional Approach to the Assessment of Logical Thinking Ability in English Writing." Scientific Programming 2021 (June 1, 2021): 1–9. http://dx.doi.org/10.1155/2021/1783384.

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The analysis of influencing factors of logical thinking ability in English writing is the key effective factor of evaluating logical thinking ability in English writing. In order to accurately evaluate logical thinking ability in English writing, this paper studies the evaluation method of logical thinking ability in English writing from the perspective of culture and function. This paper analyzes the relationship between the influencing factors of logical thinking ability in English writing. The factors of text structure and language expression reflect the culture and function of logical thin

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Jones, Susan. "Diaghilev and British Writing." Dance Research 27, no. 1 (May 2009): 65–92. http://dx.doi.org/10.3366/e0264287509000255.

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This article explores the diversity of British literary responses to Diaghilev's project, emphasising the way in which the subject matter and methodologies of Diaghilev's modernism were sometimes unexpectedly echoed in expressions of contemporary British writing. These discussions emerge both in writing about Diaghilev's work, and, more discretely, when references to the Russian Ballet find their way into the creative writing of the period, serving to anchor the texts in a particular cultural milieu or to suggest contemporary aesthetic problems in the domain of literary aesthetics developing i

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Fantin, Monica. "Perspectives on Media Literacy, Digital Literacy and Information Literacy." International Journal of Digital Literacy and Digital Competence 1, no. 4 (October 2010): 10–15. http://dx.doi.org/10.4018/jdldc.2010100102.

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The cultural landscape poses different challenges for teachers. Beyond developing reading and writing skills, it is necessary to emerge in the digital culture and master the different codes of different languages. In this context, media education studies discuss the educational possibilities of interpreting, problematizing, and producing different kinds of texts in critical and creative ways, through the use of all means, languages and technologies available. Considering that media cannot be excluded from literacy programs, it is essential to reflect on the definition of “literate” today. Thes

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Bai, Lin, and Jie Qin. "A Study of Negative Language Transfer in College Students’ Writing from Cultural Perspective." Theory and Practice in Language Studies 8, no. 3 (March 1, 2018): 306. http://dx.doi.org/10.17507/tpls.0803.05.

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Language and culture are closely related with each other and they are inseparable. Language, as a vehicle of culture, is as well culture’s manifestation. Transfer, as an important notion in Second Language Acquisition (SLA), states the situation of previously existing knowledge being extended and expanded to the gaining of new knowledge. Language transfer can be classified into positive, negative and zero transfer. As for the definition of positive transfer, it is the transfer that helps or facilitates language learning in another situation. Negative transfer is one that interferes with langua

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Drewniak, Dagmara. "Quo Vadis Polish-Canadian Writing? Reflections on Home, Language, Writing, and Memory in Recent Texts By Canadian Writers of Polish Origins." Studia Anglica Posnaniensia 55, s2 (December 1, 2020): 317–33. http://dx.doi.org/10.2478/stap-2020-0016.

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Abstract The aim of this paper is to look at the recent publications by writers of Polish extraction living in Canada and writing in English in order to examine these texts in the context of their treatment of the concept of home, attitude to mother tongue and the usage of English, as well as the authors’ involvement in shaping the Canadian literary scene. The analysis will concentrate on selected texts published after 2014 to delineate the latest tendencies in Polish-Canadian writing. The discussion will include life writing genres such as memoirs, short stories, and novels. Since these write

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Becker, Heike. "Writing Genocide." Matatu 50, no. 2 (February 13, 2020): 361–95. http://dx.doi.org/10.1163/18757421-05002002.

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Abstract In this article I read several recently published novels that attempt to write the early 20th century Namibian experience of colonial war and genocide. Mari Serebrov’s Mama Namibia, Lauri Kubuitsile’s The Scattering and Jaspar Utley’s The Lie of the Land set out to write the genocide and its aftermath. Serebrov and Kubuitsile do so expressly from the perspective of survivors; their main characters are young Herero women who live through war and genocide. This sets Mama Namibia and The Scattering apart from the earlier literature, which—despite an enormous divergence of political and a

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32

Chrisomalis, Stephen. "Constraint, cognition, and written numeration." Pragmatics and Cognition 21, no. 3 (December 31, 2013): 552–72. http://dx.doi.org/10.1075/pc.21.3.08chr.

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The world’s diverse written numeral systems are affected by human cognition; in turn, written numeral systems affect mathematical cognition in social environments. The present study investigates the constraints on graphic numerical notation, treating it neither as a byproduct of lexical numeration, nor a mere adjunct to writing, but as a specific written modality with its own cognitive properties. Constraints do not refute the notion of infinite cultural variability; rather, they recognize the infinity of variability within defined limits, thus transcending the universalist/particularist dicho

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Jain, S. Lochlann, and Jackie Stacey. "On Writing About Illness: A Dialogue with S. Lochlann Jain and Jackie Stacey on Cancer, STS, and Cultural Studies." Catalyst: Feminism, Theory, Technoscience 1, no. 1 (June 2, 2015): 1–31. http://dx.doi.org/10.28968/cftt.v1i1.28815.

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In this dialogue, S. Lochlann Jain and Jackie Stacey put into conversation their respective monographs, Malignant and Teratologies. Drawing on perspectives in feminist science studies and cultural studies, the discussion dovetails their first-person accounts and the critical analyses in their books.

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Walden, Jennifer. "A pile of drums: Putting theory into practice in culturally diverse music education." International Journal of Music Education 38, no. 1 (October 11, 2019): 79–92. http://dx.doi.org/10.1177/0255761419871358.

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This article provides music educators with practical ways to (a) build school community through culturally diverse music and informal performances and (b) inculcate global perspectives into music programs (including concert band and choir) through culturally diverse music. In an autoethnographic style, the article tells a story that spans 2 years in a challenging situation: an international school in a country wrought with political and economic instability. It examines community building and inculcating global awareness from four perspectives. The first perspective reviews engagement in cultu

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Helaluddin, Helaluddin. "Desain Literasi Budaya dalam Pembelajaran Bahasa Indonesia di Perguruan Tinggi." ESTETIK : Jurnal Bahasa Indonesia 1, no. 2 (December 26, 2018): 101. http://dx.doi.org/10.29240/estetik.v1i2.582.

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The cultural literacy program is one of the six basic literacies proclaimed by the World Economic Forum in 2015. Foundational literacies are literacy, numeracy, scientific literacy, ICT literacy, financial literacy, and cultural and civic literacy. Cultural literacy is someone’s ability in understanding his culture and how to behave towards his culture as his nation’s identity. In other words, cultural literacy is the knowledge, perspectives, and contributions of a set of cultures that will be used by the learners in the process of reading and writing. This paper highlights the advantages of c

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Blanke, Horst Walter, and Georg Iggers. "The Social History of Politics: Critical Perspectives in West German Historical Writing Since 1945." German Studies Review 10, no. 2 (May 1987): 340. http://dx.doi.org/10.2307/1431110.

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Sarkar Arani, Mohammad Reza. "An examination of oral and literal teaching traditions through a comparative analysis of mathematics lessons in Iran and Japan." International Journal for Lesson and Learning Studies 5, no. 3 (July 11, 2016): 196–211. http://dx.doi.org/10.1108/ijlls-07-2015-0025.

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Purpose – The purpose of this paper is to examine a seventh grade mathematics lesson in Iran and Japan through a comparative analysis for illuminating what actually goes on in the classroom in different cultural contexts. Emphasis is here placed on Iranian oral and Japanese literal teaching traditions. Design/methodology/approach – Qualitative research methods were employed for data collection, including cross-cultural lesson analysis meetings in Iran and Japan and semi-structured interviews with the participants of the meetings. In doing this, the study plans to make apparent the structure of

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Zohar, Zvi. "Should Non-Jews be Regarded as Equal?" Journal of Law, Religion and State 4, no. 3 (September 10, 2016): 267–92. http://dx.doi.org/10.1163/22124810-00403002.

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This article provides a window into a variety of views and teachings about the equality of Jews and non-Jews that are found in the writings of Sephardic rabbis in modern times. Unlike almost all writing on Judaism in modern times, which has focused on religious thinkers living in Europe or in North America, my examples are drawn from the writings of rabbis living in Muslim-majority lands, i.e., in the Middle East and North Africa, where Judaism originated and where Jewish communities have existed continuously for millennia. These attitudes range from negative and antagonistic essentialist pers

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Bauerkämper, Arnd. "Not Dusk, but Dawn: The Cultural Turn and German Social History After 1990." East Central Europe 34-35, no. 1-2 (2008): 37–62. http://dx.doi.org/10.1163/18763308-0340350102003.

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This article focuses on the evolution of social history in pre- 1989 West Germany and the GDR and, on the basis of this overview, identifies new, innovative historiographical trends on (re-)writing social history in unified Germany. It is argued that, for many decades, West German historiography had been characterized by sharp debates between the more established advocates of investigations into social structures and processes, on the one hand, and the grass-roots historians of everyday life, on the other. Since the early 1990s, however, this antagonism has considerably receded in favour of sy

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DAVIS, ROCÍO G. "Academic Autobiography and Transdisciplinary Crossings in Shirley Geok-lin Lim's Among the White Moon Faces." Journal of American Studies 43, no. 3 (December 2009): 441–57. http://dx.doi.org/10.1017/s0021875809990867.

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The growing number of academic autobiographies published in recent years has sparked interesting debates on the nature and function of life writing. We now grapple with the question of the degrees to which autobiographical and professional writing function in conjunction – if we can read autobiographical writing from professional perspectives or, alternatively, to what extent scholarship grows from personal experiences. This approach to the academic autobiography links our notions about processes of self-inscription to the forms of production of historical and cultural knowledge. This essay ex

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Van Beuningen, Catherine. "Corrective Feedback in L2 Writing: Theoretical Perspectives, Empirical Insights, and Future Directions." International Journal of English Studies 10, no. 2 (December 1, 2010): 1. http://dx.doi.org/10.6018/ijes/2010/2/119171.

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The role of (written) corrective feedback (CF) in the process of acquiring a second language (L2) has been an issue of considerable controversy among theorists and researchers alike. Although CF is a widely applied pedagogical tool and its use finds support in SLA theory, practical and theoretical objections to its usefulness have been raised (e.g. Truscott, 1996; 1999; 2004; 2007; 2009). In the present paper, I start by summarizing the theoretical arguments underpinning the use of CF in L2 classrooms. Subsequently, the objections raised against error correction are reviewed, and some controve

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Mole, G. D. "Writing the Holocaust Today: Critical Perspectives on Jonathan Littell's 'The Kindly Ones'." French Studies 67, no. 2 (March 29, 2013): 281–82. http://dx.doi.org/10.1093/fs/knt046.

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Durst-Andersen, Per, and Daniel Barratt. "Idea-based and image-based linguacultures." International Journal of Language and Culture 6, no. 2 (December 31, 2019): 351–87. http://dx.doi.org/10.1075/ijolc.17011.dur.

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Abstract In order to investigate whether or not cultural cognitive differences between Western and East Asian countries should be taken seriously we compared the empirical results from studies of perception and cognition involving primarily American and Chinese people to linguistic data from exactly the same areas in American English and Mandarin Chinese. What we found were systematic language parallels to the perceptual and cognitive differences found in empirical studies. Our linguistic analysis did not only reveal that the differences should be taken seriously, but also that it seems to be

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Amin, Omnia. "Creativity and Dissidence in Jordanian Women’s Literature." Respectus Philologicus 28, no. 33A (October 25, 2015): 3. http://dx.doi.org/10.15388/respectus.2015.28.33a.3.

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Contemporary Jordanian women writers have transported the act of writing into an act of dissidence to reflect their own perspectives and priorities shaped by a distinctive cultural and aesthetic formation. Writers like Huzama Habayeb, Afaf Batayneh, and Leila Elatrash speak with assertive voices about the confinement and even the abuse of Arab women. Their works reveal an unequivocal sense of pride in overthrowing all confinements, while at the same time condemning and combating the abusive excesses of patriarchy when it appropriates and exploits religious and cultural traditions to preserve i

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Tallone, Giovanna. "In Dialogue with Writing. Clare Boylan’s Non-Fiction." Estudios Irlandeses, no. 16 (March 17, 2021): 42–53. http://dx.doi.org/10.24162/ei2021-9970.

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In 1993 Clare Boylan edited a collection of essays by diverse writers on the act of writing entitled The Agony and the Ego. The Art and Strategy of Fiction Writing Explored. Here, Boylan takes the double stance of an outsider, as a critic, and of an insider, as a writer, and her concern with other writers’ work highlights her own preoccupation with writing and creativity, thus providing an interesting insight into her own fiction too. Besides writing seven novels and three collections of short stories, Clare Boylan also produced personal, autobiographical and critical pieces in a variety of es

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Mondada, Lorenza, and Kimmo Svinhufvud. "Writing-in-interaction." Writing in interaction 6, no. 1 (May 19, 2016): 1–53. http://dx.doi.org/10.1075/ld.6.1.01mon.

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This article, introducing the special issue, aims at sketching the emerging field of studies on writing-in-interaction within an ethnomethodological (EM) and conversation analytic (CA) perspective. It does so by situating research carried out in this perspective within the existing literature and by offering some larger input on how the field could be developed. Writing-in-interaction is here approached by considering writing in social interaction as a multimodal phenomenon, with a special emphasis on handwriting. The paper presents current studies and further possible developments of writing

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Krzywoszynska, Anna. "We are all surprised by action: Writing materials from a cultural perspective." City 16, no. 5 (October 2012): 607–9. http://dx.doi.org/10.1080/13604813.2012.709407.

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Morey, Ann-Janine. "In Memory of Cassie: Child Death and Religious Vision in American Women's Novels." Religion and American Culture: A Journal of Interpretation 6, no. 1 (1996): 87–104. http://dx.doi.org/10.1525/rac.1996.6.1.03a00050.

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This article investigates the contribution of several twentieth-century women writers to the legacy of women's writing about child death and scriptural consolation. The suffering and death of children constitutes the most intractable of religious problems, and recent studies of parental grieving support women's literary treatment of child death. Thus, just as child death creates a unique religious space, it may also demand its own literary category and aesthetic. By considering the unique dimensions of parental grieving, and by looking at how Perri Klass, Toni Morrison, and Harriette Arnow han

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Felski, Rita. "Nothing to Declare: Identity, Shame, and the Lower Middle Class." PMLA/Publications of the Modern Language Association of America 115, no. 1 (January 2000): 33–45. http://dx.doi.org/10.2307/463229.

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In contemporary literary and cultural studies, little attention has been paid to the lower middle class, described by one scholar as “the social class with the lowest reputation in the entire history of class theory.” This article discusses the representation of the lower middle class in literature and scholarly writing. George Orwell's novels of the 1930s and Hanif Kureishi's The Buddha of Suburbia offer some illuminating perspectives on the British lower middle class, though Orwell's novels also reveal a conspicuous disdain for their subject. This disdain is echoed in much of the scholarly w

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Ramon, Alex. "Writing About a Woman Writer’s Writing: On Gender Identification(s) and Being a Male Critic of Carol Shields’s Work." Text Matters, no. 1 (November 23, 2011): 170–82. http://dx.doi.org/10.2478/v10231-011-0013-8.

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This essay takes as its starting point my experience as a male critic of Carol Shields's work. Throughout the researching and writing of my PhD on Shields, I have noted with curiosity the surprise registered by many people upon discovering that a male critic would choose to write about the work of a female author. This reaction, confirmed by other male academics working on female authors, raises a number of interesting questions. What does it mean for a male critic to write about the work of a female author? Why is this still considered surprising, unusual, even strange? Is this view symptomat

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