Thematische Bibliographien / Writing

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Auswahl der wissenschaftlichen Literatur zum Thema „Writing“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 30. Juli 2024

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Zeitschriftenartikel zum Thema "Writing"

Perkin, G. D. „Doctors' writing, and writings.“ Journal of Neurology, Neurosurgery & Psychiatry 61, Nr. 3 (01.09.1996): 310. http://dx.doi.org/10.1136/jnnp.61.3.310.

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Silveira, Marilia, und Lígia Hecker Ferreira. „Self writing, world's writings: a clinical look toward writing“. Athenea Digital. Revista de pensamiento e investigación social 13, Nr. 3 (05.11.2013): 243. http://dx.doi.org/10.5565/rev/athenead/v13n3.1187.

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Hong, In-sook. „Characteristics of Modern Chinese Letter Textbooks (Cheokdok) from a Viewpoint of Sentence Introduction: Focusing on 「Seohanmunganghwaryakcho (Rhetorical Writing)」 in 『Shincheminun Contemporary Writings Letter Writing Style』“. Research of the Korean Classic 60 (28.02.2023): 129–59. http://dx.doi.org/10.20516/classic.2023.60.129.

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This thesis tries to examine aspects and characteristics of writings called 「Seohanmunganghwaryakcho (Rhetorical Writing)」 in 『Shincheminun Contemporary Writings Letter Writing Style』 from a viewpoint of sentence introduction essays. 「Seohanmunganghwaryakcho」 is a syntax text which includes basic composition methods, the composition theory, writing’s social roles and significance. This writing regards 『Shincheminun Contemporary Writings Letter Writing Style』 as playing an important role as the book with sentence introduction as well as the simple letter textbook. And the thesis tries to examine 「Seohanmunganghwaryakcho」 as the text which was influenced by Jeong, Inbo’s sentence theory by analyzing his preface in 『Shincheminun Contemporary Writings Letter Writing Style』 in detail. For this, the preface by Jeong, Inbo was first examined. The preface shows the sentence theory and letter theory’s directionality pursued by 「Seohanmunganghwaryakcho」 like a completed example. Chapter 1 of 10 chapters of 「Seohanmunganghwaryakcho」 is the general introduction like an independent essay about the origin of languages, letters, and writings. Chapter 2 to 4 describe the characteristics of the composition methods to present concrete writing techniques, Chapter 5 to 6 explain the characteristics of the concrete sentence theory, and Chapter 7 to 10 focus on writings’ styles. Like this, it treats the letter theory in earnest. This 「Seohanmunganghwaryakcho」 is writing to make readers read Widang Joeng, Inbo’s efforts to establish the systematic composition theory and letter theory as the sentence theory made under his academic and cultural influence. Furthermore, it can be thought this text plays an important role in making the characteristics of 『Shincheminun Contemporary Writings Letter Writing Style』 which is the contemporary letter textbook the sentence introduction with the characteristics of strengthening sentences in earnest, not staying at the level of the simple teaching material for letters.

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Brantlinger, Patrick. „Rudyard Kipling, Writings on Writing“. Cahiers victoriens et édouardiens, Nr. 74 Automne (14.11.2011): 210–12. http://dx.doi.org/10.4000/cve.1388.

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Murdoch, Yvette Denise, Hyejung Lim und Jiyoung Cho. „Writing Center Visitors: Influence of L1 Writing Skills on Students’ Exophonic Writings“. SAGE Open 11, Nr. 4 (Oktober 2021): 215824402110622. http://dx.doi.org/10.1177/21582440211062234.

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This study investigated the influence of acquired L1 writing skills on exophonic writings of students ( N = 147) from diverse majors, who visited an English writing center for assistance. Affective differences revealed students with L1 writing tutelage (WL1) had lower avoidance behavior and higher extrinsic motivation and writing self-efficacy. Self-perceived L2 writing ability was found to be a principal factor for WL1. Writing self-efficacy appeared essential for students without L1 writing tutelage (WOL1). Regression analysis found learner self-beliefs and somatic anxiety (negative) influenced self-perceived L2 writing ability for WL1, and holistic self-beliefs on English writing (HSE) and cognitive ability (negative) for WOL1. Acquired L1 writing skills did not tangibly influence L2 performance. No large impact factors were found for WL1, but HSE and attitudes & reaction (negative) impacted WOL1 performance. Implications such as performance may not be a main concern among exophonic writers, and the need for English writing centers in non-L1 (English) countries are discussed.

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Lattanzi, Marcia, und Mary Ellis Hale. „Giving Grief Words: Writing during Bereavement“. OMEGA - Journal of Death and Dying 15, Nr. 1 (August 1985): 45–52. http://dx.doi.org/10.2190/tt15-wapl-llmt-x2wd.

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The activity of writing as a coping mechanism during the process of grief is explored. This study is based on questionnaire responses from bereaved persons cared for by Boulder County Hospice's Follow-Up Services Team. Several facets of the writing experience are discussed: forms the writing has taken, whether the writing was spontaneous or structured, difficulties experienced in writing, disclosure of the writings, reactions of others to the writings, perceived helpfulness of the writing experience, and time during the grief process when writing was most helpful. Recognizing certain limitations on the use of writing during bereavement, this article focuses on the potential benefits for bereaved persons and encourages the consideration by caregivers of writing as a valuable coping tool.

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Zhou, Nanxi. „Multidimensional Analysis of Continuation Writings by Chinese Learners of English Across Different Proficiency Levels“. Lecture Notes in Education Psychology and Public Media 11, Nr. 1 (26.10.2023): 122–29. http://dx.doi.org/10.54254/2753-7048/11/20230727.

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This study used multidimensional analysis to investigate whether English learners writing features vary significantly across their proficiency levels in the continuation writing task. Writings were collected from 30 Chinese high-school English learners, who were divided into three proficiency groups based on their writing scores. Their writing texts were analyzed by using Multidimensional Analysis Tagger (MAT 1.3). The results showed that three groups varied significantly in the dimensions of formality and abstractness of their writings. These two dimensions are related to the proportion of nouns and conjunctions in writings. Writings by higher proficiency students were more formal and abstract because of higher proportions of nouns and conjunctions than those by intermediate and low proficiency students. The results indicate that teachers can improve students writing performance by introducing some formal words and conjunctions to students.

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Perry, Gaylene. „Writing/research/writing“. Journal of Australian Studies 23, Nr. 62 (Januar 1999): 113–18. http://dx.doi.org/10.1080/14443059909387508.

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Calkin, Abigail B. „Writing on writing“. International Journal of Educational Research 87 (2018): 127–37. http://dx.doi.org/10.1016/j.ijer.2017.05.002.

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Espinosa Hernández, Patricia. „¿Tiene género la escritura?“ Catedral Tomada. Revista de crítica literaria latinoamericana 9, Nr. 16 (19.07.2021): 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 it does not include writing from counter-hegemonic males. From my vision, while it is true that there are different counter-hegemonic writings, it is not possible to de-gender writing; much less to put female and male writings in the same territory, whether they are heterosexual or homosexual, and even less, to catalogue their productions under “female writing”.

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Dissertationen zum Thema "Writing"

Allsopp, Richard David. „Acts of writing : writings on contemporary performance“. Thesis, University of Plymouth, 2000. http://hdl.handle.net/10026.1/2671.

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The work published between 1991-2000 and presented here forms a continuing meditation on, and exploration of contemporary performance. The term 'contemporary performance' is used to refer to practices and discourses in the performance arts that have occurred over the last decade. There Is a particular emphasis on those unstable, hybrid and interdisciplinary areas of performance (including performance art, installation, 'new' dance, 'experimental' theatre, 'live' art) which resist easy definition or categorisation, and which may be further characterised as postmodern in the sense of a reflexive, contextualised and knowingly problematic practice. More specifically the work builds a sustained thesis on contemporary practice and addresses in a number ways some of the central Issues surrounding the placing and practice of performance. It focuses on relationships between performance, textuality, the body, and spatiality; as well as on Issues of context, framing and the place of performance in contemporary culture. The work engages with a number key terms applied to contemporary performance Including ephemerality, displacement, equivalence and ecology, which contribute to the central thesis that contemporary performance Is an unsettled yet always contextualised practice which resists fixities and holds itself between a condition of fragmentation and integration. Contemporary performance is considered from a number of points of view: " as performance: where the events and relationships which constitute performance can be documented and mapped; " as contextuaiised practice: where the conditions that enable or disable performance can be identified; " as process : where the dynamics and media of performance can be situated; " as site : where the frames, surfaces and boundaries of performance can be examined; 7 Acts of Writing - Ric Allsopp (July zooo) Abstract " as ecology: where the Internal and external Interdependencies of performance can be Identified; " as a problematic: where the terms and assumptions that constitute a reading of performance can be Identified and analysed. Two key ideas inform the thesis that emerges from the work: firstly the recognition of an ethical stance towards performance; and secondly the search for a methodology which can disclose the dynamics of performance. The'acts of writing' are seen as an active as well as reflective methodology - an engagement with the event of performance understood as a located, contextualised practice. The published work presented here sets out some of the underlying conditions and methodologies from which my work in the field of contemporary performance proceeds. As a thesis It provides sustained evidence of a 'multiple practice' - that is a set of practices and engagements in the field of research that explore what might be termed the 'ecology' of contemporary performance from various positions. This multiple practice Is a way of locating the work and of attempting to realise an ethical stance towards performance. The recognition that the conditions of contemporary performance depend on an Interdependency of contexts and that performance situates Itself as an unstable catalyst that oscillates between these contexts has enabled me to locate my research into contemporary performance In the variety of ways evidenced by the published output collected here.

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FORTE, LEONARDO NABUCO VILLA. „WRITINT WITHOUT WRITING: LITERATURE MADE THROUGH APPROPRIATION“. PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2015. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=26038@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
Em 2011, Kenneth Goldsmith, poeta, artista e professor da Universidade da Pensilvânia, lançou o livro Uncreative Writing, que poderíamos traduzir como escrita não-criativa ou escrita recriativa , para designar o processo de trabalho que resulta em obras textuais cujos textos, porém, não foram originalmente escritos por seus autores, mas sim reescritos ou transcritos a partir de fontes – sem mudanças no texto original – ou editadas e rearranjadas por meio da descontextualização e recontextualização desses textos pré-existentes. A dissertação utiliza-se desse conceito, assim como o de gênio não-original , de Marjorie Perloff, e o de pós-produção , de Nicolas Bourriaud, para analisar a figura do escritor-apropriador e as consequências, na atualidade, dos procedimentos de seleção e deslocamento no que diz respeito à questão da autoria: trata-se de verificar como tais práticas operam a quebra de fronteiras entre as posições de leitor e autor. Pretende-se investigar também de que maneira as obras selecionadas como corpus propõe formas não tradicionais de construir escrita e leitura, e suas relações com as artes plásticas e as novas ferramentas tecnológicas.
In 2011, the poet, artist and University of Pennsylvania teacher Kenneth Goldmisth launched the book Uncreative Writing, in which he designates the processes that leads to literary works where the text is not originally written by the author, but rewritten or transcript from pre-existant fonts – with no change in the original text – or edited and rearranged by descontextualization and recontextualization of these found texts. The dissertation makes use of this concept, as well as of unoriginal genius , by Marjorie Perloff, and post- -production , by Nicolas Bourriaud, to analyze the figure of the writerappropriator and the consequences, today, of the procedures of selection and displacement in relation to the ideia of authorship. The work verifies how those practices operate a fracture in the borders between the reader and the author positions. Also, the dissertation intends to investigate how the literary works on the selected corpus propose non-traditional ways of reading and writing, and how they relate to the plastic arts and the new technological tools.

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Christensen, Jannick Friis, Sarah Anne Dunne, Melissa Suzanne Fisher, Alexander Fleischmann, Mary McGill, Florence Villesèche und Marta Natalia Wróblewska. „Powerful writing as writing "with"“. Ephemera Editorial Collective, 2018. http://epub.wu.ac.at/6837/1/powerful.pdf.

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Barber, Rosalind. „Writing Marlowe as writing Shakespeare“. Thesis, University of Sussex, 2012. http://sro.sussex.ac.uk/id/eprint/39699/.

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This thesis consists of two components: a 70,000-word verse novel and a 50,000-word critical component that has arisen out of the research process for that novel. Creative Component: The Marlowe Papers The Marlowe Papers is a full-length verse novel written entirely in iambic pentameter. As with verse novels such as The Golden Gate by Vikram Seth, or The Emperor's Babe by Bernadine Evaristo, its inspiration, derivation, conventions and scope owe more to the prose novel than to the epic poem. Though there is as yet no widely-accepted definition, a verse novel may be distinguished from an epic poem where it consists, as in this case, of numerous discrete poems, each constituting a ‘chapter' of the novel. This conception allows for considerable variations in form and tone that would not be possible in the more cohesive tradition of the epic poem. The Marlowe Papers is a fictional autobiography of Christopher Marlowe based on the idea that he used the pseudonym ‘William Shakespeare' (employing the Stratford merchant as a ‘front'), having faked his own death and fled abroad to escape capital charges for atheism and heresy. The verse novel, written in dramatic scenes, traces his life from his flight on 30 May 1593, through the back-story (starting in 1586) that led to his prosecution, as we similarly track his progress on the Continent and in England until just after James I accedes to the English throne. The poems are a mixture of longer blank verse narratives and smaller, more lyrical poems (including sonnets). Explanatory notes to the poems, and a Dramatis Personae, are included on the advice of my creative supervisor. Critical Component: Writing Marlowe As Writing Shakespeare This part of the thesis explores the relationship between early modern biographies and fiction, questioning certain ‘facts' of Marlovian and Shakespearean biography in the light of the ‘thought experiment' of the verse novel. Marlowe's reputation for violence is reassessed in the light of scholarly doubt about the veracity of the inquest document, and Shakespeare's sonnets are reinterpreted through the lens of the Marlovian theory of Shakespeare authorship. The argument is that orthodox and non-Stratfordian theories might be considered competing paradigms; simply different frameworks through which interpretation of the same data leads to different conclusions. Interdisciplinary influences include Kuhn's philosophy of scientific discovery, post-modern narrativist history, neuroscience, psychology, and quantum physics (in the form of the ‘observer effect'). Data that is either anomalous or inexplicable under the orthodox paradigm is demonstrated to support a Marlovian reading, and the current state of the Shakespeare authorship question is assessed. Certain primary source documents were examined at the Bodleian Library, at the British Library, and at Lambeth Palace Library. Versions of Chapters 2, 3 and 4, written under supervision during this doctorate, have all been published, either as a book chapter or as a journal article, within the last year (Barber, 2009, 2010a, b).

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Bormann, Vanessa Rae. „Writing for Change and Changing Writing: Service Learning, First-Year Composition and Writing about Writing“. Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5136.

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Through a piloted model of curriculum designed for ENC 1101 this teacher-research study investigated how service-learning can shape the experiences of both teachers and students in the first-year composition classroom. The research aimed to determine the ways in which enhancement occurred for students and teachers through evaluation of student coursework, a post-semester student focus group and a faculty interview. Focusing on the impacts of this curriculum on a part-time teacher, this study also aimed to bring to light some of the challenges inherent in service-learning within FYC, while offering ways to mediate those challenges in both course design and departmental implementation. As a result of this project, recommendations were made for modification of this curriculum to be used as an option for instructors alongside appropriate professional development, which is essential to the success of service-learning in FYC. Continued research dealing with various approaches to using service-learning in FYC was also recommended.
ID: 031001299; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Error in paging: p. ii followed by 2 unnumbered pages which are followed by p. ii-iii.; Adviser: .; Title from PDF title page (viewed March 11, 2013).; Thesis (M.A.)--University of Central Florida, 2012.; Includes bibliographical references (p. 126-129).
M.A.
Masters
English
Arts and Humanities
English; Rhetoric and Composition

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Vithanage, Ramyadarshanie I. „Collaborative Writing and Individual Writing: Improving Writing in an L2 Class“. Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1367887930.

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Ng, Po-chu, und 伍寶珠. „Writing about women and women's writing“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36259019.

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Yesipenko, Marina. „Modern approaches to writing. Multimodal writing“. Thesis, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/18527.

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Dwyer, Edward J. „Developing Writing Skills Through Letter Writing“. Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etsu-works/3391.

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Intended specifically for tutors who want to use proven teaching techniques but who have limited time and resources, this book offers dozens of teaching ideas as well as useful information on curriculum development, instruction and appropriate reading materials.

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Hall, John. „Writings, readings and not writing : poems, prose fiction and essays“. Thesis, University of Plymouth, 2005. http://hdl.handle.net/10026.1/2469.

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This submission of published work consists of a number of different modes of writing that interrelate as the concerns of a poet, essayist and teacher. There are twenty-seven separate publications, presented under six categories headings: (A) poems, including prose-poems, written for the page; (B) prose-fiction, represented through a single work; (C) visual poems; (D) enquiries into aspects of a general poetics, including questions about 'situatedness' or 'implicatedness', genres of discourse and their related modalities, poetics and grammar, and a poetics of reading; (E) critical and celebratory readings, mostly of contemporary poets and poems; (F) meditations on institutionalised divisions and modalities of knowledge and practice and their implications for arts pedagogy. These six categories are intended to open out on to each other, to constitute an exploration of writing and reading that is always more than the sum of its parts. With the exception of one article published in 1992 all work was published- or will have been - between 1996 and 2005, a period that coincides with the consolidation and development of a field of study and practice at Dartington College of Arts named Performance Writing. The poems and prose fiction exemplify specific practices within this field and the articles are attempts to develop theoretical and critical instruments within it, especially as they apply to poetry. The articles move between close readings of poetic texts and broad enquiries into reading, writing and the operation of texts within their social, spatial and temporal contexts, such as domestic settings or bereavements. Three articles address 'grammar for performance writers'; three others focus on reading and its relation to knowledge, form and setting; another three, including a review, are enquiries into discipline and interdisciplinarity.

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Bücher zum Thema "Writing"

Rudyard, Kipling. Writings on writing. Cambridge [England]: Cambridge University Press, 1996.

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Rudyard, Kipling. Writings on writing by Rudyard Kipling. New York: Cambridge University Press, 1996.

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Harish, Narang, und Indian Institute of Advanced Study., Hrsg. Writing black, writing dalit: Essays in black African and dalit Indian writings. Shimla: Indian Institute of Advanced Study, 2002.

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Arora, Bharti. Writing Gender, Writing Nation. Abingdon, Oxon ; New York, NY : Routledge, 2020. | Revision of author’s thesis (doctoral)—Jamia Millia Islamia (India), 2018, titled Writing gender, writing nation : a critical study of select women’s fiction in post-independence India.: Routledge India, 2019. http://dx.doi.org/10.4324/9780429299421.

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Algren, Nelson. Nonconformity: Writing on writing. New York: Seven Stories Press, 1996.

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Algren, Nelson. Nonconformity: Writing on writing. New York: Seven Stories Press, 1998.

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H, Kirschstein Bette, Hrsg. Life writing/writing lives. Malabar, Fla: Krieger Pub. Co., 2001.

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LaCapra, Dominick. Writing history, writing trauma. Baltimore: Johns Hopkins University Press, 2001.

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M, Wilkinson Andrew, University of East Anglia. School of Education. und International Writing Convention (1985 : University of East Anglia, Norwich), Hrsg. The Writing of writing. Milton Keynes, England: Open University Press, 1986.

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honouree, Maier Carol 1943, Hrsg. Translators writing, writing translators. Kent, Ohio: The Kent State University Press, 2015.

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Buchteile zum Thema "Writing"

Monroe, Jonathan. „)Writing Writing(“. In Poetry & Pedagogy, 63–79. New York: Palgrave Macmillan US, 2006. http://dx.doi.org/10.1007/978-1-137-11449-5_5.

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Mark, Alison. „Writing About Writing About Writing (About Writing)“. In Contemporary Women’s Poetry, 64–75. London: Palgrave Macmillan UK, 2000. http://dx.doi.org/10.1007/978-1-137-15406-4_11.

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Harris, Trevor A. Le V. „Writing about Writing“. In Maupassant in the Hall of Mirrors, 160–79. London: Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-21037-4_9.

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Bryden, Mary. „Writing on Writing“. In Samuel Beckett and the Idea of God, 5–31. London: Palgrave Macmillan UK, 1998. http://dx.doi.org/10.1007/978-1-349-26538-1_2.

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Meloy, Judith M. „Writing about Writing“. In Twenty-first Century Learning by Doing, 129–34. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-098-9_6.

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Jones, Tom. „Writing: Maya Writing“. In Encyclopaedia of the History of Science, Technology, and Medicine in Non-Western Cultures, 4569–77. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-007-7747-7_9400.

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Elvey, Anne. „Writing Unwriting Writing“. In New Directions in Contemporary Australian Poetry, 97–106. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76287-2_8.

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Cocker, Emma. „Writing Without Writing“. In The Creative Critic, 47–54. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315561059-5.

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Hall, John. „Writing and Not Writing“. In Poets on Writing, 41–49. London: Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-22048-9_5.

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Konferenzberichte zum Thema "Writing"

Min, Yiting, und Moddwyn Andaya. „Enhancing Student Writing Skills through Gamification: Evaluating the Effectiveness of Textopia, an AI-Driven Platform for Personalized Writing Prompts and Feedback“. In 5th International Conference on Advanced Natural Language Processing. Academy & Industry Research Collaboration Center, 2024. http://dx.doi.org/10.5121/csit.2024.141020.

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Textopia is an inventive platform addressing the decline in writing skills among students by combining writing with gaming to make learning enjoyable [1]. It leverages OpenAI's API for generating personalized writing prompts and provides instant feedback on writings to enhance students' skills [2]. The system includes components like PromptManager for prompt generation and FeedbackManager for offering constructive feedback and grammatical corrections. Moreover, Textopia integrates a gaming element where progress in writing unlocks new gaming features, linking educational achievements with gaming rewards. This approach aims to motivate students, making writing a rewarding activity. An experiment within the research illustrates significant improvement in writing quality through iterative feedback and writing exercises, suggesting Textopia's effectiveness in fostering writing skills [3]. By transforming writing from a chore into an engaging experience, Textopia addresses educational challenges, rekindles students' passion for writing, and opens avenues for academic and personal growth. This innovative blend of writing and gaming in education offers a promising solution to enhance student engagement and writing proficiency.

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Ford, Heather, und R. Stuart Geiger. „"Writing up rather than writing down"“. In the Eighth Annual International Symposium. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2462932.2462954.

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Basaglia, T., Z. W. Bell, P. V. Dressendorfer, A. Larkin und M. G. Pia. „Writing software or writing scientific articles?“ In 2007 IEEE Nuclear Science Symposium Conference Record. IEEE, 2007. http://dx.doi.org/10.1109/nssmic.2007.4436319.

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Rohmah, Naelul, und Ahmad Bukhori Muslim. „Writing Anxiety in Academic Writing Practice“. In Thirteenth Conference on Applied Linguistics (CONAPLIN 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210427.053.

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Vallis, Carmen. „Writing against the tide“. In 25th Australasian Association of Writing Programs Conference 2020. Australasian Association of Writing Programs, 2020. http://dx.doi.org/10.32613/acp/2020.73.

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A tide of conservatism is rising. Despite bushfires and a global epidemic, many are unwilling or unable to grapple with the facts behind these catastrophes. What is not said drifts in and out of public consciousness. In present silences and lacunae, past stories wait to be told anew. In this presentation, I reflect on discontinuity and continuity in the curious silence around the Joh Bjelke-Petersen era in Queensland history, a time remembered for corrupt politicians and cops, but otherwise culturally (and conveniently) forgotten in literary fiction. I discuss my creative response to this era, and outline processes that are saving me from drowning in entwined political, cultural and personal silences as I write an exegesis and novel.

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Cheung, Humairah. „Writing a Case Report“. In 5th Regional Workshop on Medical Writing for Radiologists. Singapore: The Singapore Radiological Society, 2006. http://dx.doi.org/10.2349/biij.2.1.e14-69.

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Adams, Judith E. „Writing a Review Article“. In 5th Regional Workshop on Medical Writing for Radiologists. Singapore: The Singapore Radiological Society, 2006. http://dx.doi.org/10.2349/biij.2.1.e14-70.

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Stringer, David A. „Writing an Invited Commentary“. In 5th Regional Workshop on Medical Writing for Radiologists. Singapore: The Singapore Radiological Society, 2006. http://dx.doi.org/10.2349/biij.2.1.e14-71.

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Wastie, Martin L. „Writing a Book Chapter“. In 5th Regional Workshop on Medical Writing for Radiologists. Singapore: The Singapore Radiological Society, 2006. http://dx.doi.org/10.2349/biij.2.1.e14-73.

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Rahmiati, I., I. Emaliana, R. Khoirunnisa, S. Ju und S. Adi. „EFL Epistemic Beliefs, Writing Apprehension, Writing Strategies, Writing Performance: Exploring Possible Relationships“. In First International Conference on Advances in Education, Humanities, and Language, ICEL 2019, Malang, Indonesia, 23-24 March 2019. EAI, 2019. http://dx.doi.org/10.4108/eai.23-3-2019.2284928.

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Berichte der Organisationen zum Thema "Writing"

Rescorla, E. Writing Protocol Models. RFC Editor, Juni 2005. http://dx.doi.org/10.17487/rfc4101.

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Jackson, Tanya Lynn, und Scott Allen Robbins. CV Writing Workshop. Office of Scientific and Technical Information (OSTI), Juli 2019. http://dx.doi.org/10.2172/1542811.

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Ramos, Octavio, und William Priedhorsky. Writing Competitive Proposals. Office of Scientific and Technical Information (OSTI), August 2023. http://dx.doi.org/10.2172/1996135.

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Garrett, Charles Kristopher. Writing for the Sciences. Office of Scientific and Technical Information (OSTI), Juni 2017. http://dx.doi.org/10.2172/1367824.

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Chinn, Janice, Phyllis Bolds, David Banaszak und Robert Merkle. FIBG Report Writing Guide. Fort Belvoir, VA: Defense Technical Information Center, Dezember 1987. http://dx.doi.org/10.21236/ada408352.

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Ramos, Octavio Jr. Elements of Effective Writing. Office of Scientific and Technical Information (OSTI), Dezember 2019. http://dx.doi.org/10.2172/1581259.

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Geerling, Wayne. Economic Naturalist Writing Assignment. Bristol, UK: The Economics Network, Juni 2011. http://dx.doi.org/10.53593/n1301a.

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Adams, Elizabeth. Writing a Narrative CV. Herausgegeben von Sandra Oza. University of Dundee, Dezember 2023. http://dx.doi.org/10.20933/100001295.

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This workbook guides you through reflective questions to help you with a narrative CV. What you write here will probably be much longer than the word or space limit that you will ultimately have in a grant or Fellowship application. It’s important that you read the call guidance each time. Think of this as your ‘master’ narrative CV document. When it comes to writing the one for the actual application, you will be pulling out the key bits of information which support you to demonstrate that you are the right person (or part of the right team), with a unique set of experiences, to be able to deliver the grant you are applying to. The examples here are written from an ECR or PGR perspective but every answer will be unique.

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Karns, Katherine. TSQP Writing Qualification Standards. Office of Scientific and Technical Information (OSTI), Februar 2024. http://dx.doi.org/10.2172/2305296.

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Nelson, W. R., und T. M. Jenkins. Writing SUBROUTINE HOWFAR for EGS4. Office of Scientific and Technical Information (OSTI), August 1988. http://dx.doi.org/10.2172/6708025.

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