Um die anderen Arten von Veröffentlichungen zu diesem Thema anzuzeigen, folgen Sie diesem Link: Writing.
Dissertationen zum Thema „Writing“
Geben Sie eine Quelle nach APA, MLA, Chicago, Harvard und anderen Zitierweisen an
Machen Sie sich mit Top-50 Dissertationen für die Forschung zum Thema "Writing" bekannt.
Neben jedem Werk im Literaturverzeichnis ist die Option "Zur Bibliographie hinzufügen" verfügbar. Nutzen Sie sie, wird Ihre bibliographische Angabe des gewählten Werkes nach der nötigen Zitierweise (APA, MLA, Harvard, Chicago, Vancouver usw.) automatisch gestaltet.
Sie können auch den vollen Text der wissenschaftlichen Publikation im PDF-Format herunterladen und eine Online-Annotation der Arbeit lesen, wenn die relevanten Parameter in den Metadaten verfügbar sind.
Sehen Sie die Dissertationen für verschiedene Spezialgebieten durch und erstellen Sie Ihre Bibliographie auf korrekte Weise.
1
Allsopp, Richard David. „Acts of writing : writings on contemporary performance“. Thesis, University of Plymouth, 2000. http://hdl.handle.net/10026.1/2671.
Der volle Inhalt der QuelleAnnotation:
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.
2
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.
Der volle Inhalt der QuelleAnnotation:
PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCONSELHO 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.
3
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.
Der volle Inhalt der Quelle
4
Barber, Rosalind. „Writing Marlowe as writing Shakespeare“. Thesis, University of Sussex, 2012. http://sro.sussex.ac.uk/id/eprint/39699/.
Der volle Inhalt der QuelleAnnotation:
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).
5
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.
Der volle Inhalt der QuelleAnnotation:
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
6
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.
Der volle Inhalt der Quelle
7
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.
Der volle Inhalt der Quelle
8
Yesipenko, Marina. „Modern approaches to writing. Multimodal writing“. Thesis, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/18527.
Der volle Inhalt der Quelle
9
Dwyer, Edward J. „Developing Writing Skills Through Letter Writing“. Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etsu-works/3391.
Der volle Inhalt der QuelleAnnotation:
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.
10
Hall, John. „Writings, readings and not writing : poems, prose fiction and essays“. Thesis, University of Plymouth, 2005. http://hdl.handle.net/10026.1/2469.
Der volle Inhalt der QuelleAnnotation:
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.
11
Hermansson, Carina. „Images of writing and the writing child“. Högskolan Kristianstad, Avdelningen för Pedagogik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-10563.
Der volle Inhalt der QuelleAnnotation:
This article uses a discursive lens to illuminate how writing and the writing child is constructed in different texts since the nineteenth century. The concept ‘image’ is used as an analytical tool to gain perspective on dominant ideas about children as writers and their educational writing practices. These images are produced in educational practices, theories of writing, societal conceptions and didactic models, which together are referred to as a formation. The article ends by reflecting upon what consequences may be seen if taking a critical child perspective. The article provides an analysis against which writing teachers, teacher educators and researchers can gain a perspective on dominant ideas about young writers and their educational writing practices.
12
Levey, Gregory. „Writing and re-writing the Middle East“. Thesis, University of St Andrews, 2012. http://hdl.handle.net/10023/3166.
Der volle Inhalt der QuelleAnnotation:
This thesis is comprised of a critical component and a creative component. The creative component consists of a portfolio of creative writing drawn from a fictionalized memoir, and the critical component consists of three interconnected chapters analyzing the creative component. The creative component, titled The Accidental Peacemaker, has been written alongside my recently published (and related) book, How to Make Peace in the Middle East in Six Months or Less Without Leaving Your Apartment. It is a satirical, first-person fictionalized memoir about how the Middle East conflict manifests in North America, told from the point of view of a North American Jewish narrator. The critical component contextualizes the creative component by situating it within the disparate genres of creative writing that inform it, and by exploring its descent from them. Together, the three critical chapters argue that the creative component stands at the intersection of life writing, North American Jewish Writing, and humourous political writing. The first critical chapter, on life writing, examines the overlaps between fiction and memoir, and argues, in part, that from a creative writer's point of view, a sharp distinction is challenging to pinpoint. The second critical chapter, on North American Jewish writing, explores some efforts that have been made to determine what characteristics identify “Jewish writing,” and which identifying marks are germane to this particular piece of creative work. The third critical chapter, on humourous political writing, argues that humour and politics are particularly intertwined in North American writing and media today, and that by using humour and first-person life writing, an author can probe into sensitive political terrain without as much risk of needlessly offending as they might have if they used other approaches.
13
McDonald, Zoe Nicole. „Writing Gets Personal: Listening at the Intersections of Creative Writing and Writing Tutoring“. ScholarWorks @ UVM, 2018. https://scholarworks.uvm.edu/graddis/842.
Der volle Inhalt der QuelleAnnotation:
In this thesis, I investigate the extent to which creative writing impacts the ways writing tutors work with student writers on their academic writing. In doing so, I interview five writing tutors with creative writing experiences for their personal definitions of creative writing, and the extent to which drawing on, or ignoring, creative writing impacts their writing tutoring.
Through combining the interviews with reflections into my writer identities, I find creative writing focuses on self-expression and narrative features which strengthen disciplinarity and conventions. Additionally, focusing on creative writing’s influence in the writing center allows tutors to engage as fellow writers able to learn alongside the students they tutor.
Specifically, I notice writing tutors perceive a division between creative and academic writing. Crossing that perceived division requires a willingness to confront assumptions about academic and creative writing, but allows for the opportunity for tutors and the students they tutor to deepen their writing processes.
14
Smith, Heidi Ann. „Sensing the logic of writing : creative writing reimagined“. Thesis, Middlesex University, 2016. http://eprints.mdx.ac.uk/20822/.
Der volle Inhalt der QuelleAnnotation:
This project draws attention to the ‘graphic elements’ – both written and visual – of a creative writing practice by exploring those graphic elements in both the critical component of this mixed-mode dissertation and in a series of creative artefacts. Its principle aim is to record how as a practising creative writer-researcher I have made a series of artefacts as a way of providing an opportunity for readers and researchers to explore this specific instance of theoretically-informed aesthetic experimentation. The psychophysiological researcher, Tony Bastick, having investigated expert ‘experimenters’ in Intuition: How We Think and Act (1982), identified an “intuitive method” that provides “insights” into a “creative process” that is, importantly, “preverbal”, yet not in fact visual (298–299). In this project I raise a different set of questions from those raised by ‘alphabetically’-guided ways of creating writing, as a means of continuing to learn and reinvent my own creative writing practice as mixed-mode (combining written and visual invention). My proposal is to demonstrate how a creative writer-researcher with a keen interest in the visual arts might make an original contribution to the fields of creative writing and visual arts by providing readers with an opportunity to view and examine that set of artefacts alongside a critical document that explores how the choices were made during the double creative process. My central hypothesis is that a practising creative writer-researcher is uniquely situated to identify how her or his own expanded and complexified creative writing process might work and to share that specific crossdisciplinary knowledge as the epistemic aspects of a creative writing practice draws on resonances and exchanges with other disciplines, including the visual arts. On these bases this mixed-mode submission includes a portfolio of writing within a visual arts framework together with a written critical commentary focused on issues raised by those complex practices themselves.
15
Beale, Matthew Carson. „Playing the Writing Game: Gaming the Writing Play“. Thesis, Virginia Tech, 2006. http://hdl.handle.net/10919/32006.
Der volle Inhalt der QuelleAnnotation:
My studies consider the application of digital game theory to the instruction of writing in the first year composition classroom. I frame my argument through dialectic of representation and simulation and the cultural shift now in progress from the latter to the former. I first address the history of multimodal composition in the writing classroom, specifically noting the movement from analysis to design. In the third chapter, I examine several primary tenants of video game theory in relation to traditional academic writing, such as the concept of authorship and the importance of a rule system. My final chapter combines the multimodal and digital game theory to create what I term â digital game composition pedagogy.â The last chapter offers new ways to discuss writing and composing through the theories of video games, and shows how video games extend the theories associated with writing to discussions that coincide with an interest that many of our students have outside of the classroom.Master of Arts
16
Emmelhainz, Nicole. „Writing Games: Collaborative Writing in Digital-Ludic Spaces“. Case Western Reserve University School of Graduate Studies / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=case1402918660.
Der volle Inhalt der Quelle
17
Fisher, Matt. „Animated writing“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ43865.pdf.
Der volle Inhalt der Quelle
18
Fisher, Matt 1966. „Animated writing“. Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=28047.
Der volle Inhalt der QuelleAnnotation:
Accompanying materials housed with archival copy.Using an animation program on a Macintosh computer, I have animated poems, song lyrics and expressions in an experimental way to investigate alternatives to the restrictive poetics of the static medium of paper. Animated Writing is thus the process of enacting, in a visually rich and compelling fashion, the various semantic possibilities of text presented on a screen. While a CD-ROM or Web site would flawlessly display the pristine digital content of the animations which comprise the Creative Writing Master's Thesis, for ease of distribution the thesis is presented on analog VHS videotape. An animated text offers many subtle nuances, doubling of meaning and delicate complexity which are wholly impossible to achieve on paper. This technique of animating words provides for an exciting and intriguing enrichment of both original poetry created specifically for the form, and prose, lyrics or other found text adapted for use.
19
O'Donovan, Katherine. „Legal writing“. Thesis, University of Kent, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.257512.
Der volle Inhalt der Quelle
20
Molnar, Barbara. „Writing Home“. ScholarWorks@UNO, 2011. http://scholarworks.uno.edu/td/127.
Der volle Inhalt der QuelleAnnotation:
The following group of themed essays explores the author's relationship with the many homes she has had. The works are autobiographical, and they begin during the author's childhood as an Air Force Brat. After exploring a series of homes across the United States, including Honolulu, the work focuses on the author's transition from living in many places to life in one city, New Orleans, Louisiana, where the author grew up. This collection also examines homelessness. Just as the author was searching for a new home along the Mississippi Gulf Coast, she became homeless after hurricane Katrina. Although the author had had the opportunity to make many apartments a "home", homelessness offered her the opportunity to explore what it is that makes a house or apartment a home.
21
Liebig, Natasha Noel. „writing/trauma“. Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6303.
Der volle Inhalt der QuelleAnnotation:
In writing/trauma, I address the association of trauma with knowledge, language, and writing. My discussion first works to establish the relationship between trauma and knowledge. I argue that trauma does not fit into the traditional Enlightenment model of scientific knowledge or the ontological model of what Michele Foucault calls the ‘truth-event.’ Rather, I contend that trauma is unique embodied knowledge, different from that of praxis and normal memory. In general, embodied knowledge is a matter of prenoetic and intentional operations. The body schema and body image maintain a power of plasticity and adjust to new motilities in order to re-establish an equilibrium when disrupted or threatened. In line with this, embodiment involves a sense of temporality, agency, and subjectivity. But in the case of extreme disruption, such as trauma, these fundamental aspects of embodiment are compromised to the point that there is a corruption of the “embodied feeling of being alive.” Physical pain, to some extent, produces this phenomenon. However, the distinctive function of the repetition compulsion within trauma distinguishes it as an exceptional embodied experience unlike physical pain or analogous phenomena. In the case of trauma, an equilibrium is not maintained, similar to the ontology of the accident. Instead, at best, we can say that what takes place is a destructive plasticity, in which the individual is transformed to the point of being a whole new ontological subject.
This phenomenon of destructive plasticity is significant in establishing the relationship of language to trauma-knowledge as trauma is the precise point at which language is ruptured. That is to say, purported within psychanalytic discourse, traumatic experience is observed in a break within the symbolic order. As opposed to physical pain, then, trauma is more akin to the abject, sharing the same resistance to narrative language. Traumatic experience is expressed through semiotic compulsions in the body as a revolt of being. In light of this, I argue that trauma, rather than being treated as a pathology, is a specific embodied knowledge which can be captured in semiotic, poetic language. Moreover, fragmentary writing, the interface of fragmented knowledge and language, captures the disruptive force of traumatic experience. In conclusion, I assert that writing-trauma is valuable, not because it allows for a ‘working through’ of the traumatic experience, but because it is an expression of a distinctly human experience.
My work canvases nineteenth century to contemporary literature on trauma such as Bessel van der Kolk in the neurobiological discipline, literary critics including Cathy Caruth, Dori Laub, Dominick LaCapra, et al, and the psychoanalytic theorists Sigmund Freud and Jacques Lacan. I draw from such literature to analyze the ambiguous impossible-possibility of witnessing and giving testimony of traumatic experience in history and writing, as well as the concern with trauma and language specific to the repetition compulsion and the unconscious. Yet, my primary focus is on the contribution of philosophy to the ongoing discourse of trauma. I look to philosophical thinkers such as Michele Foucault and Friedrich Nietzsche to depict the types of epistemological models traditionally addressed within the history of philosophy. My analysis of phenomenology and embodiment is mainly informed by the works of Maurice Merleau-Ponty and Shaun Gallagher. Additionally, Catharine Malabou’s work on destructive plasticity provides an understanding of the ontology of the accident, one of the most critical pieces to my work. Additionally, the works of Elaine Scarry and Julia Kristeva help to disclose the intimate relationship between language and trauma. I also incorporate the work of Gloria Anzalúa along with Julia Kristeva to describe the multi-dimensionality of poetic language and how this is what allows for an articulation of embodied trauma-knowledge. Finally, Maurice Blanchot’s depiction of the disaster and fragmentary writing best captures writing-trauma as it is, like trauma, a process of fragmenting language and meaning.
My purpose is to make clear the value of poetic language and fragmentary writing in regard to knowing and writing trauma. The significance to philosophy is that my discussion bridges the phenomenological and epistemological perspectives with that of the literary in order to engage in philosophical discussion on the implications and value of traumatic experience for understanding the human condition. It is my observation that the more we experience trauma, the more valuable artistic expression becomes, and the more we are pressed within the philosophical tradition to account for an experience so many individuals suffer.
22
Marks, Lori J. „Assisting Writing“. Digital Commons @ East Tennessee State University, 2001. https://dc.etsu.edu/etsu-works/3704.
Der volle Inhalt der Quelle
23
De, Silva Kalinga Radhika Meghamala. „The impact of writing strategy instruction on EAP students 'writing strategy use and writing performance“. Thesis, University of Reading, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.533757.
Der volle Inhalt der QuelleAnnotation:
The study investigated the impact of writing strategy instruction on English for Academic Purposes (EAP) students' writing strategy use and writing performance. The sample consisted of 72 undergraduates -following the English for Science course at the Open University of Sri Lanka. The study adopted a mixed method true experimental research design. The data were collected using strategy questionnaires, stimulated recall protocols, diary entries, writing strategy checklists and writing tests. This longitudinal study attempted to investigate the feasibility of strategy instruction, the impact of strategy instruction on learners' strategy use and writing performance and the effects of task type and other learner variables on writing strategy use. A writing strategy instruction cycle was specifically designed for EAP students and was tried out with the experimental group. The data were analyzed both quantitatively and qualitatively. The results showed that the writing strategy instruction had a positive impact on learners' strategy use and writing performance. The Experimental Group who underwent strategy instruction outperformed the Control Group which did not receive such training, in the use of most of the strategy categories and total strategy use and in the total writing scores at the post-test. The findings also showed that the students could be trained not only to use writing strategies but also to use them effectively to achieve their desired outcomes. The present study found that writing strategy instruction was feasible with English for Academic Purposes students and it was equally beneficial to students irrespective of their attainment level, gender, or Lt. The findings of the present study provide empirical evidence which supports some of the theoretical underpinnings of Language Learner Strategy research. The study proposes a tentative cycle for writing strategy instruction for English for Academic Purposes students.
24
Tadlock, Joseph. „THE INFLUENCE OF WRITING ACHIEVEMENT GOALS AND WRITING SELF-REGULATION ON COLLEGE STUDENTS’ WRITING GRADES“. VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4579.
Der volle Inhalt der QuelleAnnotation:
This study examined relationships between college students’ writing achievement goal orientations, writing self-regulation, and writing grades. The study was conducted in a postsecondary setting at a large public university in the mid-Atlantic region of the United States. Using multivariate quantitative techniques (confirmatory factor analysis and structural equation modeling), survey and writing sample data were gathered to address the following research questions: Do college students’ writing achievement goals relate to their writing grades; do college students’ writing achievement goals relate to their writing self-regulation; and, does writing self-regulation partially mediate the relationship between writing achievement goals and writing grades in college writing classrooms? A convenience sample of 107 participants completed both the survey and writing prompt portions of the study. Findings showed that all three writing achievement goal orientations tested (mastery, performance-approach, and performance-avoidance) were related to college students’ writing self-regulation. However, only writing performance-approach orientation was related to college students’ writing grades.
Additionally, writing self-regualtion did not partially mediate the relationship between all three writing achievement goal orientations and writing grades as expected. Writing self-regulation did fully mediate the relationships between writing mastery and performance-avoidance goal orientations and writing grades, but failed to mediate the relationship between writing performance-approach goal orientation and writing grades. These findings contradict some of the prior literature on achievement goal orientations and self-regulation. However, these results help bridge a gap in the achievement goal orientation and self-regulation research, as prior studies have predominantly focused on PK-12 settings and domains other than writing (reading, mathematics, science, etc.). The findings from this study are limited by the size and nature of the sample, and the survey items used. Future studies should attempt to gather further insight into the goals college students set for their writing, how those goals impact their self-regulation behaviors, and ultimately their writing grades.
25
Fleitz, Elizabeth J. „The multimodal kitchen cookbooks as women's rhetorical practice /“. Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1240934967.
Der volle Inhalt der Quelle
26
Olson, Janet L. „Envisioning writing : toward an integration of drawing and writing /“. Access Digital Full Text version, 1989. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10857321.
Der volle Inhalt der Quelle
27
ライ・ウェイリン, ポール. „Academic Writing(A) : Logical Thinking Skills In Academic Writing“. 名古屋大学オープンコースウェア委員会, 2014. http://hdl.handle.net/2237/20447.
Der volle Inhalt der Quelle
28
Lama, Prabin Tshering. „Assessing the Impact of Writing Centers on Student Writing“. Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/82954.
Der volle Inhalt der QuelleAnnotation:
This study assesses the influence of writing center tutorials on student writing and presents tutoring best practices. Writing center scholars have emphasized the need for evidence-based studies to understand how one-on-one tutorials influence student writing practices. After examining twenty tutorial recordings along with their pre-and post-intervention drafts in two state universities (ten in each university), the author traced the influence of writing center tutorials on students' post-session revisions and identified tutoring best practices. The findings show that all the twenty students included in the study followed up on the issues addressed in their tutorials, in some form or the other, in their post-session drafts. In terms of tutoring strategies, the findings revealed that although most of the tutors in the study could identify and speak about global concerns (i.e. development, structure, purpose, audience), many lacked specific strategies to address these concerns effectively. To address this concern, this study identifies tutoring best practices related to global concerns. Furthermore, the findings also revealed that the tutors faced challenges navigating the directive/non-directive continuum of tutoring. To address this concern, this study presents tutoring best practices to demonstrate how tutors can shift flexible between directive and non-directive strategies during a session.Ph. D.
29
Söderholm, Irina Panicheva. „Writing as a process. Writing in the subject English“. Thesis, Malmö högskola, Lärarutbildningen (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36006.
Der volle Inhalt der QuelleAnnotation:
Writing as a process, Writing in the subject English is a paper, which researches an activity of writing at upper secondary school. It investigates the challenges of teaching writing experienced by English teacher as well as the ways of how best to assist students in their writing assignments. The primary interest of this study is coherence and its development. The primary aim of this work is to follow the development of coherence in English A texts of students during a certain period of time. The method used for this investigation embraces the following stages. I compare eight compositions written by members of my group on the first test, with eight compositions written by the same individuals at the second test, nearly four weeks later. The first composition shouldn’t be shorter than 100- 150 words and the pupils had one hour to accomplish it. The second composition should be long and the pupils had two hours to accomplish it. All preparatory work on both occasions was done together in a classroom. To achieve best results in the conquering all obstacles in the activity of writing the notion of Writing as a process was introduced, explained and implemented in every writing situation. A chapter devoted to empirical findings contains a thorough analysis of grammatical, textual and linguistic aspects of thirty-two texts written on two occasions.In the sections discussion and conclusion there is an expression of a support for using writing as a process to improve writing skills of the students. At the same time there is also a great desire to encourage writing across curriculum. The reflections around the study situation at English classes for students with other first language than Swedish hold a special place in this work. Writing as a process approach towards writing helped the students to improve the cohesive aspect of their writings immensely but it couldn’t replace all white spots in their English language acquisition.
30
Marsh, Meredith. „Good Writing: Integrating Creative Writing Elements in Undergraduate Composition“. University of Findlay / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1469050437.
Der volle Inhalt der Quelle
31
Zurcher, Melinda A. „Instructing Preschool Writers| Interactive Writing and the Writing Workshop“. Thesis, Ball State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10975944.
Der volle Inhalt der QuelleAnnotation:
Preschool children hold immense writing potential that is rarely realized in traditional classrooms. This mixed-methods, quasi-experimental study focused on how best to teach these emergent writers. By comparing the effects of interactive writing, writing workshop, and traditional instruction, the study provided a clearer picture of how these instructional approaches influence students? writing achievement and processes. The quantitative results of the study pointed to the effectiveness of both writing workshop and interactive writing for improving students? foundational writing skills. The qualitative results supported these findings and highlighted how students differed in the extent they identified as authors and played in their writing. Based on these findings, both writing workshop and interactive writing might be effectively applied in preschool classrooms by empowering emergent writers and providing opportunities to write.
32
Williams, Rachel B. „Expressive Writing and Marital Satisfaction: A Writing Sample Anlysis“. DigitalCommons@USU, 2014. https://digitalcommons.usu.edu/etd/4012.
Der volle Inhalt der QuelleAnnotation:
The mode of expression used by individuals, in written or spoken word, offers insight into one’s cognitive and emotional processes. Over the past 25 years expressive writing has become an interest to researchers, therapists, and the public. Writing provides a symbolic way of expressing thoughts, feelings, and emotions. Analytical programs provide a way to study the structure and content of written communication. There is little research that includes marital relationships and expressive writing and no known research that includes marital relationships and writing analyses. In relationships, meanings are created to help make sense of situations and interactions. Symbols also include the process of evaluating relationships.
The present study uses the Linguistic Inquire and Word Count (LIWC) to analyze the writing samples from participants and the Couples Satisfaction Index (CSI) to measure relationship satisfaction. To more fully understand the relationship between writing and couple satisfaction, this study focused on married couples. This study used a dyadic analysis approach so that partner effects could be analyzed.
This study had two main goals: (1) to examine the relationship between first person pronoun use (singular and plural) and marital satisfaction, and (2) to examine the relationship between affective language use (positive and negative) and marital satisfaction. Each of these goals also included exploring possible sex and length of marriage differences.
The results from this study indicate that individuals who use more first person plural pronouns (e.g., we) are more likely to report higher marital satisfaction. This indicates that individual perceptions of couple togetherness are related to higher marital satisfaction. Results also indicate that individuals who use more positive affective language are more likely to report higher marital satisfaction. Also, individuals whose partners use more positive affective language are more likely to report higher marital satisfaction. This suggests that positive affect in relationships is linked to higher satisfaction for both spouses. Although negative affective language was not related to marital satisfaction, if individuals used anger language it was negatively associated with marital satisfaction. This reveals the need for more research on the specific effects of anger on relationship satisfaction. Examining relationships from this new perspective may have valuable implications for couple therapy, interventions, and future research.
33
Phillips, Theodore Patrick. „Writing using computers: Creating the user-friendly writing classroom“. CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/874.
Der volle Inhalt der Quelle
34
Tramp, Iris Anne. „This too is writing: Writing in the holistic classroom“. CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/921.
Der volle Inhalt der Quelle
35
Capelo, Carla. „WHEN WRITING BECOMES NIGHTMARE: HELPING STUDENTS PINPOINT WRITING TOPICS“. CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/626.
Der volle Inhalt der QuelleAnnotation:
When deciding on topics for academic research papers, many students face difficulties that vary from choosing themes whose scope is too extensive to be satisfactorily analyzed in the given task, to selecting topics that are too limited, to not being able to make a decision on a topic at all. Such struggles seem to manifest themselves in both native and non-native speakers of English. Despite extensive research on the writing process and its strategies, be it for academic writing or other genres, and even research focused on writers’ difficulties, previous research has found little about the troubles students must overcome when deciding on a research topic, and how to overcome them.
This study employed a qualitative case study design with two graduate students in a master’s program in Teaching English to Speakers of Other Languages, who were enrolled in two sections of a course on research, to investigate these students’ writing processes as they defined a topic for their literature review research paper. Through an in-depth analysis of samples of their writing in combination with their verbal reports, collected during individual semi-structured interviews, this case study examined how two graduate students successfully calibrated their topics, which strategies they employed to that end, and how their instructors’ actions helped them in the process. Consequently, the findings shed light on instructional practices, and their implications for teachers’ training programs.
36
Demaree, Dedra Nicole. „Toward understanding writing to learn in physics investigating student writing /“. Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1158689605.
Der volle Inhalt der Quelle
37
Thomson, Carol. „Integrating writing development in curricula: writing intensive project case studies“. Rhodes University, Centre of Higher Education Research, teaching and Learning (CHERTL), 2017. http://hdl.handle.net/10962/59580.
Der volle Inhalt der QuelleAnnotation:
These case studies come from work done in the Writing Intensive Project (WIP) from its inception in 2013 until 2016 when formal funding from a Teacher Development Grant from the National Department of Higher Education ended. The project was unique for Rhodes University as it was the first time an intervention of this kind had ever been directed specifically at undergraduate writing development and support in the disciplines, and secondly, that participation by discipline-based academics in the project was entirely voluntary, thereby exemplifying a significant level of agency.
38
Hall, Karen Peta. „Discovering the lost race story : writing science fiction, writing temporality“. University of Western Australia. English and Cultural Studies Discipline Group, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0216.
Der volle Inhalt der QuelleAnnotation:
Genres are constituted, implicitly and explicitly, through their construction of the past. Genres continually reconstitute themselves, as authors, producers and, most importantly, readers situate texts in relation to one another; each text implies a reader who will locate the text on a spectrum of previously developed generic characteristics. Though science fiction appears to be a genre concerned with the future, I argue that the persistent presence of lost race stories where the contemporary world and groups of people thought to exist only in the past intersect in science fiction demonstrates that the past is crucial in the operation of the genre. By tracing the origins and evolution of the lost race story from late nineteenth-century novels through the early twentieth-century American pulp science fiction magazines to novel-length narratives, and narrative series, at the end of the twentieth century, this thesis shows how the consistent presence, and varied uses, of lost race stories in science fiction complicates previous critical narratives of the history and definitions of science fiction.
39
Singh-Corcoran, Nathalie Usha. „Revising the Writing Center: A Reconsideration of Writing Center Work“. Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1226%5F1%5Fm.pdf&type=application/pdf.
Der volle Inhalt der Quelle
40
Kieft, Margritha Helena. „The effects of adapting writing instruction to students' writing strategies“. [S.l. : Amsterdam : s.n.] ; Universiteit van Amsterdam [Host], 2006. http://dare.uva.nl/document/29423.
Der volle Inhalt der Quelle
41
Lee, Meredith J. „Writing as cultural action : student writing at a bicultural school /“. Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/9313.
Der volle Inhalt der Quelle
42
King, Willow. „Yantra: A creative writing thesis (Original writing, Poetry, Creative fiction)“. Diss., Connect to online resource, 2005. http://wwwlib.umi.com/cr/colorado/fullcit?p1425764.
Der volle Inhalt der Quelle
43
Hermansson, Carina. „Nomadic Writing : Exploring Processes of Writing in Early Childhood Education“. Doctoral thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-26750.
Der volle Inhalt der QuelleAnnotation:
This thesis explores how writing is made in two Swedish early childhood classrooms with a focus on how processes of writing are constituted in the writing event and what writings and writers the event offers potentials for. Theoretically, the research project takes its starting point in the assumption that processes of writing are an effect of relations between different elements, where the young writer is only one part of many human and non-human matters that make way for multiple becomings of writing and writers. In this context, the figuration of the nomad thought of Deleuze and Guattari is particularly applicable as it builds on the assumption that everything is always connected, continuously moving. The questions addressed are how the processes of writers, text-like writings and educational writing processes emerge, continue and transform in the writing event, and what writers, text-like writings and educational writing processes the event offers potentials for. The thesis consists of three research articles based on different empirical data. The first article builds on data from the thinking and talking about writing and the writing child in scholarly literature since the 19th century. The second and third articles are based on analyses of ethnographic documentation of six- to seven-year-olds’ writing activities in two early childhood classrooms. The ethnographic strategies of the audio and video recordings, field notes, informal interviews and the collection of children’s text-like writings were carried out over a period of one and a half year during which the children moved from preschool class to their first year of school. The findings of the first article suggest that the image of the ideal writing and the ideal writer has changed over time. However, the image of the young writer training for adult life predominates over time. The main result of the second article shows in specific ways that the mutual production of stabilizing processes of writing and processes of experimentation are vital components for becomings of writers and writing, irrespective of pedagogical framings. The finding of the third article illustrates how the teaching method of creative writing produced over time creates multiple pedagogical trajectories of “doing method” and “doing creativity”. The thesis posits nomadic writing as a way to account for the movement, the connectivity and change in the processes of writing, thus contributing to an understanding of how the processes of writing create potentialities for multiple becomings of writers and writing.Baksidestext/Blurb How is writing made? How do processes of writing emerge, continue and change in educational writing events? And what kinds of writers and writings can potentially emerge from the writing event? In this thesis Carina Hermansson explores how writing is produced in early childhood education, partly through analyses of the thinking and talking about writing and the writing child provided in scholarly literature since the 19th century, and partly through analyses of ethnographic documentation of six- to seven-year-olds’ writing activities in two early childhood classrooms. The research identifies how the processes of writing are an effect of many elements assembled in the writing event, such as computers, learning outcomes, bodily movements, children and teachers, and experiences based on children’s popular cultures. Hermansson posits nomadic writing as a way to account for the connectivity, the movement and change in the processes of writing, thus contributing to an understanding of how the processes of writing create potentialities for multiple becomings of writers and writing. The findings show that the mutual production of stabilizing processes of writing and processes of experimentation are vital components for becomings of writers and writing, thus offering a way to view early childhood writing classrooms as sites of experimentation. Nomadic Writing: Exploring processes of writing in early childhood education is a book about children’s writing and writing development in a society where media, digital technology and new forms of communication and literacy are conceptualized as important in education. It provides researchers and teachers with a conceptual framework for understanding the dynamic processes of writing.
The online version of the thesis differs slightly from the printed version as research articles have been removed for copyright reasons.
44
Ho, Man-wah Loretta, und 何敏華. „Student interaction and writing competence within a paired writing classroom“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41758134.
Der volle Inhalt der Quelle
45
Taylor, Carisa Marie. „The Effects of Repeated Writing on Secondary Students' Writing Fluency“. The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275166276.
Der volle Inhalt der Quelle
46
Letcher, Mark Edward. „Developing Secondary Writing Teachers: The Impact of Undergraduate Writing Experiences“. The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1282055592.
Der volle Inhalt der Quelle
47
Romstedt, Kathleen A. „The effects of L1 pre-writing discussion on ESL writing“. The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1334859682.
Der volle Inhalt der Quelle
48
Ho, Man-wah Loretta. „Student interaction and writing competence within a paired writing classroom“. Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41758134.
Der volle Inhalt der Quelle
49
Catty, Jocelyn. „Writing rape, writing women in early modern England : unbridled speech /“. Basingstoke [GB] : New York : Macmillan press ; St. Martin's press, 1999. http://catalogue.bnf.fr/ark:/12148/cb371073063.
Der volle Inhalt der Quelle
50
Youngquist, Sandra A. „The impact of electronic writing proficiency on student writing performance /“. Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7771.
Der volle Inhalt der Quelle