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Journal articles on the topic 'Conceptual writing'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 April 2022

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1

Perloff, Marjorie. "Conceptual Writing." Journal of Philosophy: A Cross-Disciplinary Inquiry 6, no. 13 (2010): 62–64. http://dx.doi.org/10.5840/jphilnepal201061329.

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2

Watten, Barrett. "Presentism and Periodization in Language Writing, Conceptual Art, and Conceptual Writing." Journal of Narrative Theory 41, no. 1 (2011): 125–61. http://dx.doi.org/10.1353/jnt.2011.0093.

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3

Aryal, Yubraj. "Unoriginal Genius/Conceptual Writing." Journal of Philosophy: A Cross-Disciplinary Inquiry 7, no. 16 (2011): 1–10. http://dx.doi.org/10.5840/jphilnepal201171611.

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4

DeLyser, Dydia. "“Writing's intimate spatialities: Drawing ourselves to our writing in self-caring practices of love”." Environment and Planning A: Economy and Space 54, no. 2 (December 22, 2021): 405–12. http://dx.doi.org/10.1177/0308518x211068496.

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This Commentary outlines four conceptual-spatial challenges of academic writing, and suggests an approach to navigating them. Academic writing, as feminist economic geographers argue, is underpinned by difference: emerging from and produced through different positionalities, differing access to stable employment and material, temporal and spatial resources, all set within structures of power and inequity—significant among them the neoliberal university. At the same time, for academics writing demands space in our lives: temporally, locationally, conceptually, and emotionally. Because these spatialities are potentially different for each writer each time we write and because they engage us spatially at a personal level, I term them writing's intimate spatialities, and suggest that care-fully navigating these conceptual-spatial challenges of academic writing stakes out a political position, one that may now be more important than ever: In an academic environment of neoliberalism and increasing precarity, I suggest that writing's prevalent emotional apprehensions may be able to be affirmatively conceptualized as a labor of self-care we come to with love.
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5

Jacquelyn Ardam. "The ABCs of Conceptual Writing." Comparative Literature Studies 51, no. 1 (2014): 132. http://dx.doi.org/10.5325/complitstudies.51.1.0132.

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6

Moxley, Joe, Norbert Elliot, David Eubanks, Meg Vezzu, and Matthew J. Osborn. "Writing Analytics: Methodological and Conceptual Developments." Journal of Writing Analytics 2, no. 1 (2018): 1–12. http://dx.doi.org/10.37514/jwa-j.2018.2.1.01.

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7

Olson, David R. "Taxing memory: Writing, memory, and conceptual change." Behavioral and Brain Sciences 19, no. 1 (March 1996): 158. http://dx.doi.org/10.1017/s0140525x00042059.

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AbstractWriting is important not because it “extends memory” but because it invites new concepts. The basic cognitive resources, including memory, have remained unchanged for perhaps a million years but the objects on which it has to work have changed significantly partly because of writing which has tended to turn speech into an object of reflection and analysis.
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Edwards, Justin D. "Kenneth Goldsmith’s Sports and Conceptual Baseball Writing." NINE: A Journal of Baseball History and Culture 25, no. 1-2 (2016): 132–49. http://dx.doi.org/10.1353/nin.2016.0007.

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9

Hampson, Robert. "Rewriting Conrad: Conradian Crosscurrents in Conceptual Writing." Conradiana 48, no. 2-3 (2016): 187–201. http://dx.doi.org/10.1353/cnd.2016.0028.

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10

Gere, Anne Ruggles, Naitnaphit Limlamai, Emily Wilson, Kate MacDougall Saylor, and Raymond Pugh. "Writing and Conceptual Learning in Science: An Analysis of Assignments." Written Communication 36, no. 1 (October 17, 2018): 99–135. http://dx.doi.org/10.1177/0741088318804820.

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This systematic review of 46 published articles investigates the constructs employed and the meanings assigned to writing in writing-to-learn assignments given to students in science courses. Using components of assignments associated with the greatest learning gains—meaning making, clear expectations, interactive writing processes, and metacognition—this review illuminates the constructs of writing that yield conceptual learning in science. In so doing, this article also provides a framework that can be used to evaluate writing-to-learn assignments in science, and it documents a new era in research on writing to learn in science by showing the increased rigor that has characterized studies in this field during the past decade.
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Regan, Mary, and Ricardo Pietrobon. "A Conceptual Framework for Scientific Writing in Nursing." Journal of Nursing Education 49, no. 8 (April 30, 2010): 437–43. http://dx.doi.org/10.3928/01484834-20100430-02.

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12

Omar, Jamal Ali. "Kurdish EFL learners’ conceptual transfer in L2 writing." Journal of Education Culture and Society 9, no. 1 (June 27, 2018): 163–72. http://dx.doi.org/10.15503/jecs20181.163.172.

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Abstract The phenomenon of language transfer in SLA learning and use is perennial and cannot be silenced easily. In L2 writing, the phenomenon is found to affect the written products sound nonnative and, even ambiguous. It is thought that the transfer occurs at the conceptual and structural level of language use. The present paper examines Kurdish EFL learners’ writing aiming at identifying transfer types, particularly, the negative transfer. To this end, 20 university level English major students argumentative writing are analyzed focusing on the conjuncts and adjuncts to find out any track of L1 concepts. The logical clause relationship of cause-effect was the area of focus. The results of the study showed that L1 concepts have been used in forming the relations between sentences and clauses spelt out by lexical signals of sentence connectors and subordinators. It is also found that L1 concepts transferred into L2 writing. The insights gained from the results of the study reveal that there is a problem, especially the negative influence of L1, which needs to be attended.
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13

Ellis, Timothy. "Writing Hypertext and Learning: Conceptual and Empirical Approaches." Internet and Higher Education 6, no. 2 (April 2003): 205–6. http://dx.doi.org/10.1016/s1096-7516(03)00026-5.

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14

Lee, Louisa. "‘Why Use Language?’: Defining Conceptual Art and Writing." Art History 42, no. 5 (November 2019): 992–96. http://dx.doi.org/10.1111/1467-8365.12474.

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15

Hewitt, Paul G. "The Joy of Teaching and Writing Conceptual Physics." Physics Teacher 49, no. 7 (October 2011): 412–16. http://dx.doi.org/10.1119/1.3639147.

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Sharples, Mike. "Writing Hypertext and Learning: Conceptual and Empirical Approaches." Computers & Education 42, no. 3 (April 2004): 315–17. http://dx.doi.org/10.1016/j.compedu.2003.10.002.

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17

Galstyan, Ashot. "The Linguistic Structural Conceptual Framework Of Literary Nonfiction." WISDOM 13, no. 2 (December 26, 2019): 23–29. http://dx.doi.org/10.24234/wisdom.v13i2.278.

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This paper is an attempt to study the linguistic layer of the memoir-writing genre primarily as exploration of linguistic mentality of a person (linguistic person, character), through which both the human being and the social environment become recognizable. This research describes the conceptual framework of the linguistic structure of the literary nonfiction by employing the following two principles: definition of the linguistic complexity of text-writing techniques and presentation of aesthetic value of these texts. A number of descriptive, stylistic and structural methods employed in the study show that memoir writing undergoes significant changes and enriches itself through various linguistic forms and internal conceptual frameworks. The author’s presence in the text is often manifested through its original word structure essentially expressed in the common stylistic system of the work. References to time and places in texts present non-fiction character in a new light. The writer’s primary goal is not enriching the literary language, but ensuring the composition’s linguistic authenticity and individuality. Flexibility of the genre is enhanced by intertextual manifestations. Lastly, memoir-writing may have a therapeutic effect on the author.
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18

Wu, Shang. "Writing Travel as Janus: Cultural Translation as Descriptive Category for Travel Writing." Interlitteraria 26, no. 2 (December 31, 2021): 403–18. http://dx.doi.org/10.12697/il.2021.26.2.6.

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Abstract: The intersection of the study of travel writing and the study of translation produces two major perspectives: travel writing in translation and translation in travel writing. The first one looks into how the travel narrative is reshaped in a different linguistic and cultural context; the other looks into the translational character of the travel narrative, as the traveller is constantly moving between languages and cultures. Though the conceptual analogy between traveller and translator has been long noted, the linguistic dimension that marks the language difference in travel narrative is rarely underlined. In this essay, in order to explore the possibility of foregrounding both the conceptual link between travel and translation and the linguistic dimension of travel narrative, I propose to integrate an attention to language difference into a reinvention of the contested yet promising term ‘cultural translation’. The American writer Peter Hessler’s travel account Country Driving is cited as a case study.
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19

Daud, Dg Nursazwani binti, Wardatul Akmam Din, and Asmaa AlSaqqaf. "Exploring The Vaw Method Of Writing Among Esl Primary Pupils: Conceptual Paper." International Journal of Applied Linguistics and English Literature 7, no. 4 (July 1, 2018): 248. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.4p.248.

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The lack of writing skills among rural ESL primary school pupils in Malaysia has been identified based on the school level assessments. Based on the teachers as the researchers’ perspectives, the problem of writing among these rural young learners is cause by the lack of vocabulary acquisition where they don’t have choices of words in expressing their ideas in writing. Therefore, the researchers propose method with a writing module focusing on vocabulary enhancement in improving the writing skills among these learners. This module i.e. the VAW Module uses the VAW Method that comprises of vocabulary enhancement (V), application and practice (A) and Writing (W) is anticipated to help the pupils to power up their writing before they undergo the Primary School Achievement Test (UPSR) in Year 6 i.e. the national examination taken by all students in Malaysia at the end of their sixth year in primary school before they leave for secondary school.
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20

Imbrenda, Jon-Philip. "“No Facts Equals Unconvincing”: Fact and Opinion as Conceptual Tools in High School Students’ Written Arguments." Written Communication 35, no. 3 (April 13, 2018): 315–43. http://dx.doi.org/10.1177/0741088318768560.

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In this study, I present a qualitative analysis of 11 writing portfolios drawn from a yearlong instructional program designed to apprentice students into the practices of argumentative writing typical of early-college coursework in the United States. The students’ formal and informal writings were parsed into utterances and coded along two developmental dimensions: reciprocity, or the extent to which each utterance answered to the immediate context in which it was generated; and indexicality, or the extent to which each utterance evidenced modes of reasoning that reflect the conventions of academic argumentation. My analysis found that although students’ writing evidenced a high degree of reciprocity, they frequently employed nonacademic modes of reasoning. Focusing on a subset of utterances, I show how their tacit orientations toward the concepts of fact and opinion limited the extent to which their reasoning satisfied the evidentiary expectations of formal academic discourse. This discovery suggests that students’ development as writers of academic arguments is closely linked to their formal instruction in argumentative writing as well as to their tacit understandings of concepts fundamental to argumentation. Moreover, these findings highlight important distinctions between formal and informal reasoning and how those distinctions may be implicated in both curriculum and instruction.
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21

Burford, James. "Conceptualising Doctoral Writing as an Affective-political Practice." International Journal of Doctoral Studies 12 (2017): 017–32. http://dx.doi.org/10.28945/3689.

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Aim/Purpose: This article offers a conceptual summary and critique of existing literature on doctoral writing and emotion. The article seeks to intervene in current debates about doctoral writing by re-positioning it as an affective-political practice Background: Over recent decades public interest in the doctorate has expanded as it has become re-framed as a key component of national success in the global knowledge economy. It is within this context that the practice of doctoral writing has crystallised as an object of interest. While researchers have examined the increased regulation, surveillance, and intensification of doctoral writing, often this work is motivated to develop pedagogies that support students to meet these new expectations. At this point, there has been limited attention to what broad changes to the meanings and practices of doctoral writing feel like for students. Methodology: The paper offers a conceptual review that examines the ways in which doctoral writing tends to be understood. A review of literature in the areas of doctoral writing, doctoral emotion, and critical studies of academic labour was undertaken in order to produce a more comprehensive understanding of the political and emotional dynamics of doctoral writing. Contribution: It is intended that this conceptual research paper help researchers attend to the emotional context of doctoral writing in the current university context. Critical studies of academic work and life are identified as a possible platform for the development of future doctoral education research, and the conceptual tool of “affective-politics” is advanced as a novel frame for approaching doctoral writing research.
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22

Holt, Anne, and Anne Bergliot Øyehaug. "Bruk av metaforer om kjemiske bindinger i kreativ skriving." Nordic Studies in Science Education 13, no. 2 (September 4, 2017): 134–48. http://dx.doi.org/10.5617/nordina.2855.

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The basis for this study is to use students' creative texts in science as a mean to gain insight into their conceptual ideas. Eight grade students' creative writing tasks (n = 26) were analyzed with respect to the conceptual metaphors that were used to describe the abstract concept chemical bonding. The conceptual metaphors were identified and sorted into two main categories; location event-structure conceptual metaphors and object event-structure conceptual metaphors. Results show that most metaphors can be categorized as location event-structure conceptual metaphors. Embodied concepts and everyday language rooted in senso-motoric experiences from students’ daily life as well as from former science education seem to play a central role when they attempt to make meaning of the abstract concept ‘chemical bonding’ within a creative writing context. Creative writing tasks in science may have an unutilized potential for both uncovering and developing understanding of abstract phenomena on sub-microscopic level, such as chemical bonding.
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23

Alkis Kucukaydin, Mensure. "Application of writing-to-learn in science to primary school students." Cypriot Journal of Educational Sciences 13, no. 3 (September 30, 2018): 275–87. http://dx.doi.org/10.18844/cjes.v13i3.3494.

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In this study, the mix-method design sequential explanatory design has been used. The students in the study group consist of 13 fourth-grade students who were studying in one of Turkey’s far-flung corners. Over a period of 3 months, enriched writeto-learn strategies were implemented on the students. In this context, students wrote a letter and a journal related to the Past and Present Enlightenment Tools unit. In addition, they were presented with a story related to the unit and were asked to complete it. Two weeks after the end of the study, interviews were held to see the permanence of the students’ conceptual learning. The writings of the student were scored with authentic data collection tools. According to the findings obtained, write-lo-learn strategies have been influential on science conceptual learning. However, the greatest conceptual learning was achieved through story completion activities. A number of suggestions have been presented in the direction of findings obtained from the study. Keywords: conceptual learning, primary school students, writing-to-learn.
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24

Barron, Nancy. "Writing Hypertext and Learning: Conceptual and Empirical Approaches. (2002)." Computers and Composition 20, no. 3 (September 2003): 313–16. http://dx.doi.org/10.1016/s8755-4615(03)00038-0.

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25

Nachowitz, Marc. "Intent and enactment: Writing in mathematics for conceptual understanding." Investigations in Mathematics Learning 11, no. 4 (April 16, 2018): 245–57. http://dx.doi.org/10.1080/19477503.2018.1461051.

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26

Hartig, Alissa J. "Conceptual blending in legal writing: Linking definitions to facts." English for Specific Purposes 42 (April 2016): 66–75. http://dx.doi.org/10.1016/j.esp.2015.12.002.

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27

Rešić, Sead, Ismet Botonjić, and Maid Omerović. "FRACTIONS: CONCEPTUAL AND DIDACTIC ASPECTS." Journal Human Research in Rehabilitation 6, no. 2 (September 2016): 53–60. http://dx.doi.org/10.21554/hrr.091609.

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Fractions represent the manner of writing parts of whole numbers (integers). Rules for operations with fractions differ from rules for operations with integers. Students face difficulties in understanding fractions, especially operations with fractions. These difficulties are well known in didactics of Mathematics throughout the world and there is a lot of research regarding problems in learning about fractions. Methods for facilitating understanding fractions have been discovered, which are essentially related to visualizing operations with fractions.
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Worden, Dorothy. "Developing writing concepts for teaching purposes: Preservice L2 writing teachers’ developing conceptual understanding of parallelism." Journal of Second Language Writing 30 (December 2015): 19–30. http://dx.doi.org/10.1016/j.jslw.2015.08.001.

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29

Jaeger, Peter. "Sentences on Christian Bk's Eunoia: writing after language writing, Oulipo and conceptual art." Journal of Writing in Creative Practice 2, no. 1 (July 1, 2009): 45–53. http://dx.doi.org/10.1386/jwcp.2.1.45_1.

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30

Lindgren, Eva, Kristyan Spelman Miller, and Kirk P. H. Sullivan. "Development of Fluency and Revision in L1 and L2 Writing in Swedish High School Years Eight and Nine." ITL - International Journal of Applied Linguistics 156 (2008): 133–51. http://dx.doi.org/10.1075/itl.156.13lin.

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In this paper we use keystroke logging to examine the development of fluency and revision in high school L1 Swedish and L2 English writing. Each writer wrote one text in English and one in Swedish in each year of the study. Using a combination of statistical and automatic analyses of the keystroke log, we attempted to investigate: i) how the on-line writing process in terms of revising, pausing and fluency in first and second language writing changes over time, ii) whether there are on-line writing process variables which can be identified as contributing to text improvement, and iii) whether there are any aspects of L1 writing which can be identified as contributing to L2 writing and learning processes and which may form part of a teaching programme. Previous studies of L2 writers have attested to changes in fluency, pause and revision behaviour, and amount of text produced, although associations with the quality of the final output are not clearly supported. The within-writer comparison of this study addresses differences in fluency, pause and revision behaviour between L1 and L2 writing. A regression analysis looking at quality and two types of revision (Form, and Conceptual) found that form revision frequency was related to the language of writing and that conceptual revision frequency was dependent on linguistic experience rather than on language. The findings suggest that conceptual revision and writing skills are transferred from the L1 to the L2, and that these skills should be taught accordingly.
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31

McNeill, Laurie. "Conceptual Impasses: Strategies for Supporting Students in Life Narrative Courses." European Journal of Life Writing 7 (July 3, 2018): TL3—TL10. http://dx.doi.org/10.5463/ejlw.7.277.

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32

Costa, Ana Catarina, and Manuel Viegas Abreu. "Expressive and creative writing in the therapeutic context: From the different concepts to the development of writing therapy programs." Psychologica 61, no. 1 (February 9, 2018): 69–86. http://dx.doi.org/10.14195/1647-8606_61-1_4.

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One of the main aims of this scoping selective review is to clarify the differences between expressive and creative writing in the mental health context, not only at a conceptual level but also regarding its therapeutic effects. The other one is to identify the more efficient ways to develop therapeutic creative writing programs for a clinical population. Considering these specific aims, we employed a selective review on the writing therapeutic literature. We found that, although expressive writing is clearly defined and its benefits on mental health empirically well established, creative writing lacks a consistent conceptualization in clinical settings. Similarly, we reported several studies focusing in the therapeutic benefits of poetry, but other writings genres receive much less attention and are even more insufficiently defined. Since some studies support the idea that giving a significant content to a text is more beneficial, and considering that writing creatively offers new perspectives and meanings to the information, we propose that the development of creative writing programs should be tried. Aiming to develop such programs in the future, we give some suggestions based on already studied expressive writing methods.
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33

Drabick, Deborah A. G., Robert Weisberg, Luci Paul, and Jennifer L. Bubier. "Keeping it Short and Sweet: Brief, Ungraded Writing Assignments Facilitate Learning." Teaching of Psychology 34, no. 3 (July 2007): 172–76. http://dx.doi.org/10.1080/00986280701498558.

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Can short, ungraded, free-writing assignments promote learning of course material? We randomly assigned introductory psychology recitation sections (N = 978 students) to writing or thinking conditions. For all sections, teaching assistants presented students with a discussion topic based in current coursework. Students either wrote or thought about the topic for 5 min. All sections then discussed the topic for approximately 10 min. Exams included questions related to the discussion topics. Students in the writing condition attended class more often and performed better on factual and conceptual multiple-choice exam questions than students in the thinking condition, even after controlling for measures of student quality. The results suggested that brief free writing improved factual and conceptual learning.
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34

Youngsang Kim. "A Conceptual Model of Korean University EFL Learners’ Writing Performance." Linguistic Research 27, no. 3 (December 2010): 475–98. http://dx.doi.org/10.17250/khisli.27.3.201012.005.

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35

Hohenshell, Liesl, Brian Hand, and Jay Staker. "Promoting Conceptual Understanding of Biotechnology: Writing to a Younger Audience." American Biology Teacher 66, no. 5 (May 2004): 333–38. http://dx.doi.org/10.1662/0002-7685(2004)066[0333:pcuobw]2.0.co;2.

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36

Butler, Malcolm B., and Catherine Nesbit. "Using Science Notebooks to Improve Writing Skills and Conceptual Understanding." Science Activities: Classroom Projects and Curriculum Ideas 44, no. 4 (January 2008): 137–46. http://dx.doi.org/10.3200/sats.44.4.137-146.

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Hohenshell, Liesl, Brian Hand, and Jay Staker. "Promoting Conceptual Understanding of Biotechnology: Writing to a Younger Audience." American Biology Teacher 66, no. 5 (May 1, 2004): 333–38. http://dx.doi.org/10.2307/4451686.

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38

Mason, Lucia. "Introducing talk and writing for conceptual change: a classroom study." Learning and Instruction 11, no. 4-5 (August 2001): 305–29. http://dx.doi.org/10.1016/s0959-4752(00)00035-9.

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39

Torrance, M., G. V. Thomas, and E. J. Robinson. "Training in thesis writing: an evaluation of three conceptual orientations." British Journal of Educational Psychology 63, no. 1 (February 1993): 170–84. http://dx.doi.org/10.1111/j.2044-8279.1993.tb01049.x.

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40

Visser, Talitha, T. Maaswinkel, F. Coenders, and S. McKenney. "Writing Prompts Help Improve Expression of Conceptual Understanding in Chemistry." Journal of Chemical Education 95, no. 8 (June 5, 2018): 1331–35. http://dx.doi.org/10.1021/acs.jchemed.7b00798.

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41

Campbell, Kim Sydow. "Flipping to Teach the Conceptual Foundations of Successful Workplace Writing." Business and Professional Communication Quarterly 79, no. 1 (December 2015): 54–67. http://dx.doi.org/10.1177/2329490615608847.

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42

Theo, LJ (Nic). "Considerations on conceptual frameworks for writing liminality into popular film." Journal of Screenwriting 7, no. 2 (June 1, 2016): 155–72. http://dx.doi.org/10.1386/josc.7.2.155_1.

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43

Gay, A. Susan, and Ingrid Peterson. "Writing to Promote and Assess Conceptual Understanding in College Algebra." PRIMUS 24, no. 7 (June 18, 2014): 637–46. http://dx.doi.org/10.1080/10511970.2014.893936.

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44

Beidleman, James, Doug Jones, and Pamela Wells. "INCREASING STUDENTS' CONCEPTUAL UNDERSTANDING OF FIRST SEMESTER CALCULUS THROUGH WRITING." PRIMUS 5, no. 4 (January 1995): 297–316. http://dx.doi.org/10.1080/10511979508965795.

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45

Lindgren, Eva, Kristyan Spelman Miller, and Kirk P. H. Sullivan. "Development of Fluency and Revision in L1 and L2 Writing in Swedish High School Years Eight and Nine." ITL - International Journal of Applied Linguistics 156 (2008): 133–51. http://dx.doi.org/10.2143/itl.156.0.2034428.

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Abstract In this paper we use keystroke logging to examine the development of fluency and revision in high school L1 Swedish and L2 English writing. Each writer wrote one text in English and one in Swedish in each year of the study. Using a combination of statistical and automatic analyses of the keystroke log, we attempted to investigate: i) how the on-line writing process in terms of revising, pausing and fluency in first and second language writing changes over time, ii) whether there are on-line writing process variables which can be identified as contributing to text improvement, and iii) whether there are any aspects of L1 writing which can be identified as contributing to L2 writing and learning processes and which may form part of a teaching programme. Previous studies of L2 writers have attested to changes in fluency, pause and revision behaviour, and amount of text produced, although associations with the quality of the final output are not clearly supported. The within-writer comparison of this study addresses differences in fluency, pause and revision behaviour between L1 and L2 writing. A regression analysis looking at quality and two types of revision (Form, and Conceptual) found that form revision frequency was related to the language of writing and that conceptual revision frequency was dependent on linguistic experience rather than on language. The findings suggest that conceptual revision and writing skills are transferred from the L1 to the L2, and that these skills should be taught accordingly.
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46

O’Shea, Anthony James. "Creative and Critical Writing: The Hybridised Nature of a Networked Theory." Excursions Journal 8, no. 1 (January 24, 2020): 1–19. http://dx.doi.org/10.20919/exs.8.2018.223.

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Creative and Critical Writing is a degree available at the University of Sussex. It encourages students to adopt a writerly posture in regards to the originary thinkers that are responsible for the contemporary manifestations of theory today. At the core of this degree are thinkers such as Freud, Derrida and Marx, as well as broader theoretical concepts such as Postcolonialism, Utopia and New Historicism. All the while, the student is encouraged to engage in the wealth of theoretical content as a creative writer. Armed with a framework with an unfettered speculative gaze, the conceptual space in which these works are formulated mark the potential trajectory of the future of theoretical inquiry. This paper will make the case for the emergence of Creative and Critical Writing as a hybrid praxis. For the purpose of this article I will concentrate on the reinvigoration of Marx’s works via the poetry and academic writings of Keston Sutherland – Professor of poetics at the University of Sussex. The landscape of theory and literature today suggests that Creative Writing is increasingly looking like the readily available and profitable alternative to these courses. Creative and Critical Writing is somewhat resistant to this and is also respondent to a wider transatlantic reaction to contemporary market and ideological forces. Hence the title of this paper, Creative and Critical Writing as a ‘networked’ theory as it is an example of the intersections and convergences that constitutes the hybrid theory and praxis contained within one unique conceptual space.
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Nik Yaakob, Nik Rosila. "An Islamic Conceptual Framework of a Well-balanced Personality." American Journal of Islamic Social Sciences 28, no. 4 (October 1, 2011): 65–88. http://dx.doi.org/10.35632/ajiss.v28i4.332.

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The aim of this article is to highlight a conceptual framework of a well-balanced personality in the light of an Islamic point of view. The article begins with an explanation on the nature of human beings as the underlying concept on which the entire assumption of human personality is based. Further discussion will focus on the types of personality ‒ that is, nafs al-ammārah, nafs al-muţmainnah, and nafs al-lawwāmah. In this regard, the spiritual development process is about thecontinuous effort of the animal soul to subordinate itself to the power of the rational soul.1 Meanwhile, the educational process ‒ in particular, its methods and the curriculum content ‒ is discussed as an element of intervention in developing good personality traits. The exposition of this article’s writing is derived from scholarly and original sources of knowledge ‒ that is, the Holy Qur’ān and the tradition of the Prophet (ṢAAS), as well as the writings of Muslim scholars to verify and elucidate some of the relevant matters.
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48

Nik Yaakob, Nik Rosila. "An Islamic Conceptual Framework of a Well-balanced Personality." American Journal of Islam and Society 28, no. 4 (October 1, 2011): 65–88. http://dx.doi.org/10.35632/ajis.v28i4.332.

Full text
Abstract:
The aim of this article is to highlight a conceptual framework of a well-balanced personality in the light of an Islamic point of view. The article begins with an explanation on the nature of human beings as the underlying concept on which the entire assumption of human personality is based. Further discussion will focus on the types of personality ‒ that is, nafs al-ammārah, nafs al-muţmainnah, and nafs al-lawwāmah. In this regard, the spiritual development process is about thecontinuous effort of the animal soul to subordinate itself to the power of the rational soul.1 Meanwhile, the educational process ‒ in particular, its methods and the curriculum content ‒ is discussed as an element of intervention in developing good personality traits. The exposition of this article’s writing is derived from scholarly and original sources of knowledge ‒ that is, the Holy Qur’ān and the tradition of the Prophet (ṢAAS), as well as the writings of Muslim scholars to verify and elucidate some of the relevant matters.
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49

Antonova-Baumann, Svetoslava. "The Conceptualisation of Argument in Writing for Academic Purposes." Anglica Wratislaviensia 54 (November 15, 2016): 9–20. http://dx.doi.org/10.19195/0301-7966.54.1.

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Despite the long-standing tradition in research on conceptual metaphor, little attention has been paid to the use of conceptual metaphor in academic writing. The present study aims to investigate how the concept of ARGUMENT is realized in two academic contexts: i L2 speakers writing in English, and ii L1 speakers writing in Swedish. Following Lakoff and Johnson 1980/2003, four related conceptual metaphors AN ARGUMENT IS A JOURNEY; AN ARGUMENT IS A BATTLE; AN ARGUMENT IS A BUILDING; AN ARGUMENT IS A CONTAINER were identified and examined in a sample of Bachelor and Master theses written in English or Swedish by native speakers of Swedish. The main questions here are i to what extent the students employed these metaphors in their conceptualization of an argument and ii whether there are any differences in the patterns of conceptual metaphor depending on the language in which the texts were produced. The results suggest that while for the most part, academic texts written in English and Swedish both employed metaphorical conceptualizations of ARGUMENT as a JOURNEY and as a BUILDING, precisely which linguistic expressions predominated differed between the two languages. The findings have implications for second-language teaching, such as the development of academic writing courses, in particular in the context of English for non-native writers and for the training of instructors for such courses.
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50

Stovall, Maya. "Public Library: Crystal Meth, Choreography, Conceptual Art." TDR/The Drama Review 64, no. 2 (June 2020): 138–54. http://dx.doi.org/10.1162/dram_a_00924.

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The public video project The Public Library includes the performance of writing field notes and of choreographed dance sequences — which together serve as an ethnographic prompt for discussions about city life in northwestern Canada. The growing presence of crystal methamphetamine in sidewalk life and in the lives of First Nations persons is part of the discussion.
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