Relevant bibliographies by topics / Cultural perspectives on writing

Academic literature on the topic 'Cultural perspectives on writing'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Journal articles on the topic "Cultural perspectives on writing":

1

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

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The word “writing” refers not only to text in written script but also to the acts of thinking, composing, and encoding language into such text; these acts also necessarily entail discourse interactions within a socio-cultural context. Writing is text, is composing, and is social construction. This threefold distinction—between text analytic, composing process, and social constructivist views of writing—has served usefully to distinguish the major orientations adopted in inquiry into second language writing and to circumscribe the implications they have for instruction (e.g., Grabe and Kaplan 1996, Raimes 1991, Silva 1990).
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Lorek-Jezińska, Edyta, Nelly Strehlau, and Katarzyna Więckowska. "Perspectives on Authorship and Authority." Analyses/Rereadings/Theories: A Journal Devoted to Literature, Film and Theatre 6, no. 1 (December 30, 2020): 1–6. http://dx.doi.org/10.18778/2353-6098.6.01.

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This article outlines selected shifts in thinking about authorship and authority that have occurred in literary and cultural studies in the aftermath of Roland Barthes’s proclamation of the death of the author, followed by the author’s many revivals. Reconsidering Barthes’s seminal essay and confronting it with Michel Foucault’s query about the author-function, the article comments on Seán Burke’s polemical stance concerning situated authorship. Against these general considerations, several areas in which authorship and authority have been reconceptualized are briefly discussed, referring to the themes addressed in this volume. These areas embrace the problems of representing and using somebody else’s story in visual arts and testimonial theatre, the challenges of individual and cultural situatedness of writing within one’s own output and in reference to more general cultural hauntings as well as the processes of self-formation in the interactions between a variety of texts forming life-writing.
3

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

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Lao students have not fared well in the American educational system. Raised in a home culture that emphasizes and values the oral tradition, the acquisition of academic writing skills has been especially problematic even for U.S.-born students of Lao heritage. Recognizing that writing is a critical component for academic success, this study examines the second language writing experiences of three long-term ESL learners of Lao heritage who took part in a nine-week writing workshop. Analysis of their writings, pre and post interviews, and observational notes from the writing workshops revealed that these students had been unmotivated to write at school. However, joining a community of emerging writers who shared similar social, academic and cultural experiences created a supportive environment for students to write about topics of personal relevance such as community, isolation, and their heritage language and culture. Participation in the workshop was associated with more positive attitudes towards writing, increased motivation, a clearer understanding of the writing process, and improved writing mechanics. Thus, we argue for the need to value, validate, and make visible students' personal experiences, including their heritage cultures and languages, as a critical strategy in motivating students to write.
4

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

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

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This article probes characteristics of writing relevant to assumptions genealogical practitioners make about written sources they use as evidence. Those infrequently examined assumptions include the assumption that writing represents past reality, that truth univocally denotes correspondence between writing’s discourse and an event or act that occurred in the past, and that writing is transparent in its reference and, therefore, not in need of critical interpretation relating to such things as reflecting political power and cultural and social perspectives. Many genealogical records are produced by bureaucratic organizations that follow practices and processes related to writing that are not aligned with the uncritical use of those records by genealogists. There is a gap between writing and what it signifies. Writing is unstable, and its evolving material technologies make it susceptible to loss and damage. The article also overviews some potential issues with assuming that the originality of records implies greater reliability.
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Artemeva, Natasha. "The writing consultant as cultural interpreter: Bridging cultural perspectives on the genre of the periodic engineering report." Technical Communication Quarterly 7, no. 3 (June 1998): 285–99. http://dx.doi.org/10.1080/10572259809364632.

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

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

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Three different types of narrative writings from women who have recently immigrated to Taiwan are discussed here: oral/confessional narrative, textual narrative, and documentary films. The first is the primary kind of narrative writing produced while immigrant women are still struggling with the acquirement of a new language, and relies on help from local people to deliver the new immigrants’ voice. The textual narrative illustrates the mother figures in terms of madness or absence from home; emphasizing the conflict of mother-daughter relationships. The last type of narrative writing produced by newly immigrating women are the documentary films, which are shot by themselves and attempt to demonstrate the bravery of these new immigrant spouses in defending their rights. The results of this paper show that, through the narrative writings, female immigrants from Southeast Asia in Taiwan have produced a variety of issues and topics which create a link of dialogue with Taiwanese society, and which need to be understood. What is more, the process of constructing their new identity is worth discussing as it provides a new perspective on Asian ethnic and women’s writing, and uncovers the need for more research into diasporic women―studied from the approach of displacement.
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Padmore, Catherine, and Kelly Gardiner. "Writing Bennelong: The cultural impact of early Australian biofictions." Journal of Commonwealth Literature 55, no. 3 (December 7, 2018): 433–48. http://dx.doi.org/10.1177/0021989418812004.

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In 1941 Ernestine Hill published My Love Must Wait, a biographical novel based on the life of navigator Matthew Flinders. In the same year, Eleanor Dark published The Timeless Land, imagining the arrival of European settlers in the Sydney region from the perspectives of multiple historical figures. In this article we examine how each author represents the important figure of Bennelong, a man of the Wangal people who was kidnapped by Governor Phillip and who later travelled to England with him. While both works can be criticized as essentialist, paternalist or racist, there are significant differences in the ways each author portrays him. We argue that Dark’s decision to narrate some of her novel from the point of view of Bennelong and other Indigenous people enabled different understandings of Australian history for both historians and fiction writers. Dark’s “imaginative leap”, as critic Tom Griffiths has termed it, catalysed a new way of thinking about the 1788 invasion and early decades of the colonization of Australia. The unfinished cultural work undertaken by these novels continues today, as demonstrated by subsequent Australian novels which revisit encounters between Indigenous inhabitants and European colonists, including Thomas Keneally’s The Chant of Jimmie Blacksmith (1972), Richard Flanagan’s Wanting (2008), and Rohan Wilson’s The Roving Party (2011). Like Dark, these authors situate parts of their novels within the consciousness of Indigenous figures from the historical record. We analyse the diverse challenges and possibilities presented by these literary heirs of Eleanor Dark.
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Rahayu, Mundi, and Deny Efita Nur Rakhmawati. "“NARRATIVE OF THE SELF “: THE DISCOURSE OF DAILY LIFE IN THE ESSAYS BY PARTICIPANTS OF LITERACY WORKSHOP." LiNGUA: Jurnal Ilmu Bahasa dan Sastra 15, no. 1 (July 2, 2020): 55–64. http://dx.doi.org/10.18860/ling.v15i1.9476.

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Literacy workshop is important activity delivered in community to increase people’s competencies not only in reading and writing, but more importantly in building critical perspectives. However, the result of the literacy workshop needs to be examined, not only to find out the success indicator of the workshop, but also to understand the narration presented in young peoples‘ works. It is necessary to get the idea of what the young people’s concern and thought. This paper discusses the writings as the products of literacy workshop held at Trenggalek, East Java, which was attended by young people as participants. The workshop results in 12 writings, consisting of two short stories, and 10 essays. The questions raised in this paper are; how is the discourse of daily life represented in the writings of the literacy workshop participants? What are the social and cultural factors affecting the writers in constructing the discourse? This paper argues that young people’s concern reflects the current social cultural issues that matters in our life. Literacy for young people is not merely giving the skill of reading and writing, but it is a meaning-making process, that enable them to construct the meaning of their everyday life.
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You might also be interested in the extended bibliographies on the topic 'Cultural perspectives on writing' for particular source types:
Journal articles Dissertations / Theses Books

Dissertations / Theses on the topic "Cultural perspectives on writing":

1

Ping, Hanci. "Teaching Chinese ESL students in a writing workshop, a cross-cultural perspective." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0008/NQ61672.pdf.

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Andrade, Beatriz Gracioli. "Impactos de práticas pedagógicas centradas no letramento em crianças pré-escolares." [s.n.], 2011. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251294.

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Orientador: Sérgio Antônio da Silva Leite
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-18T08:15:17Z (GMT). No. of bitstreams: 1 Andrade_BeatrizGracioli_M.pdf: 3106161 bytes, checksum: 5d0faa115441bd2506afa3544306a1df (MD5) Previous issue date: 2011
Resumo: De acordo com o modelo tradicional de alfabetização, a escrita é compreendida como um código de transcrição da fala, e as atividades pedagógicas visam exclusivamente o domínio deste código. Entretanto, segundo a perspectiva de letramento, não basta apenas saber ler e escrever, ou seja, decodificar o sistema da escrita; é preciso também saber fazer uso do mesmo, de acordo com as próprias necessidades e com as demandas da sociedade. Neste sentido, cabe à educação infantil possibilitar às crianças a participação no mundo da escrita, envolvendo-as em práticas sociais de leitura e escrita. Assim, a presente pesquisa teve como objetivo descrever e analisar as práticas pedagógicas de letramento realizadas por uma professora de educação infantil e identificar os possíveis impactos dessas práticas na relação dos alunos com a escrita, fora do ambiente escolar. A metodologia deste estudo é de natureza qualitativa, com características etnográficas. A coleta de dados foi realizada em uma escola particular de Campinas, e incluiu observações participantes em uma classe de educação infantil, com crianças de 4 a 5 anos. Envolveu as observações da pesquisadora, registradas em um diário de campo, e entrevistas com a professora da classe e com os pais dos alunos. A análise dos dados foi realizada de acordo com estudos sobre alfabetização e letramento e com o referencial histórico-cultural. Baseando-se nos dados analisados, concluímos que esta escola, como instituição historicamente legitimada para o ensino da linguagem escrita, desempenhou um papel fundamental na formação de leitores e produtores de textos. A qualidade da mediação da professora foi essencial para garantir a aprendizagem e o desenvolvimento dos alunos com relação à escrita, além da aproximação afetiva dos mesmos com esse objeto de conhecimento.
Asbtract: Pursuant to the traditional alphabetization model, writing is understood as a speaking transcription code, and pedagogical activities aim exclusively to master this code. However, according to the literacy perspective, being able to read and write, in other words, to decode the writing system, is not enough; It is also necessary to know how to make proper use of it, according to the own needs and society demands. In this sense, it is the children educator's duty to enable them to participate in the writing scenario, while involving them in reading and writing social practices. Therefore, the present research aimed to describe and analyze literacy pedagogical practices performed by a child educator and to identify the possible outcomes of these practices in the student's relation to writing outside the scholar environment. This study's methodology is mainly qualitative, with ethnographic features. Data gathering was performed at a private school in the city of Campinas, in a class with 4 and 5-years-old children. Data consisted of observations registered in a field notebook by the researcher, including information gathered from interviews with the children parents. Data was analyzed based on former studies on alphabetization and literacy and also on cultural-historic referential. Based on our results, we concluded that this school, as a historically legitimated institution for written language education, has performed a fundamental role on the formation of readers and text producers. The quality of the professor mediation was substantial to guarantee the students learning and development with regard to the writing, and also to ensure their affection with this learning object.
Mestrado
Educação, Conhecimento, Linguagem e Arte
Mestre em Educação
3

Boanova, Cecília Oliveira. "Análise de uma proposta de ensino de geometria descritiva baseada na perspectiva histórico-cultural." Universidade Federal de Pelotas, 2011. http://repositorio.ufpel.edu.br/handle/ri/1757.

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Made available in DSpace on 2014-08-20T13:48:28Z (GMT). No. of bitstreams: 1 Cecilia_Oliveira_Boanova_Dissertacao.pdf: 1779701 bytes, checksum: 4f6b425c6c5d7f70a255672f440bf502 (MD5) Previous issue date: 2011-04-19
This dissertation was aimed at planning, implementing and evaluating a teaching practice based on the historical-cultural perspective of Vygotsky and focused on the construction of specific knowledge about Lines (Retas), content topic of the discipline Descriptive Geometry (DG), part of the vocational course in Furniture Design at the Instituto Federal Sul-rio-grandense (Pelotas Campus). The teaching practice was developed from two pilot studies and aimed to overcome the usual difficulties of learning in this discipline, besides developing spatial reasoning in students. This kind of reasoning is seen as an important superior psychological function and the teaching practice sprang from the hypothesis that such a function can be developed through learning GD. The teaching practice was characterized by: a) offering students courses of reasoning to be imitated (in the Vygotskian sense of the term); b) going from the simplest to the most complex contents; c) using concrete materials and examples from everyday life to impart sense to the concepts; and d) using writing to systematize and deepen student learning and allow the teacher to monitor such learning. The assessment of the teaching practice was carried out by means of a quasi-experimental, qualitative design. The instruments for data collection were: focus groups; documentary analysis of exercises, tests and questionnaires, produced by the students; and unstructured observations conducted by the teacher. The content analysis of collected data indicated that there was adequate internalization of knowledge, on the part of students, albeit with varying degrees of thoroughness and time required for learning: they all passed. The analysis also suggested that these results were achieved through the dialogic and collaborative interactions that occurred between teacher and students during the exercises, assessment tests, and explanations aided by the use of concrete materials and examples of daily life. The use of writing also constituted an important tool, indicating that it can assist in the development of spatial reasoning through the conscience fostered by scientific concepts, as well as help the teacher to monitor the process of internalization of these concepts by students. The teaching practice analyzed presents potential to contribute to the discussions aimed at improving the processes of teaching and learning GD, although such practice is far from constituting a closed proposal, since some of its aspects need to be further studied and modified
A dissertação visou a planejar, implementar e avaliar uma prática de ensino, embasada na Perspectiva Histórico-cultural de Vygotsky, voltada à construção dos conhecimentos específicos sobre Retas, conteúdo integrante da disciplina de Geometria Descritiva (GD), do curso profissionalizante em Design de Móveis do Instituto Federal Sul-rio-grandense (Campus de Pelotas). A prática de ensino foi desenvolvida a partir de dois Estudos Piloto e teve como objetivo superar as habituais dificuldades de aprendizagem nessa disciplina, bem como desenvolver o raciocínio espacial nos estudantes que dela participaram. Esse tipo de raciocínio é visto como uma importante função psicológica superior e partiu-se da hipótese de que pode ser desenvolvido por meio do aprendizado da GD. A prática de ensino caracterizou-se por: a) oferecer cursos de raciocínio para serem imitados (no sentido Vygotskyano do termo) pelos estudantes; b) partir de elementos mais simples até chegar aos mais complexos; c) usar materiais concretos e exemplos da vida diária para dar sentido aos conceitos; e d) usar a escrita para sistematizar e aprofundar a aprendizagem dos estudantes e possibilitar, à professora, o acompanhamento dessa aprendizagem. A avaliação da prática de ensino foi levada a cabo por meio de um procedimento quase experimental, de caráter qualitativo. Os instrumentos para a coleta de dados foram: grupo focal; análise documental de provas, exercícios e questionários, produzidos pelos estudantes; e observações não estruturadas realizadas pela professora. A análise de conteúdo dos dados coletados indicou que houve internalização adequada dos conhecimentos trabalhados, por parte dos estudantes, embora com graus variáveis de completude e tempo necessário para aprendizagem: todos foram aprovados. A análise também sugeriu que esses resultados foram alcançados por meio das interações dialógicas e colaborativas, ocorridas entre professora e estudantes, nos momentos de exercícios, nas provas e durante as explicações usando material concreto e exemplos da vida diária. O uso da escrita também se configurou numa importante ferramenta, indicando que ela pode auxiliar no desenvolvimento do raciocínio espacial, pela tomada de consciência dos conceitos científicos que fomenta, bem como auxiliar o professor a acompanhar o processo de internalização desses conceitos, por parte dos estudantes. Assim, considera-se que a prática de ensino, no formato configurado nesta pesquisa, apresenta potencial para contribuir para a discussão que visa a melhorias nos processos de ensino e aprendizagem da GD, embora esteja longe de ser uma proposta fechada, pois nela há pontos que poderiam ser mais estudados e modificados
4

Humbert, Benoît. "La circulation des Scandinaves dans la Rus' aux IXe-XIe siècles : perspectives comparées avec les fondations scandinaves occidentales : Normandie et îles anglo-saxonnes." Thesis, Paris, EPHE, 2015. http://www.theses.fr/2015EPHE4045/document.

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La pénétration des Scandinaves en Russie, qui s’insère dans un vaste mouvement d’échanges qui entre les VIIIe et XIIe siècles fait circuler hommes et biens, apparaît à bien des égards comme un stimulant économique et politique d’envergure dans l’émergence d’organisations politiques et sociales qui aboutirent au développement de centres proto-urbains et du premier État russe. L’objectif de cette étude est donc de s’attacher à travers le traitement des sources historiographiques scandinaves et leur croisement avec les corpus slavon, byzantin et arabo-persan, à l’appréhension des modalités de transport de ces Scandinaves qui empruntèrent la voie de l’Est. Ce traitement nous permettra alors en plus de mesurer la variété et la richesse des contacts et des types de voyages entrepris, de redessiner des itinéraires, et d’appréhender plus en détail de quelle manière l’historiographie envisageait la géographie russe ainsi que le voyage en ces régions
The penetration of the Scandinavians in Russia, which takes place in this vast movement of exchanges between the eighth and twelfth centuries where men and goods where circulating around Europe, appears in many respects as a political and economic stimulus in the emergence of political and social organizations that led to the development of proto-urban centers and to the creation of the first Russian state. So the aim of this study is through the analyze of the Scandinavian historiography and its crossing with the Slavonic, Byzantine and Arabo-persian corpuses, to focus on the transport modalities of these Scandinavians who took the road to the East. This treatment will allow us to underline the wide variety of contacts and journeys undertaken, and in addition to reconstruct itineraries, and to understand in a better way how historiography dealt with Russian geography and with the journey across those regions as a pattern
5

Jin, Li. "Computer-mediated peer response in a level-IV ESL academic writing class : a cultural historical activity theoretical perspective." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002033.

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Hugosson, Anna. "Handskrift och maskinskrift i lågstadiet : Lågstadielärares val av inlärningsmetoder för handskrift och maskinskrift." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-65471.

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Syftet med denna studie är att ta reda på hur lågstadielärare ser på den digitaliserade skriftspråksutvecklingen i skolan samt hur pedagoger undervisar skriftspråket. Samhället som vi människor lever i idag har blivit alltmer digitaliserat och skolan har naturligen följt med i denna digitala utveckling. Datorer och surfplattor är ett vanligt förekommande verktyg i skolor, även om tillgången till dessa verktyg ser olika ut i olika skolor.  Studien tar sin utgångspunkt utifrån det sociokulturella och det pragmatiska perspektivet. Undersökningen genomförs med hjälp av enkät som riktas till pedagoger som arbetar i lågstadiet. Resultatet av studien visar att lärarna är positiva till den digitala skriftspråksutvecklingen. Det beror dels på att maskinskriften är ett enkelt verktyg i samband med textbearbetning och dels för att lärarens fokus läggs mer på innehållet än formalia. Resultatet visar även vikten av att bevara handskriften då flera sinnen används vilket underlättar för skrivinlärningen. Lärarna arbetar med skrivinlärning på olika sätt. Några lärare använder en eller flera kända metoder, medan andra har sitt eget sätt att arbeta med skrivinlärningen.
The purpose of this study is to find out how teachers in primary schools perceive the digitized writing development in school and how they teach pupils to write. Our society has been digitized and naturally so has the school. Computers and tablets are a common equipment in schools, even though access to these tools differs in Swedish schools.  The study is based on a socio-cultural and a pragmatic perspective. The study is conducted by using surveys aims at teachers working in the lower secondary school. The result of the study shows that teachers are positive to the digitized writing development. The main reasons are that the computer is a simple tool to edit the text and the teachers´ focus is mainly on the content than the formalities. The result also shows that several parts of the brain are being used in handwriting which simplify the writing acquisition. The teachers are working differently with writing acquisition. Some are using one or many famous methods and some has their own way to teach writing acquisition.
7

Hugosson, Anna. "Handskrift och maskinskrift i lågstadiet : Lågstadieslärares val av inlärningsmetoder för handskrift och maskinskrift." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-62799.

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Syftet med denna studie är att ta reda ut på hur lågstadielärare ser på den digitaliserade skriftspråksutvecklingen i skolan samt hur pedagoger undervisar skriftspråket. Samhället som vi människor lever i idag har blivit alltmer digitaliserat och skolan har naturligen följt med i denna digitala utveckling. Datorer och surfplattor är ett vanligt förekommande verktyg i skolor, även om tillgången till dessa verktyg ser olika ut i olika skolor. Studien har sin utgångspunkt utifrån det sociokulturella och pragmatiska perspektivet. Undersökningen genomförs med hjälp av enkät som riktas till pedagoger som arbetar i lågstadiet. Resultatet av studien visar att lärarna är positiva till den digitala skriftspråksutveckling. Det beror på dels på att maskinskriften är ett enkelt verktyg i samband med textbearbetning och dels för att lärarens fokus läggs mer på innehållet än formalia. Resultatet visar även vikten av att bevara handskriften då flera sinnen används vilket underlättar för skrivinlärningen. Lärarna arbetar med skrivinlärning på olika sätt. Några lärare använder en eller flera kända metoder, medan andra har sitt eget sätt att arbeta med skrivinlärning.
The purpose of this study is to find out how teachers in primary schools percieve the digitizied writing development in school and how they teach pupils to write. Our society has been digitized and naturally so has the school. Computers and tablets are a common equipment in schools, even though acess to these tools differs in Swedish schools.  The study is based on a socio-cultural and a pragmatic persepective. The study is conducted by using surveys aims at teachers working in the lower secondary school. The result of the study shows that teachers are positive to the digitized writing development. The main reasons are that the computer is a simple tool to edit texts and the teachers´ focus is mainly on the content than the formalities. The result also shows that serveral parts of the brain are being used in handwriting which simplify the writing acquisition. The teachers are working differently with writing acquisition. Some are using one or many famous methods and some has their own way to teach writing acquisition.
8

Zaal, Frida. "Students’ Perception of their Reading and Writing Difficulties, School Experience and Future Aspirations : - A Cross-Cultural Qualitative Interview Study with Upper Secondary Students in Malta and Sweden." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-415708.

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The main purpose of this study was to increase knowledge on the views of students with reading and writing difficulties when it comes to their perception of their difficulties, school experiences and future aspirations. The second aim was to increase knowledge about some differences and similarities between Malta and Sweden in the subject field. The research questions concerned students’ descriptions of their diagnostic processes, perception of their difficulties, strengths and coping strategies, school experience and future aspirations. A qualitative interview study was conducted with five Swedish and six Maltese upper secondary school students. The Ecological systems theory and Didactic theory together with previous research were used to analyse the results. To summarise the results, almost all of the students diagnosed with dyslexia showed a positive attitude towards having the report. The Maltese students described the absolute necessity of a diagnosis to receive support. No student in the study described having received support and structured phonological training as recommended by previous research. The students described a wide range of difficulties, strengths and coping strategies mainly in line with previous research. The importance of concentration when learning and taking tests was accentuated. Listening to a skilled teacher was emphasised as one of the best ways of learning, and the importance of willpower was highlighted. The students showed the importance of communicating with teachers, finding own methods, and make the most of one’s strengths to close the gaps in the areas in which one experiences difficulties. For all the Maltese students, private lessons have been a source of support, while none of the Swedish mentioned any private training. For the majority, both parents and a hobby played an important role when it comes to support and well-being. All students described school as difficult, but students’ experiences of school ranged from humiliating to somehow supportive. Some of the Maltese students described that they were afraid of being judged for using dyslexia as an excuse, while some of the Swedish students described they felt the right to support and adjustments. All students but one described that they had lowered their future aspirations due to their difficulties. All students seem to rely on their own strategies for school success. In the light of the theoretical framework – the Ecological systems theory, Didactic theory and previous research – the results could imply both a need for improving teachers’ literacy and didactic skills within the existing systems as well as a need for curriculum development and change of examinations systems.
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Alves, Clarice Vaz Peres. "A escrita no contexto acadêmico: uma abordagem a partir das ideias de L.S Vygotski." Universidade Federal de Pelotas, 2013. http://repositorio.ufpel.edu.br/handle/ri/1662.

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Made available in DSpace on 2014-08-20T13:48:02Z (GMT). No. of bitstreams: 1 CLARICE Vaz Peres ALVES_Tese.pdf: 2113676 bytes, checksum: 85d610e17f0656964c126a7705c73f2d (MD5) Previous issue date: 2013-10-09
Even though there are several studies that show both the difficulties which students from all levels have to write their texts and the attempts to change this situation, the problem has persisted. Therefore, based on this context, this study aimed at evaluating whether a pedagogical intervention with Pedagogy students taking their teaching degree at the Universidade Federal de Pelotas, in Pelotas, RS, Brazil led to learning and the development of their awareness raising strategies and of their capacity to control their written production while triggering the use of superior psychological functions in this process. The intervention was supported by the Cultural-historical approach in Psychology and by Textual Linguistics. The pedagogical intervention was carried out in the light of interpsychological processes (Vygotski, 1998) and of the process approach to the study of texts. Five out of seventeen students who took part in this study composed the corpus of this qualitative research. They were interviewed at the beginning of the semester, when the pedagogical intervention was implemented; then, a selection process was carried out. The evaluation of the intervention was conducted after the students wrote ten texts (abstracts), answered a questionnaire (after the intervention) and took part in interviews, both before and after the intervention. Results showed that the pedagogical intervention not only triggered students awareness regarding the elements that are needed to produce well-written texts but also developed the control of such aspects. Findings also revealed that writing practices developed in the pedagogical intervention potentialized the use of superior psychological functions. Therefore, the results of this study imply that the teaching of written text production, mediated by interpsychological processes and the process approach to the study of texts, enables students to become more proficient writers.
Apesar da existência de diversos estudos que revelam as dificuldades que os estudantes, pertencentes a diferentes níveis de ensino, apresentam para redigir seus textos e as tentativas de mudanças sobre essa situação, o problema ainda persiste. Assim, a partir desse contexto, este trabalho tem como objetivo avaliar os efeitos de uma intervenção pedagógica sobre o desenvolvimento da tomada de consciência e da capacidade de controle da escrita e sobre o emprego de funções psicológicas superiores, relacionadas a essa atividade, em um grupo de estudantes de um Curso de Licenciatura em Pedagogia. O estudo foi amparado pelos preceitos da abordagem psicológica Histórico-Cultural e da Linguística Textual. A intervenção pedagógica foi realizada com base em processos interpsicológicos (VYGOTSKI, 1998) e na abordagem processual de texto. A pesquisa, de caráter qualitativo, contou com a participação de dezessete estudantes. Desse total, cinco constituíram o corpus deste estudo, cuja escolha não foi aleatória. O critério que utilizamos para a seleção dos estudantes foi a disponibilidade deles em contribuir com nosso estudo. A avaliação da intervenção ocorreu mediante a produção de dez textos, pertencentes ao gênero resumo; um questionário, aplicado pós-intervenção e entrevistas, realizadas antes e após a intervenção. Os resultados encontrados apontam que a intervenção pedagógica que realizamos propiciou aos acadêmicos que dela participaram a tomada de consciência acerca de elementos necessários à produção de textos escritos, bem como o desenvolvimento do controle sobre alguns desses aspectos. Os achados também revelam que as práticas de escrita desenvolvidas na intervenção pedagógica potencializaram o emprego de funções psicológicas superiores. Portanto, os resultados deste estudo sugerem que o ensino da produção de textos escritos, mediado pelos processos interpsicológicos e pela abordagem processual de texto, possibilita aos estudantes tornarem-se escritores mais proficientes.
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Danho, Athra. "Förskoleklassen – en förberedande verksamhet inför skolan : en kvalitativ studie om uppfattningen av uppdraget i förskoleklassen och lärarnas arbetsätt och metoder som främjar barnens läs- och skrivutveckling." Thesis, Södertörns högskola, Lärarutbildningen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-14741.

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The purpose of my study is to investigate teacher’s perceptions of their mission in the preschool class, and how they work to promote children’s written language development. What methods and working methods they use to awaken curiosity and motivate children to read and write. I am using the qualitative research method to get answers to my questions. I have made four qualitative interviews with four teachers in preschool classes from different schools. My questions are: What conceptions does teachers have about their mission in a preschool class? What different methods and approaches does teachers use to stimulate and wake children’s curiosity for reading and writing development? The theoretical basis for my study is the socio-cultural perspective, where learning occurs in interaction. Reading and writing arises from a social-cultural perspective in which social relationships with adults and other children affect the children’s reading and writing. The results of the interviews showed that teachers use different methods to promote children’s literacy development. Teachers whom I have interviewed agree that the social interaction, play and reading aloud are important elements in children's learning and development. Teachers’ perceptions were different on how much to work with development. The reason may be is that the preschool did not have clear objectives for the teachers to work after.
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Books on the topic "Cultural perspectives on writing":

1

Osaka, Japan) Research Writing in Japan (2003. Research writing in Japan: Cultural, personal and practical perspectives. Osaka: National Museum of Ethnology, 2004.

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Gradin, Sherrie L. Romancing rhetorics: Social expressivist perspectives on the teaching of writing. Portsmouth, NH: Boynton/Cook, 1995.

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David, Foster. Writing with authority: Students' roles as writers in cross-national perspective. Carbondale: Southern Illinois University Press, 2006.

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O'Neill, Megan. Popular culture: Perspectives for readers and writers. South Melbourne, Vic., Australia: Heinle & Heinle/Thomson Learning, 2002.

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Shakhovtseva, Elena A. Southern womenʹs writing in the perspective of cultural feminism: Essays on contemporary Southern fiction by women. Vladivostok: Far Eastern National University Press, 2001.

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Köksal, Duygu. The politics of cultural identity in Turkey: Nationalist perspectives in the writngs of Kemal Tahir, Cemil Meric and Attila Ilhan. Ann Arbor: UMI, 1996.

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Stoker, Bram. Dracula. Edited by John Paul Riquelme. Boston, USA: Bedford/St. Martin's, 2002.

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Blank, G. Kim, Stephen Eaton Hume, and Katherine Anne Ackley. Perspectives on contemporary issues: Readings across the disciplines. Toronto: Thomson Nelson, 2008.

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Saunders, Gail. Cultural perspectives, 2003. Nassau, Bahamas: Commonwealth of the Bahamas, 2003.

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(1989), Nebraska Symposium on Motivation. Cross-cultural perspectives. Lincoln: University of Nebraska Press, 1990.

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Book chapters on the topic "Cultural perspectives on writing":

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Zavershneva, Еkaterina, and René van der Veer. "Genres of Writing." In Perspectives in Cultural-Historical Research, 51–55. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-4625-4_5.

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Kubota, Ryuko. "10. Cross-cultural Perspectives on Writing: Contrastive Rhetoric." In Sociolinguistics and Language Education, edited by Nancy H. Hornberger and Sandra Lee McKay, 265–89. Bristol, Blue Ridge Summit: Multilingual Matters, 2010. http://dx.doi.org/10.21832/9781847692849-012.

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Hayik, Rawia. "Promoting Descriptive Writing Through Culturally Relevant Literature." In International Perspectives on Teaching the Four Skills in ELT, 193–203. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-63444-9_14.

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Evensen, Lars Sigfred. "From Dialogue to Dialogism: the Confessions of a Writing Researcher." In Bakhtinian Perspectives on Language and Culture, 147–64. London: Palgrave Macmillan UK, 2004. http://dx.doi.org/10.1057/9780230005679_8.

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Lian, Arild. "Writing, Time and Memory in the Perspective of Socio-cultural Evolution." In Springer Series in Language and Communication, 99–119. Berlin, Heidelberg: Springer Berlin Heidelberg, 1988. http://dx.doi.org/10.1007/978-3-642-72877-8_7.

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Fulford, Bill. "The Realpolitik of Values-Based Practice: An Introduction to Part VI, Reflections." In International Perspectives in Values-Based Mental Health Practice, 367–77. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47852-0_43.

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AbstractThe three chapters in this Part reflect on their authors’ respective experiences of the challenges presented by the realpolitik of implementing projects in values-based practice. The challenges reflect the ‘3 Rs’ of values-based practice by which (as described in our concluding chapter 47, “Co-writing Values: What We Did and Why We Did It”) we have been guided in developing this book: Raising awareness, chapter 44, “Reflections on the Impact of Mental Health Ward Staff Training in Race Equality and Values-Based Practice”, a project combining race equality training and values-based practice for ward staff; Recognition, chapter 45, “Connecting Patients, Practitioners and Regulators in Supporting Positive Experiences and Processes of Shared Decision-Making in Osteopathy: A Case Study in Co-production”, a project in positive practice bringing together regulators, clinicians and patients; and Respect, chapter 46, “Beyond the Colour Bar: Sharing Narratives in Order to Promote a Clearer Understanding of Mental Health Issues Across Cultural and Racial Boundaries”, a project aimed at getting beyond the colour bar between white and black in mental health diagnosis. The chapter concludes with a note on the significance of the resources available from a culturally enriched form of values-based mental health practice for meeting the challenges of implementation.
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Scioli, Anthony. "The Psychology of Hope: A Diagnostic and Prescriptive Account." In Historical and Multidisciplinary Perspectives on Hope, 137–63. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46489-9_8.

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Abstract In this chapter, I review psychology’s contributions to the study of hope. To close potential gaps in this interdisciplinary volume, I include work in psychiatry and nursing. The nearly 400-year history of psychological reflections on hope reveals extended stretches of neglect, alternating with brief flashes of interest. Shifting scientific paradigms are partly to blame. However, I suggest that the greatest challenge for investigators seeking scientific consensus on the topic may be cultural and sociopolitical. I begin with a review of the most significant writings and research on hope, dating back to the seventeenth century. I examine goal-related approaches in greater depth, due to their strong influence on the field of psychology. The latter half of this chapter is more critical and prescriptive. For a deeper commentary, I rely on Markus’s (Meas Interdisciplinary Res Perspect 6:54–77, 2008) distinction between constructs and concepts as well as Danziger’s (Naming the mind: How psychology found its language. Sage Publications, 1997) observation on how psychology found its lexicon. This middle, diagnostic section includes a review of philosophy of science criteria for evaluating theories. I transition to general prescriptions for achieving a better understanding of hope, organized around Bacon’s “four idols” of the mind, and add specific suggestions for future research. I conclude with a summary of recent work within our hope lab.
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Chen, Lingchei Letty. "Coda: Cultural Identity and Cultural Globalization." In Writing Chinese, 175–76. New York: Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9781403982988_9.

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Seufert, Sabine. "Cultural Perspectives." In Handbook on Information Technologies for Education and Training, 411–21. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/978-3-662-07682-8_26.

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Miyamoto, Yuri, and Amanda Eggen. "Cultural Perspectives." In Handbook of Social Psychology, 595–624. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6772-0_20.

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Conference papers on the topic "Cultural perspectives on writing":

1

Setiawan, Rozi. "Analyzing Students' Problems in Writing Narrative Text through SFL Perspectives." In Tenth International Conference on Applied Linguistics and First International Conference on Language, Literature and Culture. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007166803250330.

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Lu, Dan, Xinyu Zhang, and Xuefei Tan. "Research on the Development Status of “Non-fiction” Writing from the Perspective of Narratology." In 7th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.373.

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Zhang, Chunli. "Study on the Improvement of English Writing Abilities through Online Interactive Activities From a Constructive Perspective." In 2016 3rd International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icelaic-16.2017.91.

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Shum, Simon Buckingham, Simon Knight, Danielle McNamara, Laura Allen, Duygu Bektik, and Scott Crossley. "Critical perspectives on writing analytics." In the Sixth International Conference. New York, New York, USA: ACM Press, 2016. http://dx.doi.org/10.1145/2883851.2883854.

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Wyatt, Jacqueline E. C., and Patricia H. Farrar. "Cultural perspectives of computer security." In the conference. New York, New York, USA: ACM Press, 1994. http://dx.doi.org/10.1145/199544.199616.

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Ko, Eunju, Chang Han Lee, and Lisa Kesper. "CULTURAL PERSPECTIVES ON GLOBAL CUSTOMER EQUITY." In Bridging Asia and the World: Globalization of Marketing & Management Theory and Practice. Global Alliance of Marketing & Management Associations, 2014. http://dx.doi.org/10.15444/gmc2014.08.07.03.

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Taylor, Jennyfer Lawrence, Alessandro Soro, Anita Lee Hong, Paul Roe, and Margot Brereton. "Designing For Cross-Cultural Perspectives of Time." In AfriCHI'16: African Conference for Human Computer Interaction. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2998581.2998606.

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Jones, Tod. "Multicultural Indonesia in Geographical and Cultural Perspectives." In 1st International Conference on Social Sciences Education - "Multicultural Transformation in Education, Social Sciences and Wetland Environment" (ICSSE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icsse-17.2018.71.

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Zhao, Wenlan. "Bidirectional Cultural Infiltration in College English Writing Teaching." In 2016 2nd International Conference on Economics, Management Engineering and Education Technology (ICEMEET 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icemeet-16.2017.205.

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Edwards, H. Keith, Judith L. Gersting, and Taupouri Tangaro. "Teaching Alice in Hawai’i: Cultural perspectives." In 2007 37th annual frontiers in education conference - global engineering: knowledge without borders, opportunities without passports. IEEE, 2007. http://dx.doi.org/10.1109/fie.2007.4417815.

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Reports on the topic "Cultural perspectives on writing":

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Nodvin, Stephen C., Thomas A. Waldrop, and [Editors]. Fire and the Environment: Ecological and Cultural Perspectives. Asheville, NC: U.S. Department of Agriculture, Forest Service, Southeastern Forest Experiment Station, 1991. http://dx.doi.org/10.2737/se-gtr-69.

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Costa, Pedro. The Cultural Activities Cluster in Portugal: Trends and Perspectives. DINÂMIA'CET-IUL, 2001. http://dx.doi.org/10.7749/dinamiacet-iul.wp.2001.21.

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DeLong, Marilyn, Seoha Min, Yoonkyung Lee, and Mary Alice Casto. Perspectives of Apparel Sustainability Among Design Students from Different Cultural Backgrounds. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-757.

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Clayton, Suzanne, Tessa Dallo, Corey Dotson, Gwen Houston, Mae-Ling Kao, Keana Kast, Kestrel Kiegel, et al. CULTURAL PERSPECTIVES OF THE 2016 NONLINEAR MECHANICS AND DYNAMICS RESEARCH INSTITUTE. Office of Scientific and Technical Information (OSTI), October 2016. http://dx.doi.org/10.2172/1562831.

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Arviso, Brittany, C. Luke Croessmann, Jonathan E. Fachko, Rio William Hatton, Matthew Robert Brake, and Davinia Rizzo. Cultural Perspectives of the 2015 Nonlinear Mechanics and Dynamics Summer Research Institute. Office of Scientific and Technical Information (OSTI), August 2015. http://dx.doi.org/10.2172/1490527.

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Wilson, Meena, Ellen Van Velsor, Anand Chandrasekar, and Corey Criswell. Grooming top leaders: Cultural perspectives from China, India, Singapore and the United States. Center for Creative Leadership, March 2016. http://dx.doi.org/10.35613/ccl.2016.1015.

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Tian, Xiaoling. Preschool Teachers' Perspectives on Caring Relationships, Autonomy, and Intrinsic Motivation in Two Cultural Settings. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.470.

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Dobkins, Rebecca, Ceara Lewis, Susan Hummel, and Emily Dickey. Cultural plant harvests on federal lands: perspectives from members of the Northwest Native American Basketweavers Association. Portland, OR: U.S. Department of Agriculture, Forest Service, Pacific Northwest Research Station, 2016. http://dx.doi.org/10.2737/pnw-rp-608.

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Dobkins, Rebecca, Ceara Lewis, Susan Hummel, and Emily Dickey. Cultural plant harvests on federal lands: perspectives from members of the Northwest Native American Basketweavers Association. Portland, OR: U.S. Department of Agriculture, Forest Service, Pacific Northwest Research Station, 2016. http://dx.doi.org/10.2737/pnw-rp-608.

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Allison-Cassin, Stacy, Sean Hillier, Alan Odjig Corbiere, Deborah McGregor, and Joy Kirchner. Perspectives on Openness: Honouring Indigenous Ways of Knowing. Chair Rosa Orlandini. York University Libraries, October 2020. http://dx.doi.org/10.25071/10315/38038.

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York University Libraries Open Access Week 2020 panel discussion entitled, "Perspectives on Openness: Honouring Indigenous Ways of Knowing", moderated by Stacy Allison-Cassin, in conversation with Alan Ojiig Corbiere, Deborah McGregor, and Sean Hillier, that took place online on October 20, 2020. The theme for Open Access Week 2020 is Open With Purpose: Taking Action to Build Structural Equity and Inclusion. The basis of the discussion for the panel is the question, "In an era of open scholarship and research, how do we as a research community navigate and balance openness while respecting Indigenous knowledge and cultural expression?". This panel discussion offers the opportunity to encourage broader participation in conversations and actions around emerging scholarly communication issues, by centering on Indigenous approaches to open scholarship and research.

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