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Journal articles on the topic 'Cultural perspectives on writing'
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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.
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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.
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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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HARDING, VANESSA. "RECENT PERSPECTIVES ON EARLY MODERN LONDON." Historical Journal 47, no. 2 (May 24, 2004): 435–50. http://dx.doi.org/10.1017/s0018246x04003747.
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Recent writing on early modern London offers new perspectives on a wide range of topics. Interest in the literary and cultural is particularly strong, and much attention has been given to John Stow, London's sixteenth-century historian. This review discusses recent work on three themes prominent in Stow's Survey of London (1598), and its later editions: the character of religious life in post-Reformation London; the importance of place and space to the experience of the city; and the question of civic and business morality in a changing world.
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Espinosa Hernández, Patricia. "¿Tiene género la escritura?" Catedral Tomada. Revista de crítica literaria latinoamericana 9, no. 16 (July 19, 2021): 8–29. http://dx.doi.org/10.5195/ct/2021.512.
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In 1993, cultural critic Nelly Richards published a polemic article called “Does Writing Have a Sex?”. From this text I aim, on the one hand, to discuss the question that gives her article a name by stating that no, writing does not have a sex; it has a gender. On the other hand, I am interested in addressing Richards’ non-separatist perspective, which refers to the consideration of female writing as counter-hegemonic, a fact shared with male writings. For Richards, being male is not decisive in the appraisal of writing. Moreover, she points out that feminism is at risk of becoming a ghetto if it does not include writing from counter-hegemonic males. From my vision, while it is true that there are different counter-hegemonic writings, it is not possible to de-gender writing; much less to put female and male writings in the same territory, whether they are heterosexual or homosexual, and even less, to catalogue their productions under “female writing”.
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Aldama, F. L. "Momaday, Vizenor, Armstrong: Conversations on American Indian Writing; Native North America: Critical and Cultural Perspectives." American Literature 72, no. 1 (March 1, 2000): 215–17. http://dx.doi.org/10.1215/00029831-72-1-215.
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Çandarlı, Duygu, Yasemin Bayyurt, and Leyla Martı. "Authorial presence in L1 and L2 novice academic writing: Cross-linguistic and cross-cultural perspectives." Journal of English for Academic Purposes 20 (December 2015): 192–202. http://dx.doi.org/10.1016/j.jeap.2015.10.001.
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Howes, Hilary, and Matthew Spriggs. "Writing the History of Archaeology in the Pacific: Voices and Perspectives." Journal of Pacific History 54, no. 3 (June 24, 2019): 295–306. http://dx.doi.org/10.1080/00223344.2019.1617682.
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Reed-Danahay, Deborah. "Bourdieu and Critical Autoethnography: Implications for Research, Writing, and Teaching." International Journal of Multicultural Education 19, no. 1 (February 28, 2017): 144. http://dx.doi.org/10.18251/ijme.v19i1.1368.
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This article argues that by combining critical ethnographic and autoethnographic perspectives we can move beyond the insider/outsider dualism, better understand the ways in which stories of personal experience are “strategic,” and interrogate the broader contexts and processes of social inequality that shape life trajectories. The potential contributions to critical autoethnography of the reflexive approach of “self-analysis” advocated by Pierre Bourdieu are discussed. The author draws upon her uses of critical autoethnography in research (in France and the United States) and in teaching about immigration.
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Pandey, Kashi Raj. "Journaling: A Cross-cultural Approach to Transcend Individual Limitations Among Learners." Journal of Education and Research 3 (March 27, 2013): 75–91. http://dx.doi.org/10.3126/jer.v3i0.7854.
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While writing and reading have certain specific uses in the broader aspect of life and cultural practices, this paper focuses on improving a researcher’s practice as a teacher and learner in inclusiveness, multiplicity, multiculturalism, and possibility of various perspectives in any given contexts. Taking auto-ethnography as a methodological referent in writing narratives, that deals with my own and students’ lived experiences about journaling and its impact on transformation, this research looks into the dialectical nature of knowing through reflection about self practices whilst taking the cultural context of teaching in multiple perspectives. Responding to a number of questions including how a habit of maintaining journal helps the practitioner in cherishing multicultural thoughts, this work is equally a room that tries to find answers to the research question-- When and how do the learners realize a need for cross-cultural understanding? Along with participants’ narratives and other related theories this paper also covers the researcher’s encounter with Dr. Inspection, and a letter to the Subject Committee. In addition, an acrostic poem and a Haiku also give the picturesque of the ongoing discourse among teachers and students, teachers and management and management and students in any educational institutions being Mount Kailash University (MKU)1, a prototype.DOI: http://dx.doi.org/10.3126/jer.v3i0.7854Journal of Education and Research March 2013, Vol. 3, No. 1, pp. 75-91
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Haaland, Torunn. "The Art of Writing from the Border: Narrative Decentralisation and Pluricultural Identity Construction in Tomizza’s Franziska (1996)." Quaderni d'italianistica 41, no. 1 (December 31, 2020): 95–116. http://dx.doi.org/10.33137/q.i..v41i1.35896.
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This article examines one of Tomizza’s unjustifiably understudied texts within two primary contexts: one formed around the historical, political and social background of early 20th-Century Trieste, the other around the author’s recurrent concern with hybrid characters and geopolitical, cultural and linguistic borderlands. At the surface, these contexts are dramatised to revisit a political and ethnic conflict from the viewpoint of one of its most invisible victims. To uncover the novel’s more deep-running operations, however, this study takes a narratological approach and applies perspectives associated with imagology and linguistic hybridity as well as theories of border writing and border-crossing. Whereas the narrative fusion of historical reconstruction, self-reflexive commentaries, epistolary testimonies and mythical fictionalisations creates a discourse of literary fragmentation and deterritorialisation, the protagonist’s biographical background and socio-culturally embedded experiences are interlaced to represent a liminal character formed by dual perspectives, plurilingual enunciations and incompatible loyalties. Franziska exists between history and myth and as she increasingly acquires different cultural codes, she also comes to linger, irreconcilably, between different and conflicting cultural civilisations. Just as the multidimensional text questions norms of literary unity, so does this fluid character expose stereotypical conceptions of ethnic identities. As an amalgamated device, the self-referential narrator and the border crosser he constructs expose not only ideals of linguistic and cultural purity but also totalitarian conceptions of geographical and cultural borders. Ultimately, this experimental literary operation implicates the reader in a democratic literacy of multiple perspectives that questions normative notions of identities, belonging, culture and nationhood.
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Bian, Xiaoyun, and Xiaohong Wang. "CHINESE EFL UNDERGRADUATES’ ACADEMIC WRITING: RHETORICAL DIFFICULTIES AND SUGGESTIONS." Indonesian Journal of Applied Linguistics 6, no. 1 (July 29, 2016): 20. http://dx.doi.org/10.17509/ijal.v6i1.2645.
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<p>Difficulties encountered by students in L2 academic writing has been a subject of research for several decades. However, to date, there still remains a lack of detailed and in-depth investigation into this area of interest. This qualitative study thoroughly investigated the rhetorical difficulties faced by Chinese EFL undergraduate academic writers, and collected suggestions on how to address these rhetorical issues. To be sufficiently detailed and thorough, this study divided students' difficulties into process- and product-related difficulties, and used triangulated data from supervisors' perspectives, students' perspectives, and supervisors' comments to address research questions. Although there were no strong generalizations derived from data from different perspectives and sources, the findings of this study showed supervisor perceptions of the rhetorical difficulties the students experienced were almost identical. In nature these rhetorical difficulties were culturallyembedded and genre-related issues; and the degree of difficulty experienced by each student varied. In this study, supervisors and students both suggested that, to solve rhetorical difficulties, teacher student communication should be improved. This study provided empirical evidence to contrastive rhetoric theory and socio-cultural theory. It also offered suggestions on how to strengthen future research in this area of inquiry, and how to improve academic writing teaching in L2 educational contexts.</p>
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Suzuki, Michiko. "Reading and Writing Material: Kōda Aya'sKimonoand Its Afterlife." Journal of Asian Studies 76, no. 2 (May 2017): 333–61. http://dx.doi.org/10.1017/s0021911817000043.
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The kimono is often overlooked in the study of modern Japanese literature. Yet it plays a vital role in representing character, symbolizing critical aspects of the narrative, and illuminating historical and social contexts. Here I focus onKimono(1965–68), an unfinished novel by Kōda Aya (1904–90) that depicts a girl's growing-up process through her experiences with kimono during the early twentieth century. While highlighting the protagonist's development, kimonos in this work also serve various other functions, particularly cogent during a time in which everyday knowledge of kimono was declining. I examine the novel from different perspectives, including the kimono culture of the 1950s–60s and the novel's revitalization during the 1990s–2000s, facilitated by Kōda's literary inheritor, daughter Aoki Tama (1929–). This essay presents a new view of Kōda and her novel while engaging with broader questions of material and cultural representation, and the role of objects in the interpretation of literary texts.
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Salazar, Zeus A. "The Pantayo Perspective as a Discourse Towards Kabihasnan." Asian Journal of Social Science 28, no. 1 (2000): 123–52. http://dx.doi.org/10.1163/030382400x00190.
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AbstractThe pantayo perspective was developed from my analysis of the fundamental historical perspectives that arose in the process of Philippine nationhood. The essence of this perspective was already an important basis of my course in historiography from the early 1970s, in which the methodology, philosophy and techniques of writing history were studied. The core of the pantayo perspective lies in the internal interrelationships and the inter-relating of the characteristics, values, knowledges, aims, customs, behaviours and experiences of a cultural whole. It refers to a "mentality" that a foreigner who has not yet entered a society and culture possessed of a pantayo perspective will find difficult to understand. It is this pantayo perspective that forms the basis of the P/Filipinizatian of the sciences.
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Gabor, Georgina Oana. "The Autoethnographic Undertaking: A Day in Ron Pelias’ Life." Qualitative Inquiry 26, no. 10 (August 14, 2019): 1250–63. http://dx.doi.org/10.1177/1077800419868501.
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Ronald Pelias revolutionizes the style of academic writing by illustrating an innovative version. He prompts academics to understand and take responsibility for the personal, engaged dimension of academic writing. Academic discourse can integrate, rather than exclude, readers’ perspectives. Autoethnography brings the “ivory tower” of the academy closer to everyday life. Pelias’s piece functions as an incentive for our own critical and (self-)revelatory engagement in our interactions with people, cultural meanings, and our own bodies. If we face up to the challenge, society becomes a place for transformation, rather than conformation—which our writing sufficiently prepares to hear our voices.
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Kim, Sugene. "Japanese student writers’ perspectives on anonymous peer review." ELT Journal 73, no. 3 (February 13, 2019): 296–305. http://dx.doi.org/10.1093/elt/ccy061.
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Abstract This article explores Japanese EFL learners’ perceptions of face-to-face vs. anonymous peer review in a writing classroom. Albeit few in number, some studies claim that Asian students exhibit difficulty in providing negative feedback because they tend to be hesitant for cultural reasons to criticize others’ work. To verify and extend such observations, this study collected data from 64 Japanese college students regarding their experiences and perspectives after they performed peer review in both conditions. Analysis of the data collected through a survey and semi-structured interviews did not support the previously held views that learners from non-Western cultural backgrounds are predisposed to be reluctant peer reviewers. Further, the findings indicated that Japanese EFL learners’ preference for a specific peer-review mode interacts closely with various factors. Possible pedagogical implications are discussed in relation to ways to better implement peer-review sessions.
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Gagnon, Daniel. "Self-Translation, Literary Creativity, and Trans-Lingual Aesthetics: A Québec Writer’s Perspective." Linguaculture 2015, no. 1 (June 1, 2015): 45–55. http://dx.doi.org/10.1515/lincu-2015-0035.
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Abstract Self-translation and bilingual writing are drawing increasing critical attention in literary and translation studies. Bilingual writing can cover a wide range of phenomena involving varying degrees of bilingualism. Scholarly focus has been on emigrant, expatriate or exiled writers and more recently, on bilingual writers writing in a post-colonial context, using the acquired language of the colonizer. The emphasis has been on the cultural and political power inequalities between languages. Self-translation has also been seen from the broader, ontological point of view as a form of double representation of the writing self. My own experience in the particular cultural geography of a bi-national, multicultural country such as Canada offers a different context for reflecting on self-translation and bilingual writing, or what I prefer to call “cross-writing,” based on the fundamental cross-cultural communicative aesthetics underlying my specific writing and self-translation process.
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Ataie-Tabar, Maryam, Gholamreza Zareian, Seyyed Mohammad Reza Amirian, and Seyyed Mohammad Reza Adel. "A Study of Socio-Cultural Conception of Writing Assessment Literacy: Iranian EFL Teachers’ and Students’ Perspectives." English Teaching & Learning 43, no. 4 (November 1, 2019): 389–409. http://dx.doi.org/10.1007/s42321-019-00035-0.
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Juan, Cao. "A Cultural and Functional Approach to the Assessment of Logical Thinking Ability in English Writing." Scientific Programming 2021 (June 1, 2021): 1–9. http://dx.doi.org/10.1155/2021/1783384.
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The analysis of influencing factors of logical thinking ability in English writing is the key effective factor of evaluating logical thinking ability in English writing. In order to accurately evaluate logical thinking ability in English writing, this paper studies the evaluation method of logical thinking ability in English writing from the perspective of culture and function. This paper analyzes the relationship between the influencing factors of logical thinking ability in English writing. The factors of text structure and language expression reflect the culture and function of logical thinking ability in English writing, respectively, which have a direct impact on logical thinking ability in English writing. From these two aspects, 15 evaluation indexes are selected to construct the evaluation system of logical thinking ability in English writing. Considering the significant fuzziness of logical thinking ability in English writing from the perspective of culture and function, the comprehensive evaluation method of fuzzy mathematics is used for the process, the evaluation criteria are determined, the evaluation matrix is constructed, and the membership function is calculated, to complete the comprehensive evaluation of fuzzy mathematics based on the membership function and weight matrix. The experimental results show that this method can accurately evaluate the logical thinking ability of English writing and can be effectively used in the area of research.
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Jones, Susan. "Diaghilev and British Writing." Dance Research 27, no. 1 (May 2009): 65–92. http://dx.doi.org/10.3366/e0264287509000255.
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This article explores the diversity of British literary responses to Diaghilev's project, emphasising the way in which the subject matter and methodologies of Diaghilev's modernism were sometimes unexpectedly echoed in expressions of contemporary British writing. These discussions emerge both in writing about Diaghilev's work, and, more discretely, when references to the Russian Ballet find their way into the creative writing of the period, serving to anchor the texts in a particular cultural milieu or to suggest contemporary aesthetic problems in the domain of literary aesthetics developing in the period. Figures from disparate fields, including literature, music and the visual arts, brought to their criticism of the Ballets Russes their individual perspectives on its aesthetics, helping to consolidate the sense of its importance in contributing to the inter-disciplinary flavour of modernism across the arts. In the field of literature, not only did British writers evaluate the Ballets Russes in terms of their own poetics, their relationship to experimentation in the novel and in drama, they developed an increasing sense of the company's place in dance history, its choreographic innovations offering material for wider discussions, opening up the potential for literary modernism's interest in impersonality and in the ‘unsayable’, discussions of the body, primitivism and gender.
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Fantin, Monica. "Perspectives on Media Literacy, Digital Literacy and Information Literacy." International Journal of Digital Literacy and Digital Competence 1, no. 4 (October 2010): 10–15. http://dx.doi.org/10.4018/jdldc.2010100102.
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The cultural landscape poses different challenges for teachers. Beyond developing reading and writing skills, it is necessary to emerge in the digital culture and master the different codes of different languages. In this context, media education studies discuss the educational possibilities of interpreting, problematizing, and producing different kinds of texts in critical and creative ways, through the use of all means, languages and technologies available. Considering that media cannot be excluded from literacy programs, it is essential to reflect on the definition of “literate” today. These reflections examine the resignification of concepts like literacy, media literacy, digital literacy and information literacy.
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Bai, Lin, and Jie Qin. "A Study of Negative Language Transfer in College Students’ Writing from Cultural Perspective." Theory and Practice in Language Studies 8, no. 3 (March 1, 2018): 306. http://dx.doi.org/10.17507/tpls.0803.05.
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Language and culture are closely related with each other and they are inseparable. Language, as a vehicle of culture, is as well culture’s manifestation. Transfer, as an important notion in Second Language Acquisition (SLA), states the situation of previously existing knowledge being extended and expanded to the gaining of new knowledge. Language transfer can be classified into positive, negative and zero transfer. As for the definition of positive transfer, it is the transfer that helps or facilitates language learning in another situation. Negative transfer is one that interferes with language learning in another situation. How to utilize the positive transfer and avoid negative transfer is of great significance in Foreign Language Teaching (FLT). Aiming to improve college students’ English writing, the author tries to analyze the negative transfer from the cultural perspective. With the guidance of the theory of Language Transfer, the author carries out a research on the students’ writing tasks. Based on the research, author has discovered the interference of their mother tongue in students’ writings shown in idioms, cultural terms and conventions in expression. Therefore, the students are not free to use language to explain their arguments. The study also found these negative transfer are mostly generated by cultural difference. The sources of negative transfer include in the three aspects which are thinking mode, aesthetic perception and religious belief. Thus students should find some solutions and avoid negative transfer efficiently.
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Drewniak, Dagmara. "Quo Vadis Polish-Canadian Writing? Reflections on Home, Language, Writing, and Memory in Recent Texts By Canadian Writers of Polish Origins." Studia Anglica Posnaniensia 55, s2 (December 1, 2020): 317–33. http://dx.doi.org/10.2478/stap-2020-0016.
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Abstract The aim of this paper is to look at the recent publications by writers of Polish extraction living in Canada and writing in English in order to examine these texts in the context of their treatment of the concept of home, attitude to mother tongue and the usage of English, as well as the authors’ involvement in shaping the Canadian literary scene. The analysis will concentrate on selected texts published after 2014 to delineate the latest tendencies in Polish-Canadian writing. The discussion will include life writing genres such as memoirs, short stories, and novels. Since these writers have undertaken themes of (up)rootedness, identity, and memory and they have touched upon the creative redefinition of the figure of home, these aspects will also be examined from a theoretical perspective in the introductory part of the article. Steven Tötösy de Zepetnek through his concept of “in-between peripherality” (2010: 87) proposes to view Central and Eastern European literature as both peripheral and in-between its “own national cultural self-referentiality and the cultural influence and primacy of the major Western cultures” (2010: 87). Moreover, as diasporic studies are inspired by the search for transcultural, dynamic exchanges and hybridity (Agnew 2005), the analysis will also include discussions on hybridity understood as a transgression of borders, both literary and genealogical as well as thematic. That is why, the classic notion of hybridity known widely in postcolonial studies, is here understood, according to Moslund (2010), as having horizontal and vertical orientations, where the former designates transgression of borders and space and the latter is connected to the movement across time. This approach is particularly interesting in the context of Polish-Canadian migrant and diasporic literature as, according to Pieterse (2001), hybridity understood as movement and translocation can offer new perspectives on migrant literatures in multi-and transcultural worlds.
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Becker, Heike. "Writing Genocide." Matatu 50, no. 2 (February 13, 2020): 361–95. http://dx.doi.org/10.1163/18757421-05002002.
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Abstract In this article I read several recently published novels that attempt to write the early 20th century Namibian experience of colonial war and genocide. Mari Serebrov’s Mama Namibia, Lauri Kubuitsile’s The Scattering and Jaspar Utley’s The Lie of the Land set out to write the genocide and its aftermath. Serebrov and Kubuitsile do so expressly from the perspective of survivors; their main characters are young Herero women who live through war and genocide. This sets Mama Namibia and The Scattering apart from the earlier literature, which—despite an enormous divergence of political and aesthetic outlooks—tended to be written from the perspective of German male protagonists. The Lie of the Land, too, scores new territory in postcolonial literature. I read these recent works of fiction against an oral history-based biography, in which a Namibian author, Uazuvara Katjivena, narrates the story of his grandmother who survived the genocide.
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Chrisomalis, Stephen. "Constraint, cognition, and written numeration." Pragmatics and Cognition 21, no. 3 (December 31, 2013): 552–72. http://dx.doi.org/10.1075/pc.21.3.08chr.
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The world’s diverse written numeral systems are affected by human cognition; in turn, written numeral systems affect mathematical cognition in social environments. The present study investigates the constraints on graphic numerical notation, treating it neither as a byproduct of lexical numeration, nor a mere adjunct to writing, but as a specific written modality with its own cognitive properties. Constraints do not refute the notion of infinite cultural variability; rather, they recognize the infinity of variability within defined limits, thus transcending the universalist/particularist dichotomy. In place of strictly innatist perspectives on mathematical cognition, a model is proposed that invokes domain-specific and notationally-specific constraints to explain patterns in numerical notations. The analysis of exceptions to cross-cultural generalizations makes the study of near-universals highly productive theoretically. The cross-cultural study of patterns in written numbers thus provides a rich complement to the cognitive analysis of writing systems.
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Jain, S. Lochlann, and Jackie Stacey. "On Writing About Illness: A Dialogue with S. Lochlann Jain and Jackie Stacey on Cancer, STS, and Cultural Studies." Catalyst: Feminism, Theory, Technoscience 1, no. 1 (June 2, 2015): 1–31. http://dx.doi.org/10.28968/cftt.v1i1.28815.
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In this dialogue, S. Lochlann Jain and Jackie Stacey put into conversation their respective monographs, Malignant and Teratologies. Drawing on perspectives in feminist science studies and cultural studies, the discussion dovetails their first-person accounts and the critical analyses in their books.
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Walden, Jennifer. "A pile of drums: Putting theory into practice in culturally diverse music education." International Journal of Music Education 38, no. 1 (October 11, 2019): 79–92. http://dx.doi.org/10.1177/0255761419871358.
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This article provides music educators with practical ways to (a) build school community through culturally diverse music and informal performances and (b) inculcate global perspectives into music programs (including concert band and choir) through culturally diverse music. In an autoethnographic style, the article tells a story that spans 2 years in a challenging situation: an international school in a country wrought with political and economic instability. It examines community building and inculcating global awareness from four perspectives. The first perspective reviews engagement in cultural diversity in music education through the lens of recently completed PhD research. It looks what scholars are writing about culturally diverse music education and how these ideas subsequently look in practice. Second, 30 years of personal experience teaching culturally diverse music are tied in, including ideas for student engagement in music classes. The third perspective includes practical ideas: how culturally diverse music can be integrated to broaden a program and rejuvenate interest in music. Finally, the fourth reveals responses from students experiencing learning through culturally diverse music. Examples, transcriptions, and recommended resources are included, leaving music teachers with useful, sustainable approaches for culturally diverse inclusivity.
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Helaluddin, Helaluddin. "Desain Literasi Budaya dalam Pembelajaran Bahasa Indonesia di Perguruan Tinggi." ESTETIK : Jurnal Bahasa Indonesia 1, no. 2 (December 26, 2018): 101. http://dx.doi.org/10.29240/estetik.v1i2.582.
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The cultural literacy program is one of the six basic literacies proclaimed by the World Economic Forum in 2015. Foundational literacies are literacy, numeracy, scientific literacy, ICT literacy, financial literacy, and cultural and civic literacy. Cultural literacy is someone’s ability in understanding his culture and how to behave towards his culture as his nation’s identity. In other words, cultural literacy is the knowledge, perspectives, and contributions of a set of cultures that will be used by the learners in the process of reading and writing. This paper highlights the advantages of cultural literacy for university students. In addition, this paper also elaborates the teaching scenario of cultural literacy in Indonesian language course.
Keywords: literacy, cultural literacy, Indonesian language course
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Blanke, Horst Walter, and Georg Iggers. "The Social History of Politics: Critical Perspectives in West German Historical Writing Since 1945." German Studies Review 10, no. 2 (May 1987): 340. http://dx.doi.org/10.2307/1431110.
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Sarkar Arani, Mohammad Reza. "An examination of oral and literal teaching traditions through a comparative analysis of mathematics lessons in Iran and Japan." International Journal for Lesson and Learning Studies 5, no. 3 (July 11, 2016): 196–211. http://dx.doi.org/10.1108/ijlls-07-2015-0025.
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Purpose – The purpose of this paper is to examine a seventh grade mathematics lesson in Iran and Japan through a comparative analysis for illuminating what actually goes on in the classroom in different cultural contexts. Emphasis is here placed on Iranian oral and Japanese literal teaching traditions. Design/methodology/approach – Qualitative research methods were employed for data collection, including cross-cultural lesson analysis meetings in Iran and Japan and semi-structured interviews with the participants of the meetings. In doing this, the study plans to make apparent the structure of meaning hidden in lesson practice – a so-called cultural script of teaching – by comparing this practice in cultural context, through the eyes of educators from different socio-cultural perspectives. Findings – The findings are intended to clarify the mathematical communication approach used in Iran and Japan. Mathematical communication proceeds through speaking rather than writing in Iran, discussing before summarizing and taking notes (speaking/listening), while in Japan, it proceeds through writing before telling and speaking (writing/reading). Research limitations/implications – This study delivers a transnational learning opportunity for educators to learn how to provide evidence-based analysis of a lesson for professional learning to raise the quality of teaching. However, as this is a case study, it opens up the possibility for comparative lesson analysis of more sample lessons, and how active learning and dialogic teaching can be designed in different educational contexts. In addition, it may be interesting for educators to see how this comparative lesson analysis helps practitioners to revise their teaching. These are very important research questions which the researcher hopes to cover in his next manuscript. Practical implications – Comparative lesson analysis has the potential to expand more “research in practice” for designing mathematics lessons from the perspective of the students – so-called “customized teaching.” In addition, how the silent process of each individual student in the lesson has impacted on their learning and understanding – so-called “personalized learning” – is one of the issues arising from the case studies. Social implications – The value of comparative lesson analysis as a lens is in its ability to reveal to educators their own unconscious teaching script. It provides an opportunity for evidence-based critiques of our own teaching traditions that we accept culturally, share tacitly and may not even be aware of in the construction process. Originality/value – This study combines careful measurement with “insider” and “outsider” perspectives to provide a deeper understanding of the real world of the classroom and the cultural context of teaching.
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Zohar, Zvi. "Should Non-Jews be Regarded as Equal?" Journal of Law, Religion and State 4, no. 3 (September 10, 2016): 267–92. http://dx.doi.org/10.1163/22124810-00403002.
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This article provides a window into a variety of views and teachings about the equality of Jews and non-Jews that are found in the writings of Sephardic rabbis in modern times. Unlike almost all writing on Judaism in modern times, which has focused on religious thinkers living in Europe or in North America, my examples are drawn from the writings of rabbis living in Muslim-majority lands, i.e., in the Middle East and North Africa, where Judaism originated and where Jewish communities have existed continuously for millennia. These attitudes range from negative and antagonistic essentialist perspectives to ideals of mutual cultural enrichment and joint co-operation in the realization of righteousness and justice in the life of all peoples. The rich variety of attitudes and values exemplified in these texts is typical of the Jewish rabbinic tradition, in which a plurality of views exists on almost any topic.
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Bauerkämper, Arnd. "Not Dusk, but Dawn: The Cultural Turn and German Social History After 1990." East Central Europe 34-35, no. 1-2 (2008): 37–62. http://dx.doi.org/10.1163/18763308-0340350102003.
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This article focuses on the evolution of social history in pre- 1989 West Germany and the GDR and, on the basis of this overview, identifies new, innovative historiographical trends on (re-)writing social history in unified Germany. It is argued that, for many decades, West German historiography had been characterized by sharp debates between the more established advocates of investigations into social structures and processes, on the one hand, and the grass-roots historians of everyday life, on the other. Since the early 1990s, however, this antagonism has considerably receded in favour of synthetic perspectives. At the same time, interest in the history of East European states and regions has considerably increased. This article highlights these new analytical trends in recent German historiography by taking as example studies of the social history of the GDR. In the unified Germany, the history of the GDR has received particular attention. Access to new sources has also enabled historians to link the histories of Eastern and Western Europe, either by employing comparative perspectives or investigating cross-border entanglements.
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DAVIS, ROCÍO G. "Academic Autobiography and Transdisciplinary Crossings in Shirley Geok-lin Lim's Among the White Moon Faces." Journal of American Studies 43, no. 3 (December 2009): 441–57. http://dx.doi.org/10.1017/s0021875809990867.
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The growing number of academic autobiographies published in recent years has sparked interesting debates on the nature and function of life writing. We now grapple with the question of the degrees to which autobiographical and professional writing function in conjunction – if we can read autobiographical writing from professional perspectives or, alternatively, to what extent scholarship grows from personal experiences. This approach to the academic autobiography links our notions about processes of self-inscription to the forms of production of historical and cultural knowledge. This essay examines these ideas by reading Shirley Geok-lin Lim's Among the White Moon Faces (1997). Lim's literary and scholarly production superlatively illustrates the development of contemporary perspectives on national identity and language, migration, and homelands. Her work, which includes poetry collections, novels, short stories, academic studies and a memoir – compels readers to engage the interplay between the competing forces of race, ethnicity, gender, and nationality within spaces that embody these conflicts. I argue that a comparative reading of personal and professional narratives invites us to reconsider how, working within specific epistemic contexts, academics like Lim consciously negotiate the intersection between personal history and academic commitment, a vital subtext in their autobiographical performance.
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Van Beuningen, Catherine. "Corrective Feedback in L2 Writing: Theoretical Perspectives, Empirical Insights, and Future Directions." International Journal of English Studies 10, no. 2 (December 1, 2010): 1. http://dx.doi.org/10.6018/ijes/2010/2/119171.
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The role of (written) corrective feedback (CF) in the process of acquiring a second language (L2) has been an issue of considerable controversy among theorists and researchers alike. Although CF is a widely applied pedagogical tool and its use finds support in SLA theory, practical and theoretical objections to its usefulness have been raised (e.g. Truscott, 1996; 1999; 2004; 2007; 2009). In the present paper, I start by summarizing the theoretical arguments underpinning the use of CF in L2 classrooms. Subsequently, the objections raised against error correction are reviewed, and some controversies concerning different CF methodologies and error types are discussed. Next, the paper provides a critical summary of the findings produced by empirical work to date, and sketches out some of the issues that need to be attended to in future research. Based on the available empirical evidence, I conclude that, by offering learners opportunities to notice the gaps in their developing L2 systems, test interlanguage hypotheses, and engage in metalinguistic reflection, written CF has the ability to foster SLA and to lead to accuracy development.
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Mole, G. D. "Writing the Holocaust Today: Critical Perspectives on Jonathan Littell's 'The Kindly Ones'." French Studies 67, no. 2 (March 29, 2013): 281–82. http://dx.doi.org/10.1093/fs/knt046.
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Durst-Andersen, Per, and Daniel Barratt. "Idea-based and image-based linguacultures." International Journal of Language and Culture 6, no. 2 (December 31, 2019): 351–87. http://dx.doi.org/10.1075/ijolc.17011.dur.
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Abstract In order to investigate whether or not cultural cognitive differences between Western and East Asian countries should be taken seriously we compared the empirical results from studies of perception and cognition involving primarily American and Chinese people to linguistic data from exactly the same areas in American English and Mandarin Chinese. What we found were systematic language parallels to the perceptual and cognitive differences found in empirical studies. Our linguistic analysis did not only reveal that the differences should be taken seriously, but also that it seems to be possible to trace them back to different perspectives involved: The Anglo-American culture has an idea-based perspective, while the Mandarin Chinese culture has an image-based perspective to what appears to be a common basis for both Americans and Chinese in all other respects. The difference in perspective is, for instance, reflected in the two very different writing systems.
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Amin, Omnia. "Creativity and Dissidence in Jordanian Women’s Literature." Respectus Philologicus 28, no. 33A (October 25, 2015): 3. http://dx.doi.org/10.15388/respectus.2015.28.33a.3.
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Contemporary Jordanian women writers have transported the act of writing into an act of dissidence to reflect their own perspectives and priorities shaped by a distinctive cultural and aesthetic formation. Writers like Huzama Habayeb, Afaf Batayneh, and Leila Elatrash speak with assertive voices about the confinement and even the abuse of Arab women. Their works reveal an unequivocal sense of pride in overthrowing all confinements, while at the same time condemning and combating the abusive excesses of patriarchy when it appropriates and exploits religious and cultural traditions to preserve its own material hegemony. Their discourse strives, with varying degrees of militancy, for an agenda that is quite dissident and threatening to the fabric of the traditional religious and social Arab norms. Some look at the West for a substitute model of their freedom of expression, while others seek an answer within the framework of Arabic culture. Their writing represents not only a fascinating phenomenon of articulating feelings and perspectives of their own by adopting a dissident stance in their use of language and narrative, but also a promise to extend and expand their scope of focus to an apparent militant and confrontational response to the discourse produced by male-made theocracies.
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Tallone, Giovanna. "In Dialogue with Writing. Clare Boylan’s Non-Fiction." Estudios Irlandeses, no. 16 (March 17, 2021): 42–53. http://dx.doi.org/10.24162/ei2021-9970.
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In 1993 Clare Boylan edited a collection of essays by diverse writers on the act of writing entitled The Agony and the Ego. The Art and Strategy of Fiction Writing Explored. Here, Boylan takes the double stance of an outsider, as a critic, and of an insider, as a writer, and her concern with other writers’ work highlights her own preoccupation with writing and creativity, thus providing an interesting insight into her own fiction too. Besides writing seven novels and three collections of short stories, Clare Boylan also produced personal, autobiographical and critical pieces in a variety of essays and newspaper articles. She also showed a rigorous stance as editor in the thorough and engaging Literary Companion to Cats (1994). In particular, Boylan’s non-fiction work includes essays on Kate O’Brien and Molly Keane, as well as an introduction to Maeve Brennan’s posthumous novella The Visitor. Her critical work shows rigorous attention to texts and imagery, but also patterns of affinities with the writers she takes into account. The purpose of this essay is to analyse samples of Clare Boylan’s critical work vis-à-vis her own fiction. Significant cross-references can be identified which cast new perspectives on her literary work.
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Mondada, Lorenza, and Kimmo Svinhufvud. "Writing-in-interaction." Writing in interaction 6, no. 1 (May 19, 2016): 1–53. http://dx.doi.org/10.1075/ld.6.1.01mon.
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This article, introducing the special issue, aims at sketching the emerging field of studies on writing-in-interaction within an ethnomethodological (EM) and conversation analytic (CA) perspective. It does so by situating research carried out in this perspective within the existing literature and by offering some larger input on how the field could be developed. Writing-in-interaction is here approached by considering writing in social interaction as a multimodal phenomenon, with a special emphasis on handwriting. The paper presents current studies and further possible developments of writing in interaction, including the detailed analysis of video fragments. It shows how it is possible to finely analyze the moment-by-moment organization of writing as a multimodal social practice, demonstrating its embodied projectability, its material and multimodal graphic achievement, and its embeddedness in sequential organization and in multiactivity.
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Krzywoszynska, Anna. "We are all surprised by action: Writing materials from a cultural perspective." City 16, no. 5 (October 2012): 607–9. http://dx.doi.org/10.1080/13604813.2012.709407.
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Morey, Ann-Janine. "In Memory of Cassie: Child Death and Religious Vision in American Women's Novels." Religion and American Culture: A Journal of Interpretation 6, no. 1 (1996): 87–104. http://dx.doi.org/10.1525/rac.1996.6.1.03a00050.
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This article investigates the contribution of several twentieth-century women writers to the legacy of women's writing about child death and scriptural consolation. The suffering and death of children constitutes the most intractable of religious problems, and recent studies of parental grieving support women's literary treatment of child death. Thus, just as child death creates a unique religious space, it may also demand its own literary category and aesthetic. By considering the unique dimensions of parental grieving, and by looking at how Perri Klass, Toni Morrison, and Harriette Arnow handle this subject, it is possible to gain fresh literary perspective on the fiction of nineteenth-century American women, many of whom also addressed the problem of child death and scriptural consolation. Women writers create children who are more than literary or symbolic commodities, and, in so doing, these writers challenge us to reevaluate scriptural and social perspectives on child death.
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Felski, Rita. "Nothing to Declare: Identity, Shame, and the Lower Middle Class." PMLA/Publications of the Modern Language Association of America 115, no. 1 (January 2000): 33–45. http://dx.doi.org/10.2307/463229.
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In contemporary literary and cultural studies, little attention has been paid to the lower middle class, described by one scholar as “the social class with the lowest reputation in the entire history of class theory.” This article discusses the representation of the lower middle class in literature and scholarly writing. George Orwell's novels of the 1930s and Hanif Kureishi's The Buddha of Suburbia offer some illuminating perspectives on the British lower middle class, though Orwell's novels also reveal a conspicuous disdain for their subject. This disdain is echoed in much of the scholarly writing on the lower middle class. Decried for its reactionary attitudes by Marxists, the “petite bourgeoisie” also poses problems for a contemporary cultural politics based on the idealization of transgression and on the romance of marginality. Rather than embody an outmoded or anachronistic class formation, however, the lower middle class may offer an important key to the contemporary meaning of class.
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Ramon, Alex. "Writing About a Woman Writer’s Writing: On Gender Identification(s) and Being a Male Critic of Carol Shields’s Work." Text Matters, no. 1 (November 23, 2011): 170–82. http://dx.doi.org/10.2478/v10231-011-0013-8.
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This essay takes as its starting point my experience as a male critic of Carol Shields's work. Throughout the researching and writing of my PhD on Shields, I have noted with curiosity the surprise registered by many people upon discovering that a male critic would choose to write about the work of a female author. This reaction, confirmed by other male academics working on female authors, raises a number of interesting questions. What does it mean for a male critic to write about the work of a female author? Why is this still considered surprising, unusual, even strange? Is this view symptomatic of the kind of disturbing devaluation of women's fiction (and of women's experience generally) that Shields herself explores so candidly in her final novel Unless (2002)? I suggest that the anti-feminist backlash (outlined by Faludi [1991]), and the profitable establishment of popular literary genres such as "Chick Lit" and "Lad Lit," have led to a retrogressive "hardening" of gender roles within popular culture, one which endorses a simplistic relationship between author and audience, presuming that texts "by" women must necessarily be "for" women only. Situated within the context of Shields's own professed ambivalence about her status as a "women's writer," and drawing on the theories of Emma Wilson, the essay attempts to broaden out into a wider reflection upon issues of gender and identification within contemporary literary culture. Shields's work, I argue, subverts assumptions about gendered reading patterns, encouraging through its polyphony and its use of dual narrators a mobile and flexible reading experience which allows the reader to inhabit a range of perspectives and to read productively across gender binaries.