Relevant bibliographies by topics / Emotional writing

Academic literature on the topic 'Emotional writing'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Emotional writing"

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D’Mello, Sidney, and Caitlin Mills. "Emotions while writing about emotional and non-emotional topics." Motivation and Emotion 38, no. 1 (April 6, 2013): 140–56. http://dx.doi.org/10.1007/s11031-013-9358-1.

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Fama, Katherine. "‘Home Feeling in the Heart’: Domestic Feeling and Institutional Space in the American Progressive Era." Emotions: History, Culture, Society 6, no. 1 (June 22, 2022): 78–95. http://dx.doi.org/10.1163/2208522x-02010147.

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Abstract Writing on either side of the emotional watershed of the 1920s, Jane Addams and Anzia Yezierska documented and fictionalised the domestic institutional spaces of the American Progressive Era, from settlements to charity homes. Writing from the perspectives of settlement administrator and immigrant resident, each found emotions central to the era’s crossing of domestic and public spheres, professionalisation of charity and social work, and encounters between middle-class and labouring-immigrant cultures. Their writings portrayed the institutional home as host to the conflicting expressions of middle-class workers and immigrant occupants, a crucible of emotional cultures. Each argued for the importance of emotional encounters and empathy in institutional domestic space, writing back to the dominant professional constraints on women’s emotional expression in the era. Addams and Yezierska advocated for emotional knowledge and drive, challenging the exile of emotional logic and language from women’s emerging public roles. The value and expression of public emotions – as Yezierska’s fictions suggest – proved possible unevenly, along lines of institutional power.
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Epstein, Maram. "Writing Emotions: Ritual Innovation as Emotional Expression." NAN NÜ 11, no. 2 (2009): 155–96. http://dx.doi.org/10.1163/138768009x12586661922947.

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AbstractThis article examines the chronological biographies of the Qing ritualists Yan Yuan (1635-1704) and Li Gong (1659-1733) to witness how they negotiated and wrote about the ritual and emotional priorities in their relationships with various family members. It argues that rather than being just a form of ritual duty, filial piety was a core emotion at the center of many people's affective and spiritual lives. Although the conservative nature of nianpu (chronological biography) as a genre meant that some of the most intimate relationships in these two men's lives would get passed over in silence, the recording of their manipulation of ritual forms allowed them an indirect means of expressing their affective bonds.
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Scholes, Julie, and John Albarran. "Emotional aspects of writing." Nursing in Critical Care 19, no. 6 (October 20, 2014): 270–71. http://dx.doi.org/10.1111/nicc.12139.

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Foley, Kevin. "Emotional Writing Eases Fibromyalgia." Internal Medicine News 38, no. 14 (July 2005): 44. http://dx.doi.org/10.1016/s1097-8690(05)71174-4.

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Lee, Soojin, and Sungkun Cho. "Effects of Expressive Writing through Self-Distancing on Emotion and Pain Outcomes in Individuals Who Use Emotional Suppression." STRESS 30, no. 3 (September 30, 2022): 129–38. http://dx.doi.org/10.17547/kjsr.2022.30.3.129.

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Background: Emotions are closely related to pain outcomes, and maladaptive emotional regulation strategies such as suppression can exacerbate pain. The purpose of this study was to empirically investigate the effects of expressive writing on emotions and pain outcomes of individuals who use emotional suppression.Methods: Forty university students with an emotional suppression scale score of more than one standard deviation participated in this study. There were 20 students in the expressive writing group and 20 students in the control group. For the expressive writing group, emotions (negative emotions and state anxiety) and pain experiences (threshold, tolerance, intensity, and pupil diameter measured during cold pressure tasks) were assessed before and after a writing intervention.Results: The expressive writing group had lower post-negative affect than pre-negative affect and lower post-state anxiety than the control group. However, there were no significant differences between groups in pain outcomes and self-distancing.Conclusions: These findings suggest that expressive writing can help individuals express and experience negative emotions and anxiety more healthily.
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Badenhorst, Cecile. "Emotions, Play and Graduate Student Writing." Canadian Journal for Studies in Discourse and Writing/Rédactologie 28 (February 6, 2018): 103–26. http://dx.doi.org/10.31468/cjsdwr.625.

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While playfulness is important to graduate writing to shift students into new ways of thinking about their research, a key obstacle to having fun is writing anxiety. Writing is emotional, and despite a growing field of research that attests to this, emotions are often not explicitly recognized as part of the graduate student writing journey. Many students experience writing anxiety, particularly when receiving feedback on dissertations or papers for publication. Feedback on writing-in-progress is crucial to meeting disciplinary expectations and developing a scholarly identity for the writer. Yet many students are unable to cope with the emotions generated by criticism of their writing. This paper presents pedagogical strategies—free-writing, negotiating negative internal dialogue, and using objects to externalize feelings—to help students navigate their emotions, while recognizing the broader discursive context within which graduate writing takes place. Reflections on the pedagogical strategies from nineteen Masters and PhD students attending a course, Graduate Research Writing, were used to illustrate student experiences over the semester. The pedagogical strategies helped students to recognize their emotions, to make decisions about their emotional reactions and to develop agency in the way they responded to critical feedback. By acknowledging the emotional nature of writing, students are more open to creativity, originality, and imagination.
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Desi Sukma Puspita Sari. "MELATIH REGULASI EMOSI PADA ANAK PRA SEKOLAH DENGAN BERMAIN: LITERATURE REVIEW." Jurnal Pendidikan dan Kebudayaan 2, no. 1 (March 20, 2022): 14–20. http://dx.doi.org/10.55606/jurdikbud.v2i1.149.

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Emotion regulation plays a role in modulating the expression of emotions (positive and negative) in interacting with others according to social rules. Individuals who have good emotional regulation skills are able to see, evaluate, modify emotional reactions, are able to relieve and regulate the emergence of negative emotions. In preschoolers, the ability to regulate emotions is strongly influenced by the surrounding environment, namely the home and school environment. One method to train preschool children's emotional regulation is by playing. This writing is library research which is presented descriptively through several relevant literatures. The results of the review show that there are several methods used to train emotion regulation in preschoolers.
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Olmstead, Kathleen, and Bobbie Kabuto. "Writing Artifacts as Narratives of Emotion." Language and Literacy 20, no. 2 (May 23, 2018): 102–24. http://dx.doi.org/10.20360/langandlit28806.

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This manuscript will examine the role of emotion in writing through a comparative analysis of home-based written artifacts from children between the ages of 5 and 7 from seven families. We investigate how writing reflects the emotional context of the family that can function as a tool for the construction of narratives. The examination of writing through this perspective illustrates how the process of composing written artifacts reflects the synchronization and coordination of social and historical events imbued with emotions as told by the children’s written artifacts.
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Brand, Alice G., and John Chibnall. "The Emotions of Apprentice Poets." Empirical Studies of the Arts 7, no. 1 (January 1989): 45–49. http://dx.doi.org/10.2190/kmm8-yv9t-x53b-u4w7.

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Nineteen college poets completed a twenty-item check list that asked them how they felt about writing in general as well as before, at a pause, and after seven poetry writing sessions. The intensity with which they experienced positive, negative passive, and negative active emotions was assessed as was the frequency with which those emotions were experienced when writing in general. Results indicated that the positive emotions intensified during writing. Instructor-rated skilled poets experienced more positive emotions than their unskilled counterparts. But poets rating themselves as unskilled felt both more positive and negative active when writing than their skilled counterparts. Student poets unaccustomed to writing on their own experienced more intense emotions across the writing episodes than those with more years. Free writing was associated with more intense anxiety than structured poetry exercises. The rank orders of the emotion items suggested more emotional stability for poetry generated in an academic setting than generated at home.
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Dissertations / Theses on the topic "Emotional writing"

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Biswas, Ann E. "When Emotion Stands to Reason: A Phenomenological Study of Composition Instructors' Emotional Responses to Plagiarism." University of Dayton / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1447096811.

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Creech, Suzannah K. "The impact of written emotional disclosure on laboratory induced pain." Thesis, Texas A&M University, 2004. http://hdl.handle.net/1969.1/2680.

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Previous research has demonstrated the impact of negative emotional states on pain modulation. The direction of this modulation has been shown to correspond to the arousal level and the valence of the emotional state, whether naturally occurring or induced in the laboratory. Other research has consistently linked written emotion disclosure of trauma to better long-term health outcomes among several populations. As most of these studies have focused on long-term health outcome effects of disclosure, little research has been done on the immediate effects of the paradigm on affective or physiological states. This study investigated the short-term effects of written disclosure of trauma on laboratory-induced pain, affective state, and other physiological measures of stress and arousal. Other goals of the study included investigating preexisting differences in pain sensitivity between participants corresponding to lifetime experience of trauma, and determining the degree to which baseline pain testing alters pain sensitivity after emotion induction by creating a conditioned, contextual fear. This is the first study to apply the written emotional disclosure paradigm to laboratory-induced pain.
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Creech, Suzannah K. "Impact of written emotional disclosure of trauma on laboratory induced pain." Texas A&M University, 2008. http://hdl.handle.net/1969.1/85964.

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This study was undertaken to determine whether written emotional disclosure of trauma impacted capsaicin induced pain immediately after writing and at a one-month follow-up, and the extent to which a lifetime history of trauma alters pain under neutral conditions. Three experiments were conducted to answer these questions. In Experiment 1 participants were randomly assigned to write about either a neutral or a trauma topic, and they concurrently completed the capsaicin test. In Experiment 2, the capsaicin test was administered to trauma history and no trauma history participants and pain ratings and secondary hyperalgesia were recorded under neutral conditions. In Experiment 3, participants wrote for three days and completed the radiant heat test before writing on day 1 and after writing on day 3. They also completed the capsaicin test on either day 4 or at a one-month follow-up (day 30). Taken together, these studies had several important results. First, radiant heat withdrawal latencies, ratings of pain intensity and unpleasantness, and area of secondary hyperalgesia were all significantly increased when participants had a history of traumatic experiences. This is evidence that trauma history is sufficient to alter pain regulatory mechanisms, and this may be attributable to the chronic negative affective state induced by trauma history and sensitization of shared circuits involved in both pain and emotion. Furthermore, our findings suggest that written emotional disclosure may lead to long-term changes in pain modulatory pathways that regulate central sensitization, without altering systems that regulate spontaneous pain.
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Beck, Taylor McGowin. "The twitcing eye : REM sleep and the emotional brain." Thesis, Massachusetts Institute of Technology, 2012. http://hdl.handle.net/1721.1/77473.

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Thesis (S.M. in Science Writing)--Massachusetts Institute of Technology, Dept. of Humanities, Graduate Program in Science Writing, 2012.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 43-47).
Sleep and emotion have been linked since the discovery of rapid eye movement (REM) sleep sixty years ago. Sleep, in particular REM sleep and the dreams it harbors, seems to modulate mood, restoring stability to the weary mind. Scientists have struggled to understand this link through the biological study of the brain, the psychological study of dreaming, and the clinical study of how sleep is affected by psychiatric illness. This thesis examines the history of sleep research in terms of its relationship to emotional processing, both from the physiological and the psychological perspective. We are introduced to the scientists who discovered REM in 1953, to those who tracked the links between the biochemistry of mood and of sleep, and to contemporary researchers who are exploring the link between sleep and mood using brain-scanners and electrodes to study the dreaming brain, and the sleep and dreaming of patients with mood disorders. On our journey we will experience both the progress sleep research has made this century, and the enduring mystery of why humans sleep and dream.
by Taylor McGowin Beck.
S.M.in Science Writing
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Walker, Elizabeth Harrington. "The Effects of Expressive Writing on Emotional Intelligence in College Undergraduates." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6698.

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Attending college is often so stressful that as many as 40% of students leave without earning a degree. Many students desert during their first and second years of study. Emotional intelligence has been associated with effective coping skills, student achievement, and psychological well-being. The act of expressing emotions through writing has been shown to engage many capabilities associated with emotional intelligence. Few studies have examined the effects of expressive writing on emotional intelligence. The theory of emotion regulation provided theoretical framework. The purpose of this quantitative experimental study was to examine the effects of expressive writing on emotional intelligence and perceived stress. A sample of 58 first and second year of college students participated in the study. Data were analyzed using paired t-test. Differences in emotional intelligence and perceived stress scores were not significant after 4 weeks of expressive writing sessions. However, at one-month follow-up, emotional intelligence scores were significantly higher for those who engaged in expressive writing. Given that emotional intelligence increased after an extended period of time, expressive writing could be easily implemented by students to improve coping skills and achieve academic goals.
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Pluth, Kate M. "Alexithymia, Emotional Intelligence, and Their Relation to Word Usage in Expressive Writing." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/scripps_theses/36.

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This correlational and experimental study examines how people with different levels of alexithymia and emotional intelligence write about their emotional experiences. Because research on expressive writing (writing about important emotional experiences) has found such far-reaching therapeutic benefits, and attributes much of it to expressive writing's linguistic properties, exploring how a person's emotional understanding relates to language matters. Sixty-eight participants engaged in Pennebaker's expressive writing paradigm, and their word usage was measured on a number of categories, as given by the Linguistic Inquiry and Word Count program. Results indicated that different levels of emotional intelligence and alexithymia correlated with certain parameters of word usage. However, few relationships were observed between the two attributes and change in word usage over time.
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Graf, Maria Christine Geller Pamela A. "Written emotional disclosure: what are the benefits of expressive writing in psychotherapy? /." Philadelphia, Pa. : Drexel University, 2004. http://dspace.library.drexel.edu/handle/1860/281.

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Parkin, Johanna. "The Writing-Based Practice| The Development of Social and Emotional Awareness in Adolescents." Thesis, Gwynedd Mercy University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10616852.

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Although a great deal of research exists regarding various components of the Writing-Based Practice along with best practice of writing instruction, the research that does exist only examines how writing instruction impacts writing. This research study, however, examined whether there is a potential connection between a writing immersion program, the WBP, and growth in both social and emotional awareness. Specifically, the purpose of this Mixed Methods Triangulation Design-Convergence Model (Denzin, 1970; Creswell, Plano Clark, et al., 2003) was to investigate the potential relationship that may exist between the Writing-Based Practice and social and emotional awareness in adolescents.

The study consisted of the following method of data collection for two-hundred and forty-one eighth-grade students: questionnaires and six case studies which involved interviews, observations, and collecting artifacts. This study was conducted at a suburban middle school in southeastern Pennsylvania. All the parents of the eighth-graders were asked to sign a consent form to allow their child to participate. I surveyed only those students whose parents gave permission. Case study participants were selected based on PSSA 2014/2015 results. Data analysis employed the SPSS software to help analyze the quantitative portion of the study while coding. All qualitative data analysis was conducted by the researcher using conventional and summative content analysis. I trained a second coder for each child in the case studies reliability.

Results indicated there was sufficient evidence indicating statistically significant positive change for group interaction, risk-taking, and self-perception when exposed to the WBP over the course of the school year. Additionally, there was sufficient evidence to conclude positive change on both creative and analytical writing style when exposed to the WBP over the course of the school year.

For students to be successful in college and career, social and emotional skills are essential. This research fills a gap in the literature because there is nothing that addresses this problem. If, in fact, the WBP infrastructure does promote social and emotional growth, while also improving writing skills, it is relevant because not only will the students be better prepared for college, career and beyond, they will also grow through self-reflection.

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Bira, Lindsay M. "Emotional Writing in an HIV+ Population: Assessing Two Scoring Methods of Emotional/Cognitive Processing and Their Effects on Health Status, Physical Symptoms and Psychological Well-being." Scholarly Repository, 2011. http://scholarlyrepository.miami.edu/oa_theses/294.

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Objective: The purpose of the present study is to examine whether level of written emotional expression (EE) and emotional/cognitive processing (ECP) for traumatic events predict health status (CD4 and VL), Category B symptoms, depression and anxiety in an HIV+ population over four years. Specifically, two different scoring methods of two variables within ECP (cognitive appraisal and self-esteem) will be compared to see if a change score (SMCHANGE) or a final score (SMFINAL) better predict outcomes. The possible mediating role of ECP in the relationship between EE and outcomes will also be explored. Methods: This longitudinal study assessed 169 HIV+ and diverse men and women in the midrange of illness as indicated by a CD4 number between 150 and 200 and no previous AIDS-defining symptom. EE/ECP data was gathered during baseline assessment and participants attended follow-up assessments every 6 months for a period of 4 years. Hierarchical Linear Modeling was used to examine change over time in CD4, VL log, Category B symptoms, depression and anxiety controlling for age, gender, ethnicity, education, anti-HIV medication and baseline values for each outcome. In addition, analyses for CD4 and VL log were rerun controlling for medication adherence. Results: Positive EE was found to be significantly related to only CD4 and Category B symptoms slopes. Negative EE was not related to any outcome. ECP was found to be related to CD4, VL log and Category B symptoms slope. No relationships were found between EE/ECP and depression and anxiety. SMFINAL scores on ECP subscales were found to predict CD4 and VL log slope better than SMCHANGE, but SMCHANGE scores predicted Category B symptoms slope better than SMFINAL. Within meditational analyses, ECP was found to mediate the relationship between positive EE and CD4 slope controlling for adherence. Positive EE mediated the relationship between ECP and Category B symptoms slope. Conclusions: Higher engagement in positive EE and ECP within emotional writing about a trauma contributes to beneficial changes in health outcomes over time within HIV+ individuals. SMFINAL seems to be more related to CD4 and VL log slope while SMCHANGE seems to be more related to Category B symptoms slope, indicating that both scoring methods within ECP seem to be valuable. Findings support the meditational role of ECP between EE and CD4, and provide new evidence that positive EE plays a meditational role between ECP and Category B symptoms. These findings can be used to help improve health for patients in future studies or in CBT therapies.
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Guastella, Adam, and n/a. "Trauma Writing Tasks: An Examination of the Process of Change Indicated by Cognitive-Behavioural Models of Trauma." Griffith University. School of Applied Psychology, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040526.130108.

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Past research indicates a causal relationship between emotional writing and health benefits (Smyth, 1998). At present, little is known about the mechanisms underlying change or if the emotional writing paradigm may be applied to a clinical setting. This present study reviewed current models of trauma and hypothesised three mechanisms of change leading to future health benefits: exposure, devaluation, and benefit-finding. Instructions for the standard writing paradigm were manipulated to isolate and increase engagement with each of these processes. It was hypothesised that if any one of these processes were to underlie health benefits, participants assigned to that condition would obtain more benefit than standard writing participants. Individual differences were also hypothesised to interact with each process to amplify or detract from their influence in leading to future benefit. A total of 201 university students were recruited from Griffith University. Participants were assigned to one of five writing conditions: Control, Standard, Exposure, Devaluation, and Benefit-Finding. Sessions were conducted once a week for three weeks. Physiological and self-report measures were taken before, during and after writing sessions. Follow-up assessments of psychological and physical health were taken at 2 and 6-months post-writing. Essay content analysis suggested that participants wrote in the instructed manner. Participants assigned to each of the groups experienced expected amounts of distress and affect changes. Overall, results failed to replicate the beneficial health effects for the standard emotional writing paradigm. There were no significant physical or psychological benefits for the standard trauma-writing participants in comparison to control. However, a trend in the appropriate direction was noted for illness visits at 6-months. Furthermore, in support of Greenberg and Stone's (1992) findings, standard writing participants who disclosed more severe and personal experiences evidenced significant illness visit reductions in comparison to control. Comparisons between standard and experimental trauma writing groups failed to support hypotheses that any one mechanism was responsible for physical health benefits. Examination of psychological self-report measures indicated exposure participants experienced the greatest reduction on the Impact of Events Scale at two months. However, these participants experienced greater reduction of positive affect and growth for the experience. They also became more anxious, depressed, and stressed at six-months follow-up. Process variables were examined within the exposure condition to explain these findings. Habituation was found to be strongly associated with the alternate outcomes. Individual differences. Including alexithymia, absorption, and negative affect, were also related to outcome. Benefit-finding participants experienced the greatest increase on a measure of post-traumatic growth at two-months and positive affect for the experience, but the finding was significant only in comparison to exposure and devaluation groups. The results of this study failed to identify the process of change, but suggest specific areas for future research. The findings demonstrate the importance of comprehensive health research to avoid blanket statements that suggest a paradigm either does or does not lead to health benefits. The results also support the manipulation of the writing paradigm to examine the role of emotion processing in trauma and health research.
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Books on the topic "Emotional writing"

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Lepore, Stephen J., and Joshua M. Smyth, eds. The writing cure: How expressive writing promotes health and emotional well-being. Washington: American Psychological Association, 2002. http://dx.doi.org/10.1037/10451-000.

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Writing to heal: A guided journal for recovering from trauma & emotional upheaval. Oakland, CA: New Harbinger Publications, 2004.

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Inc, NetLibrary, ed. Therapeutic storywriting: A practical guide to developing emotional literacy in primary schools. London: D. Fulton Publishers, 2004.

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La région du cœur et autres textes. Bruxelles, Belgium: Editions Labor, 1985.

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Micciche, Laura R. Doing emotion: Rhetoric, writing, teaching. Portsmouth, NH: Boynton/Cook Publishers, 2007.

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Martin, Jennifer. Emotions and Virtues in Feature Writing. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62978-6.

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Mixed emotions: Mountaineering writings of Greg Child. Seattle, WA: The Mountaineers, 1993.

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Iglesias, Karl. Writing for Emotional Impact. WingSpan Press, 2005.

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Creative literature: Emotional expression in literature. 5th ed. Greenwood Village, CO: FasTracKids International, 2000.

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Hedges, Diana. Poetry, Therapy & Emotional Life. Radcliffe Pub, 2013.

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Book chapters on the topic "Emotional writing"

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Dombrowski, Stefan C. "Emotional Disturbance." In Psychoeducational Assessment and Report Writing, 349–87. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44641-3_14.

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Dombrowski, Stefan C. "Emotional Disturbance." In Psychoeducational Assessment and Report Writing, 221–53. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-1911-6_13.

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Singer, George H. S., Jessica Early, Talitha Buschor, Destiny Hoerberg, and Hui Zhang. "Writing as Physical and Emotional Healing." In The Routledge International Handbook of Research on Writing, 394–407. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9780429437991-32.

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Djos, Matts G. "Alcoholic Guilt and Emotional Paralysis: Bathos, Incongruity, and Frustration." In Writing Under the Influence, 79–86. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230109131_8.

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Gui, Jia, Shu-Wen Lan, and Luciana C. de Oliveira. "Writing for Publication as Doctoral Students." In Doctoral Students’ Identities and Emotional Wellbeing in Applied Linguistics, 175–94. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003305934-15.

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Tamas, Sophie, Katarina Georgaras, and Maria Dabboussy. "The Emotional Geographies of Academic Writing: Writing as a Method of Survival." In Collaborative Futures in Qualitative Inquiry, 56–69. New York, NY: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003154587-4.

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Sassu, Kari A., Melissa A. Bray, Nicholas Gelbar, and Tiffany P. Kerzner. "Written emotional expression in schools: Processing psychological and emotional stress through narrative writing." In Promoting mind–body health in schools: Interventions for mental health professionals., 245–54. Washington: American Psychological Association, 2020. http://dx.doi.org/10.1037/0000157-017.

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Sørensen, Ninna Nyberg. "Emotional Introspection: The Politics and Challenges of Contemporary Migration Research." In Research Methodologies and Ethical Challenges in Digital Migration Studies, 195–218. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81226-3_8.

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AbstractField-based research increasingly involves working in complex, sometimes insecure, and often emotionally challenging situations. While most researchers are trained in issues pertaining to security, ethics, and responsibility, less preparation goes into the emotional aspects of conducting fieldwork and, upon return, dealing with the retrospective processing of often hard real-life experiences in our analysis and writing. Based on long-term observation and more recent systematic interviews with colleagues who all have worked in emotionally challenging situations, this chapter discusses the particularities of doing migration research in times of stricter migration policy and practice. Special emphasis is put on the institutional cultures and structures surrounding our research, the implications of emotions in the field, and the unequal relationship between the people being studied and the local co-researchers with a view to what can be done prior to, during and after going to the field to maintain both security and emotional engagement, to “do no harm”, and to avoid occupational hazards of burnout, compassion fatigue or secondary traumatic stress among those involved.
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Raković, Mladen, and Philip H. Winne. "SR-WMS: A Typology of Self-Regulation in Writing from Multiple Sources." In Social and Emotional Learning and Complex Skills Assessment, 109–29. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-06333-6_7.

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Dickinson, Sara. "Aleksandra Xvostova, Nikolaj Karamzin and the Gendering of Toska." In Biblioteca di Studi Slavistici, 31–56. Florence: Firenze University Press, 2015. http://dx.doi.org/10.36253/978-88-6655-822-4.03.

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This article reviews the evolution of toska in eighteenth-century literary discourse to demonstrate this sentiment's profound connection with notions of femininity. That century's use of toska culminates in Aleksandra Xvostova's then popular Otryvki (Fragments, 1796), the emotional emphases of which were one of the reasons for its success. In fact, we argue that Russian women's writing contains a tradition of emotional expression that is lexically distinct from the male tradition. Xvostova’s emphatic and reiterative use of toska participates in a larger debate about gender and the 'ownership' of personal emotions and it was relevant to literary arguments about "feminization" that involved writers such as Nikolaj Karamzin and Vasilij Zukovskij, but also a number of women authors (e.g. Ekaterina Urusova, Anna Turčaninova, Elizaveta Dolgorukova, Anna Volkova), whose work asserts the right of the female subject to both suffer strong emotion and to express it.
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Conference papers on the topic "Emotional writing"

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Santoso, Agus, Sri Rahmah Ramadhoni, and Luluk Fikri Zuhriyah. "Using Ekphrasis of Emotional Writing for Improving Emotional Regulation Skills." In 2nd  International Seminar on Guidance and Counseling 2019 (ISGC 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200814.016.

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Sun, Hui, Tiong-Thye Goh, and Da-Wei Jing. "Emotional Words in Chinese ESL Essay Writing." In the 2nd International Conference. New York, New York, USA: ACM Press, 2018. http://dx.doi.org/10.1145/3241748.3241761.

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Chang, Yung-Chun, Cen-Chieh Chen, Yu-lun Hsieh, Chien Chin Chen, and Wen-Lian Hsu. "Linguistic Template Extraction for Recognizing Reader-Emotion and Emotional Resonance Writing Assistance." In Proceedings of the 53rd Annual Meeting of the Association for Computational Linguistics and the 7th International Joint Conference on Natural Language Processing (Volume 2: Short Papers). Stroudsburg, PA, USA: Association for Computational Linguistics, 2015. http://dx.doi.org/10.3115/v1/p15-2127.

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Wambsganss, Thiemo, Christina Niklaus, Matthias Söllner, Siegfried Handschuh, and Jan Marco Leimeister. "Supporting Cognitive and Emotional Empathic Writing of Students." In Proceedings of the 59th Annual Meeting of the Association for Computational Linguistics and the 11th International Joint Conference on Natural Language Processing (Volume 1: Long Papers). Stroudsburg, PA, USA: Association for Computational Linguistics, 2021. http://dx.doi.org/10.18653/v1/2021.acl-long.314.

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Yu Cheng, Shen. "A Survey of Emotional Response for Affective Writing Measurment." In 2017 7th International Conference on Social Network, Communication and Education (SNCE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/snce-17.2017.25.

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Horton, Michal, and Debra Burleson. "Emotional Intelligence (EQ) in the Classroom, in Writing, on Teams." In 2022 IEEE International Professional Communication Conference (ProComm). IEEE, 2022. http://dx.doi.org/10.1109/procomm53155.2022.00034.

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Hu, Nan. "Relating Chinese EFL Learners' Writing Strategy Use to Emotional Aspects." In 2022 11th International Conference on Educational and Information Technology (ICEIT). IEEE, 2022. http://dx.doi.org/10.1109/iceit54416.2022.9690732.

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Weirauch, Angelika. "CREATIVE WRITING IN CONTEXT OF UNIVERSITIES." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end056.

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"We present an old process developed more than a hundred years ago at American universities. It means professional, journalistic and academic forms of writing. It also includes poetry and narrative forms. Creative writing has always been at the heart of university education. Today, there are more than 500 bachelor's degree programs and 250 master's degree programs in this subject in the United States. In other fields of study, it is mandatory to enrol in this subject. After World War II, it came to Europe, first to England and later to Germany. Here, ""... since the 'Sturm und Drang' (1770-1789) of the early Goethe period, the autodidactic poetics of the cult of genius prevailed. The teachability of creative writing has been disputed ever since and its dissemination has therefore always had a hard time in Germany"" [von Werder 2000:99]. It is rarely found in the curricula of German universities. At the Dresden University of Applied Sciences, we have been practicing it for five years with great response from social work students. They learn different methods: professional writing for partners and administration, poetic writing for children's or adult groups, scientific language for their final thesis and later publications. Although we offer it as an elective, more than 80% of students choose it. Final papers are also written on these creative topics or using the methods learned. ""Writing forces economy and precision. What swirls chaotically around in our heads at the same time has to be ordered into succession when writing"" [Bütow in Tieger 2000:9]. The winners of this training are not only our former students! Children in after-school programs and youth clubs improve their writing skills through play. Patients in hospitals work on their biographies. People who only write on the computer discover slow and meaningful writing, activating their emotional system. Therefore, this paper will show how clients benefit from creative writing skills of their social workers and what gain other disciplines can expect as well."
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Kramskova, Anna S. "TESTIMONIAL EVIDENTIALITY AT EXPRESSING EMOTIONAL-EVALUATIVE INTENSION IN TIBETAN." In 49th International Philological Conference in Memory of Professor Ludmila Verbitskaya (1936–2019). St. Petersburg State University, 2022. http://dx.doi.org/10.21638/11701/9785288062353.15.

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Modern Tibetan has a paradigm of evidential verb forms, with the help of which the speaker indicates the source of information or their access to it. The semantically marked testimonial evidentiality (which corresponds to sensory sources of information about the fact of the utterance) can be used by the speaker to implement various communicative intensions, in particular, emotional-evaluative intension. This article presents the results of a study of speaker’s expression of emotional-evaluative intension using the forms of testimonial evidentiality in Modern Literary Tibetan. The relevance of the work is based on the insufficient study of how Tibetan speakers express communicative intensions and how evidentiality is implemented in written Modern Tibetan. The analysis was carried out on a morphosyntactically marked corpus of 83,018 tokens combining 20 texts of various genres of fiction, academic and journalistic writing in Modern Tibetan. A speaker was understood as any addresser of an utterance in direct speech and first person narration parts of the text (author, literary character, lyrical subject). For the selection and analysis of utterances with an emotional-evaluative intension, contextual analysis was used, characterizing the addresser, addressee and the object of the utterance, speech situation, as well as the meaning of the verb form in the scope of the operational context. The analysis showed that when expressing emotional- evaluative intension with the help of testimonial evidentiality, the speaker emphasizes one of the aspects of the meaning of this type of evidentiality: 1) objective or perceptual lack of control over the observed action or situation by the speaker; 2) direct evidence of the fact of the utterance as a source for an unaddressed emotional state; 3) direct observation of the speaker as an evidence for assessing and validating the reliability of the reported fact. The article provides information on the evidential system of the Tibetan language and the most common communicative intensions formalized by testimonial evidentiality, as well as discusses in detail individual cases of expressing emotional-evaluative intension along with the analysis of the speaker’s communicative position and his choice of means of expression. Refs 22.
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Johnson-McCurry, Roslyn. "READING, WRITING AND RACISM: EXPLORING THE IMPACT OF RACIAL DISCRIMINATION ON THE COGNITIVE AND SOCIAL-EMOTIONAL GAINS OF DEVELOPING YOUTH." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.2454.

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Reports on the topic "Emotional writing"

1

Valdimarsdottir, Heiddis, and Dana Bovbjerg. Emotional, Biological, and Cognitive Impact of a Brief Expressive Writing Intervention for Women at Familial Breast Cancer Risk. Fort Belvoir, VA: Defense Technical Information Center, June 2009. http://dx.doi.org/10.21236/ada576432.

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