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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Lee, Chang H., and Misung Shin. "Language Use in Emotional Writing." Perceptual and Motor Skills 100, no. 3 (June 2005): 861–64. http://dx.doi.org/10.2466/pms.100.3.861-864.
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This brief report provides descriptive data on uses of language in emotional writing to give some clues on the mechanism of emotional writing. Two written samples, emotional writing and superficial writing, were analyzed using the program, Korean Linguistic and Word Count. Emotional writing has more complicated language structure and more cognitive words than the superficial writing.
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Jung, Boon ui. "A Correlation between Sentiment Expression and Writing Level of High School Student’s Persuasive Text." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 23 (December 15, 2022): 343–59. http://dx.doi.org/10.22251/jlcci.2022.22.23.343.
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Objectives In this study, the problem was that the current writing evaluation did not take into account the emotional level of student writing. In order to examine the correlation between the sentiment level of high school students' editorial text and the level of writing, an persuasive sentiment lexicon was prepared, the sentiment level was measured, and the correlation between the sentiment level and the evaluation score was analyzed. Methods A corpus was created by collecting 132 student essays on two subjects, and the emotional dictionary of the corpus was constructed by determining the emotional level of the vocabulary as the expert's rating. By measuring the emotional level with the editorial sentiment dictionary, the correlation with the writing evaluation score was examined, and specifically, it was confirmed whether there was a difference in the correlation according to the upper/lower level. Results In both the KNU sentiment dictionary and the editorial sentiment dictionary, the degree of emotion and the evaluation score were positively correlated, and the correlation degree of the editorial sentiment dictionary (0.543) was higher than the KNU sentiment dictionary (0.368). Although the degree of correlation was different for each topic, both the emotional level and the writing level showed a positive correlation, especially the number of positive and negative words and the highest correlation. As a result of examining the texts by dividing them into upper, middle and lower levels, the correlation between the lower level text and the emotional level was high (0.571), and the upper level had no significant correlation with the emotional level. Conclusions It was found that the higher the emotional level of the editorial text, the higher the writing level, and the lower-level writing had a higher correlation with the emotional level. It was confirmed that it is necessary to use emotional words appropriately in order to effectively convey one's argument to the other party, rather than exclude the degree of emotion from the editorial text. For students with low writing ability, since the amount of words has a great influence on their writing level, it is necessary to learn various words including emotional words.
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Iskandar, Rahmadania Putri Ferdianawati, and Muhammad Reza Pahlevi. "Students’ emotional engagement in online collaborative writing through google document." ETERNAL (English Teaching Journal) 12, no. 2 (August 29, 2021): 58–67. http://dx.doi.org/10.26877/eternal.v12i2.9191.
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Learning writing has been conducted by using various methods. Collaborative writing is one of method that used in writing learning practice. Studies about collaborative writing reveal that online collaborative writing is effective to promote students’ writing quality. There are many previous studies have explored the students’ perception, effectiveness, and benefits of collaborative writing. However, the study about students’ emotional engagement in collaborative writing is limited. This study aims to explore students’ emotional engagement during online collaborative writing through Google Docs. The exploration of students’ emotional engagement is beneficial to understand students’ feelings and emotions during the learning process. Classroom Action Research is used as the research design of the study. Participant of the research is four eleven grade high school students. The research was conducted at the SMA Negeri 1 Cikarang Barat in three weeks. Semi-structured interview and documentation were used for collecting the data. The result of the study showed that online collaborative writing through Google Docs involves students to learn writing enthusiastically. Online collaborative writing also involves students cognitively by acquiring new vocabulary during the online collaborative writing activity.
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Resnicow, Joel E., Peter Salovey, and Bruno H. Repp. "Is Recognition of Emotion in Music Performance an Aspect of Emotional Intelligence?" Music Perception 22, no. 1 (2004): 145–58. http://dx.doi.org/10.1525/mp.2004.22.1.145.
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Expression of emotion in music performance is a form of nonverbal communication to which people may be differentially receptive. The recently developed Mayer-Salovey-Caruso Emotional Intelligence Test assesses individual differences in the ability to identify, understand, reason with, and manage emotions using hypothetical scenarios that are conveyed pictorially or in writing. The test currently does not include musical or spoken items. We asked 24 undergraduates to complete both that test and a listening test in which they tried to identify the intended emotions in performances of classical piano music. Emotional intelligence and emotion recognition in the music task were significantly correlated (r = .54), which suggests that identification of emotion in music performance draws on some of the same sensibilities that make up everyday emotional intelligence.
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Razumowsky, Alexei. "Kansei — learning: emotional writing work on programming lectures." E3S Web of Conferences 244 (2021): 11031. http://dx.doi.org/10.1051/e3sconf/202124411031.
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A method of teaching programming is proposed for consideration, which, like Kansei-engineering [1], is based on managing the emotional background in the classroom during classes to enhance the individual significance of the quality of the assignment. The need for the method is due to the fact that during the oral presentation of the material by the lecturer, students today do not use note-taking, and there is also no feedback. The ways of increasing the effectiveness of teaching programming by means of developing the ability to “think with your hands”, as an activation of creativity, through the use of additional emotional stress. In this direction, an initiative is proposed to supplement the written dictation at the lecture. It obliges the student not only to implement written decisions, but also to emotionally assess their quality by making special notes in the margins. Such an innovation will allow not only to develop and strengthen the skill of writing software code, but also at the same time to check its correctness individually, since the selfassessment of the quality of the result is formed emotionally. It is assumed that the introduction of regular lecture emotional writing practices will allow students to hone their algorithmic thinking skills more effectively, and the teacher to manage the tendency of individual learning. It can be expected that an emotional insight will occur in the student’s mind at a certain moment, associated with the assessment of his own work, which will determine the initial moment of the emerging understanding. An emotional reaction in conjunction with a written result will mean the initialization of an individual educational process.
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Halder-Sinn, Petra, Claudia Enkelmann, and Karin Funsch. "Handwriting and Emotional Stress." Perceptual and Motor Skills 87, no. 2 (October 1998): 457–58. http://dx.doi.org/10.2466/pms.1998.87.2.457.
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The question was whether it is possible to assess retrospectively from handwriting whether the writing sample was produced under emotional stress. It was shown that modifications of spatial writing features with stress are not distinguishable from handwriting characteristics associated with mere acceleration.
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Bränström Öhman, Annelie. "”Show some emotion!” Om emotionella läckage i akademiska texter och rum." Tidskrift för genusvetenskap 29, no. 2 (June 14, 2022): 6–31. http://dx.doi.org/10.55870/tgv.v29i2.3805.
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The article ”Show some emotion!” invites the reader to a dog-walk through the leaking and cracked up theoretical and emotional landscape of contemporary feminist academic writing. It also pays a short visit to the (in Sweden) ongoing debate on the consequences of adapting to a so called ”excellence culture”, especially for critical feminist research in the humanities and social sciences. What is the cost for ”passing”? And, due to the less debated requirements of ”writing in English” as equivalent for ”internationalisation”: what is possibly gained – and what is lost in translation, from the inside-perspective of a ”small” language/ mother-tongue such as Swedish? Along the way, the dog-walking and talking of the text finds its inspiration both in theoretical and in literary texts. It tries to make use of a hybrid, ”leaking” and experimental stylistic attitude, which strives to be both polyglot and polyphonic; both democratic and emancipatory in its effects on the reader. Thus, the overall aim of the article is to explore and challenge the notion of academic writing and knowledge production as an rational, ungendered and unemotional activity. In addition to the so-called ”surplus of knowing”, that is said to be a gain for the individual researcher, the article argues that we also ought to pay attention to the unrecognized ”emotional leakage” that occurs alongside in all intellectual work. In feminist and gender theory the emotional experiences of gendered power relations in academia have often been derived from personal and psychological factors – instead of a plausible result of an emancipatory and anti-hierarchical epistemological claim. The improductivity of the dichotomies between reason and emotions, as well as between academic and literary writing, is demonstrated, drawing on three ”emotional leakage”- situations in the works of three pathbreaking feminist theorists: bell hooks, Sara Ahmed and Donna Haraway. hook’s ”passionate feminist politics”, Ahmed’s illuminating analysis of ”the cultural politics of emotion” and Haraway’s daring challenge to use ”dog writing” as a metonym for feminist writing, altogether highligths the importance of style as method and as a potentially emancipatory strategy.
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Cho, Seong yoon. "Peer Feedback Types and Implications for Friendly and Emotional Expression Writing in University Cultured Writing Education." Korean Association of General Education 15, no. 4 (August 31, 2021): 117–35. http://dx.doi.org/10.46392/kjge.2021.15.4.117.
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The study asked first and second-year students enrolled in a liberal arts course at A University to write in a Friendly and Emotional Expression Writing course. It then analyzed the feedback patterns between their peers, and examined the results of evaluating their feedback factors. Finally, it drew some implications for university liberal arts writing education. Peer feedback on friendly and emotional expression writing can be divided into four higher areas: total subject, composition, expression, and reader, with a total of nine detailed types: purpose, entire text, paragraph, sentence, personality, error, attractiveness, understanding, and realism. Among these factors, peer feedback in the independent area was the most common, especially when looking at sub-detail types, where feedback on ‘factiveness’ (do you mean “attractivness”?) was the most common. However, all peer feedback types are important factors when it comes to the humanities and in culture writing. To be sure, friendly and emotional expression writing is at the center of this field. These results allowed us to derive the following three implications: First, it is necessary to apply and practice social and emotional expression writing in university writing education by developing and expanding it in a connective manner. Second, when writing in a friendly and emotionally expressive manner, it is necessary to instruct the reader to pay particular attention to the “reader area,” which is considered the most essential requirement, and to approach the reader in an honest way so that his or her writing can be easily understood. Third, peer feedback of friendly and emotional expression writing is basically diverse in terms of topics, composition, and the expressions (or level of expressiveness) needed to write. Thus, it is necessary to work in university liberal arts education to ensure that these requirements are well established.
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Nicholes, Justin. "The Relationship between Comfort with Writing and Comfort Working with Numbers in STEM." Journal of Academic Writing 11, no. 1 (July 7, 2021): 92–106. http://dx.doi.org/10.18552/joaw.v11i1.658.
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Informed by writer-identity theory explaining links between emotion and identity, this study explores college STEM students’ feelings of comfort pertaining to math literacy, quantitative literacy, writing in STEM, and writing in general. Survey data from STEM majors (N = 134) was analyzed with Spearman rho tests of association. Results indicated that feelings of comfort working with numbers was significantly associated with comfort writing about numbers (rs = .504, p < .001); comfort writing about numbers was significantly associated with comfort writing in STEM (rs = .265, p = .002); and comfort writing in STEM was significantly associated with comfort writing in general (rs = .558, p < .001). This study suggests links between positive emotional experiences, which are implicated in identity performances, of quantitative writing, disciplinary writing, and writing in general. Future research on emotional experience and writer identity across the curriculum and in the disciplines is called for.
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Topitzer, Maya, Yueming Kou, Robert Kasumba, and Philip Kreniske. "How Differing Audiences Were Associated with User Emotional Expression on a Well-Being App." Human Behavior and Emerging Technologies 2022 (July 27, 2022): 1–6. http://dx.doi.org/10.1155/2022/4453980.
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In the last five years, there has been an explosion of mobile apps that aim to impact emotional well-being, yet limited research has examined the ways that users interact, and specifically write to develop a therapeutic alliance within these apps. Writing is a developmental practice in which a narrator transforms amorphous thoughts and emotions into expressions, and according to narrative theory, the linguistic characteristics of writing can be understood as a physical manifestation of a narrator’s affect. Informed by literacy theorists who have argued convincingly that narrators address different audiences in different ways, we used IBM Watson’s Natural Language Processing software (IBM Watson NLP) to examine how users expression of emotion on a well-being app differed depending on the audience. Our findings demonstrate that audience was strongly associated with the way users expressed emotions in writing. When writing to an explicit audience users wrote longer narratives, with less sadness, less anger, less disgust, less fear, and more joy, these findings have direct relevance for researchers and well-being app design.
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Lester, David, and Rina Terry. "Emotional Self-Repair and Poetry." OMEGA - Journal of Death and Dying 28, no. 1 (February 1994): 79–84. http://dx.doi.org/10.2190/qla3-6qwh-pvxp-5jr7.
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Some scholars have argued that writing poetry was harmful for the psychological health of Sylvia Plath and Anne Sexton. Both writers seem to have suffered from affective disorders, but their poetry probably provided a cathartic benefit for them and helped them gain cognitive distance from their inner conflicts, since the writing of poetry requires a great deal of technical revision that may have an effect similar to cognitive therapy. It is argued, therefore, that writing may have helped both of these poets to survive longer than they might have had they not written.
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Abdulaziz Alkhalaf, Shatha Ahmed. "Expressive writing in a Saudi university English foreign language (EFL) classroom: Evaluating gains in syntactic complexity." F1000Research 11 (June 30, 2022): 723. http://dx.doi.org/10.12688/f1000research.121577.1.
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Background: This study determines if the English foreign language (EFL) Saudi students achieve greater syntactic complexity when they engage in expressive writing than when they write about a general topic. Methods: This study employs an ex post facto research design to compare the writing output of EFL learners. The sample comprised of 24 college students enrolled in an English writing course, at Department of English and Translation, College of Sciences and Arts, Qassim University, Saudi Arabia for the academic year 2021-2022. The participants were assigned randomly, and their writing was analyzed using the computer software named Web-based L2 Syntactic Complexity Analyzer. Lu’s (2010) four board element of syntactic complexity and 14 units is employed to analyze the data. Results: Results show that students achieve higher syntactic complexity when engaging in writing on emotional topics (expressive writing) than when writing on general topics. Further, analysis shows that students' emotional writings are significant on three syntactic complexity measures, i.e., length of production units; amount of subordination; and phrase sophistication. The fourth measure, i.e., coordination, does not reflect significant differences between their expressive writing and general writing. Conclusions: The study's implications are expected to aid EFL instructors and curriculum designers in successfully implementing language education, particularly in writing, in the Saudi context. In line with the input hypothesis, this research suggests that writing about personal emotional events may enhance the quality of language two (L2) writing by increasing syntactic complexity. In this dimension, this study could be additional evidence of the Krashen hypothesis.
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Mohammadi, Zohreh, and Siros Izadpanah. "The Effect of Emotional Intelligence and Gender on Writing Proficiency of Iranian EFL Learners." Journal of Language Teaching and Research 9, no. 1 (January 1, 2018): 164. http://dx.doi.org/10.17507/jltr.0901.21.
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This study examined the relationship between Emotional Intelligence (EI) and mental health on writing proficiency of Iranian EFL learners. The data included two groups of males and females in intermediate and advanced level of English language learning from International Center (IT) and Iran Zamin institutes, Zanjan, Iran. The groups were compared based on their emotional intelligence and mental health on writing proficiency. The participants of this study were Iranian EFL learners. Forty out of 60 completely submitted the questionnaire forms and essay writing task, 21 samples of 40 were males from IT institute and 19 samples were females from Iran Zamin institute. They were asked to fill out the personality questionnaire of EI and writing an essay. The writings were scored by the researchers. The collected data were analyzed - using Kolmogorov-Smirnov test and independent T-Test. Overall, the statistical analysis indicated that there was no meaningful relationship between emotional intelligence and writing proficiency between the two groups of men and women. The findings of this study can lead EFL teachers and practitioners to understand the weak and strong points of each individual and, accordingly, make up for the weakness and meet the needs of different individual learners.
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Zainal Arifin Renaldo. "Emotions and Illocutionary Acts Used by Polytechnic Students in Describing Online Learning Issue." ELT-Lectura 8, no. 1 (February 20, 2021): 15–23. http://dx.doi.org/10.31849/elt-lectura.v8i1.5977.
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As COVID-19 Pandemic hit the world, many fields of life need to face some changes. One of the affected areas is academic activity. Since the beginning of the outbreak, academic activity has been switched from class meeting to online meeting. There are various reactions towards the change of academic behavior among students. This article is aimed at classifying the emotions carried out in illocutionary acts used by the students of Politeknik Caltex Riau in regards to online learning issue which manifest in their writing. This research is a descriptive qualitative analysis in which data were collected from students’ essay writing under the selected topic. From 30 articles of students’ essay writing, 59 sentences were taken as data source. In analyzing the emotional classification, Goleman’s theory of emotional intelligence is used. Together with this theory, Speech Acts Theory by Yule (2000) and Illocutionary Acts Theory by Searle (1997) are used. The result of the study shows that there are four kinds of illocutionary acts used by the students in their writing with expressives appeared to be the most frequent illocutionary acts followed by representatives, directives and commissives respectively. There are five emotional classifications manifest in students’ writing i.e. love, anger, enjoyment, sadness, and irritability.
Illocutionary acts, emotions
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DeLyser, Dydia. "“Writing's intimate spatialities: Drawing ourselves to our writing in self-caring practices of love”." Environment and Planning A: Economy and Space 54, no. 2 (December 22, 2021): 405–12. http://dx.doi.org/10.1177/0308518x211068496.
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This Commentary outlines four conceptual-spatial challenges of academic writing, and suggests an approach to navigating them. Academic writing, as feminist economic geographers argue, is underpinned by difference: emerging from and produced through different positionalities, differing access to stable employment and material, temporal and spatial resources, all set within structures of power and inequity—significant among them the neoliberal university. At the same time, for academics writing demands space in our lives: temporally, locationally, conceptually, and emotionally. Because these spatialities are potentially different for each writer each time we write and because they engage us spatially at a personal level, I term them writing's intimate spatialities, and suggest that care-fully navigating these conceptual-spatial challenges of academic writing stakes out a political position, one that may now be more important than ever: In an academic environment of neoliberalism and increasing precarity, I suggest that writing's prevalent emotional apprehensions may be able to be affirmatively conceptualized as a labor of self-care we come to with love.
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Larasaty, Gina, and Ida Yulianawati. "THE CONTRIBUTION OF CREATIVE WRITING ACTIVITY TOWARD STUDENT’S ENGAGEMENT IN POETRY CLASS." Wiralodra English Journal 3, no. 2 (October 16, 2019): 344–54. http://dx.doi.org/10.31943/wej.v3i2.66.
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Consider the Creative writing is very popular rightnow, the researcher tried to investigated the Students’ engagement through Creative writing activities. This study investigated how far the creative writing will engage the students’ in learning poetry. The participant of this study was students in fourth semester of English Department in Wiralodra University. Therefore, this qulitative study sets out to investigate the students’ engagement in doing Creative writing activities in poetry Class.The findings suggest that Creative writing activities is able to engage students in poetry classroom. Then emotional engagement ( M= 32,63) is dominated followed by behavioral engagement ( M= 17.24) and cognitive engagement (M = 15,24 ). So it means Emotional engagement from their perspective has more to do with the pleasant and unpleasant emotions students connect to the activity and behavioral engagement focused on their effort but as cognotively not. In other words, they have effort to simply do the work but cannot focused on understanding and mastery. However this result showed that emotional engagement dominated in students engagement in poetry class, cognitive and behavioural still showed the positive engagement in poetry class.
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Carlier, Chiara, Koen Niemeijer, Merijn Mestdagh, Michael Bauwens, Peter Vanbrabant, Luc Geurts, Toon van Waterschoot, and Peter Kuppens. "In Search of State and Trait Emotion Markers in Mobile-Sensed Language: Field Study." JMIR Mental Health 9, no. 2 (February 11, 2022): e31724. http://dx.doi.org/10.2196/31724.
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Background Emotions and mood are important for overall well-being. Therefore, the search for continuous, effortless emotion prediction methods is an important field of study. Mobile sensing provides a promising tool and can capture one of the most telling signs of emotion: language. Objective The aim of this study is to examine the separate and combined predictive value of mobile-sensed language data sources for detecting both momentary emotional experience as well as global individual differences in emotional traits and depression. Methods In a 2-week experience sampling method study, we collected self-reported emotion ratings and voice recordings 10 times a day, continuous keyboard activity, and trait depression severity. We correlated state and trait emotions and depression and language, distinguishing between speech content (spoken words), speech form (voice acoustics), writing content (written words), and writing form (typing dynamics). We also investigated how well these features predicted state and trait emotions using cross-validation to select features and a hold-out set for validation. Results Overall, the reported emotions and mobile-sensed language demonstrated weak correlations. The most significant correlations were found between speech content and state emotions and between speech form and state emotions, ranging up to 0.25. Speech content provided the best predictions for state emotions. None of the trait emotion–language correlations remained significant after correction. Among the emotions studied, valence and happiness displayed the most significant correlations and the highest predictive performance. Conclusions Although using mobile-sensed language as an emotion marker shows some promise, correlations and predictive R2 values are low.
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Pinto Pérez, Lina Paola. "Using feelings and emotions in the EFL classroom to improve writing skills through story writing workshops." Enletawa Journal 11, no. 1 (February 3, 2019): 33–52. http://dx.doi.org/10.19053/2011835x.8902.
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This paper aims at analyzing the role that feelings and emotions play when they are utilized inside the EFL classroom with eighth grade students. They were encouraged to talk about their feelings and emotions through the development of ten workshops based on writing short stories from their own life experiences. The results showed that feelings and emotions are a part of students that cannot be ignored because they are a factor in the learning process. Self-directed learning and a positive classroom environment are also key factors that should be considered in addition to the students’ emotional side when learning English as a foreign language.
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Trigg, Stephanie. "‘A good hater’: Writing about the Emotions with George Eliot and A. S. Byatt." Emotions: History, Culture, Society 1, no. 1 (March 22, 2017): 91–111. http://dx.doi.org/10.1163/2208522x-00101005.
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This essay takes as its starting point a reflection of a character in A. S. Byatt’s Still Life: ‘George Eliot, Stephanie thought, was a good hater’. This comment refers to Eliot’s satirical analysis of middle-class sensibilities and emotional affectations in The Mill on the Floss. This essay explores the emotional resonances of this phrase that links these two very different novels, written in different centuries and structured around very different thematic concerns. Nevertheless, this connection between them, and the way a small modern community of readers responded to this connection on social media, helps us theorise the distinctive contribution literary studies can make to the history of emotions. Literary texts, and perhaps especially the novel, offer complex multiple perspectives on the performance of emotions in social contexts. In such texts, passionate emotional extremes and everyday emotions are treated with equal seriousness and subtlety, while the diachronic histories of literary reception and response offer rich narratives and material for the study of emotional history.
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Budiyono, Nararya Rahadyan, Suryo Sudiro, and Adityo Permana Wibowo. "THE EFFECTIVENESS OF EXPRESSIVE WRITING AND SOCIAL MEDIA AS EMOTIONAL RELEASE." International Journal of Business, Humanities, Education and Social Sciences (IJBHES) 2, no. 1 (June 30, 2020): 30–35. http://dx.doi.org/10.46923/ijbhes.v2i1.56.
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Everyone has problem to solve. Each problem has positive and negative impacts but it makes someone stronger. This research aims to figure out the effectiveness of expressive writing and social media as media to express thought, ideas, and emotion of the users. The arrangement of research is descriptive studies through the examination a number of social media accounts by employing purposive sampling method. Expressive writing is an activity to direct to communication skill through writing for sharing feelings, thoughts, and anything that is wanted by the user without a feeling of being blamed by somebody else. Expressive writing becomes one of curative alternatives to solve traumatic experience and other psychological matters. Expressive writing helps someone to release emotional expression. Expressive writing in the era of technology is not only performed in conventional ways, handwriting but also performed through modern devices. Social media such as facebook, twitter, and path is a product of technology that is popularly used to share problems (expressive writing). This is phenomenology research. It shows that 150 user accounts of facebook, twitter, and path conduct expressive writing to release their emotional expression on problems that they are facing. Based on the research, it is found the impact of social anxiety on the reliance on social media that is significant and positive.
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Rubin, Mikael, Baylee Hawkins, Adam Cobb, and Michael J. Telch. "Emotional reactivity to grief-related expressive writing." Death Studies 44, no. 9 (May 8, 2019): 552–60. http://dx.doi.org/10.1080/07481187.2019.1595219.
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Chen, Yung Y. "Written Emotional Expression and Religion: Effects on PTSD Symptoms." International Journal of Psychiatry in Medicine 35, no. 3 (September 2005): 273–86. http://dx.doi.org/10.2190/2x0u-0ctb-y877-5drq.
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Objective: Previous research has found an association between writing about traumatic events and well-being. This study examined the effects of taking a religious perspective during a trauma-writing exercise. Method: Participants included 177 college students who were assigned randomly to either a conventional trauma writing or a religious trauma writing condition. Participants in the conventional writing condition were instructed to write about a traumatic experience, while participants in the religious writing condition were instructed to write about the trauma from a religious/spiritual perspective. Well-being was assessed by symptoms of PTSD at one-month follow-up. Results: Writing condition was found to interact with trauma severity and gender to affect PTSD symptoms at follow-up. Conventional writing was more effective (in reducing PTSD symptoms) for participants reporting lower trauma severity than for those who reported higher trauma severity. Effects of religious writing on PTSD symptoms were not influenced by trauma severity. Also, women benefited more from religious writing than men did with regard to reductions in PTSD symptoms. Conclusion: It appears possible to adapt the conventional written emotional expression procedure in a way that encourages individuals to take a religious perspective, thereby augmenting effects on distress. These findings support further investigation of integrating religion into trauma interventions, particularly for individuals exposed to highly traumatic events.
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McQueeney, Krista, and Kristen M. Lavelle. "Emotional Labor in Critical Ethnographic Work." Journal of Contemporary Ethnography 46, no. 1 (July 26, 2016): 81–107. http://dx.doi.org/10.1177/0891241615602310.
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In this article, the concept of emotional labor is used to capture dilemmas of critical ethnographic research. We frame our experiences not simply as “confessional tales,” or personalized accounts of how researchers experience their fieldwork, but as part of critical methodology itself. We identify three strategies for transforming our emotional labor into an analytic tool: contextualizing emotions, using emotions to unmask power in the research process, and linking emotions to personal biographies. Following ethnographers who question the separation between data and analysis, we explore how emotions and power intersected in two key ethnographic “moments”: collecting data and writing the research narrative.
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Berman, Jeffrey. "The writing cure: How expressive writing promotes health and emotional well-being." Psychoanalytic Psychology 20, no. 3 (2003): 575–78. http://dx.doi.org/10.1037/0736-9735.20.3.575.
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Mazzotta, Mizuki, and Diane Belcher. "Social-Emotional Outcomes of Corrective Feedback as Mediation on Second Language Japanese Writing." Journal of Cognitive Education and Psychology 17, no. 1 (December 2018): 47–69. http://dx.doi.org/10.1891/1945-8959.17.1.47.
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Despite the growing consensus on the potential of dynamic assessment (DA) in second language (L2) development, application of DA procedures to corrective feedback (CF) on L2 writing has received relatively little attention. Still more neglected has been the social-emotional outcomes of CF operationalized as DA procedures. The present study addressed this research gap by investigating two college-level Japanese-language learners’ social-emotional responses to CF as mediation on L2 writing utilizing a case study approach. The learners participated in writing conferences in which they received CF as mediation. The data sources include semistructured interviews, stimulated recall interviews, and a focus group interview. Interview transcripts were analyzed qualitatively using NVivo for emerging themes. Findings suggest that CF as mediation engendered positive emotions intertwined with interpersonal factors, confidence, and motivation. Furthermore, the findings from the narrative analysis provide concrete examples of how positive emotions can expand the learner’s zone of proximal development.
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Baikie, Karen A., and Kay Wilhelm. "Emotional and physical health benefits of expressive writing." Advances in Psychiatric Treatment 11, no. 5 (September 2005): 338–46. http://dx.doi.org/10.1192/apt.11.5.338.
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Writing about traumatic, stressful or emotional events has been found to result in improvements in both physical and psychological health, in non-clinical and clinical populations. In the expressive writing paradigm, participants are asked to write about such events for 15–20 minutes on 3–5 occasions. Those who do so generally have significantly better physical and psychological outcomes compared with those who write about neutral topics. Here we present an overview of the expressive writing paradigm, outline populations for which it has been found to be beneficial and discuss possible mechanisms underlying the observed health benefits. In addition, we suggest how expressive writing can be used as a therapeutic tool for survivors of trauma and in psychiatric settings.
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Roch-Veiras, Sophie. "Une approche par les émotions et le souvenir dans l’acquisition de compétences écrites: vers le développement d’une compétence émotionnelle ?" Voix Plurielles 12, no. 1 (May 6, 2015): 104–21. http://dx.doi.org/10.26522/vp.v12i1.1177.
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Après avoir démontré le caractère indissociable des émotions et de la cognition, défini les liens entre émotion et mémoire, nous apporterons, dans cet article, des précisions, sur le concept de compétences émotionnelles. Dans le cadre d’un cours axé sur les compétences écrites, nous verrons ensuite comment, à partir d’une approche sur la cognition, les émotions et la mémoire et grâce au partage social des émotions, l’apprenant de français langue étrangère parvient à développer des compétences émotionnelles.
An approach by emotions and memories in the acquisition of writing skills : towards the development of emotional skills.
Abstract: After having demonstrated the inseparable nature of emotions and cognition, defined the links between emotion and memory, this article intends to clarify the concept of emotional skills. From then on, we shall examine how, from an approach based on cognition, emotions and memory and thanks to the social sharing of emotions, learners of French as a foreign language can get to develop emotional skills, within the framework of a written skills class.
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Burford, James. "Conceptualising Doctoral Writing as an Affective-political Practice." International Journal of Doctoral Studies 12 (2017): 017–32. http://dx.doi.org/10.28945/3689.
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Aim/Purpose: This article offers a conceptual summary and critique of existing literature on doctoral writing and emotion. The article seeks to intervene in current debates about doctoral writing by re-positioning it as an affective-political practice Background: Over recent decades public interest in the doctorate has expanded as it has become re-framed as a key component of national success in the global knowledge economy. It is within this context that the practice of doctoral writing has crystallised as an object of interest. While researchers have examined the increased regulation, surveillance, and intensification of doctoral writing, often this work is motivated to develop pedagogies that support students to meet these new expectations. At this point, there has been limited attention to what broad changes to the meanings and practices of doctoral writing feel like for students. Methodology: The paper offers a conceptual review that examines the ways in which doctoral writing tends to be understood. A review of literature in the areas of doctoral writing, doctoral emotion, and critical studies of academic labour was undertaken in order to produce a more comprehensive understanding of the political and emotional dynamics of doctoral writing. Contribution: It is intended that this conceptual research paper help researchers attend to the emotional context of doctoral writing in the current university context. Critical studies of academic work and life are identified as a possible platform for the development of future doctoral education research, and the conceptual tool of “affective-politics” is advanced as a novel frame for approaching doctoral writing research.
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Ehrenberg, Shantel. "Choreographic practice research and emotional labour through the x-ray of affective dissonance." Choreographic Practices 11, no. 1 (July 1, 2020): 59–74. http://dx.doi.org/10.1386/chor_00012_1.
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In this writing I offer critical illuminations and diffractions with(in) researching, producing and performing a piece of choreographic practice research titled (in)fertile territories: a performance lecture. I utilize the concept of affective dissonance as x-ray to get closer to feelings and emotional labour as an early-career researcher in an institutional context. The writing is grounded in the cultural politics of emotion, and presents choreographic practice research, feminist critical reflection, and writing as technologies mobilized in the hopes of birthing something anew with significantly personal choreographic material.
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Capurro, Gabriela. "Witnessing the Ward: On the Emotional Labor of Doing Hospital Ethnography." International Journal of Qualitative Methods 20 (January 1, 2021): 160940692199891. http://dx.doi.org/10.1177/1609406921998919.
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This paper examines the emotional labor performed by researchers when undertaking ethnographic research in hospitals. Drawing on emotion work theory to situate emotions at the center of qualitative and interdisciplinary research, I provide a methodological reflection based on a 20-week long ethnography at a Canadian pediatric hospital I conducted in the context of a research project examining risk communication of antimicrobial resistance. I argue that the emotional labor in which hospital ethnographers engage starts long before the fieldwork and carries on throughout the project and into the data analysis and writing of results. I divide these instances of emotional labor into four categories: gaining and maintaining access to the field site, resolving ethical concerns, managing relations with participants, and witnessing human suffering. This paper addresses a gap in the literature regarding the various barriers that hospital ethnographers encounter as I reflect upon the challenges I faced and the emotional labor I intuitively engaged in and provide advice for researchers on how to navigate these barriers.
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Taylor, David. "Trauma and Emotion in the Battlefield Correspondence of Andrew Mitchell (1708–1771)." Emotions: History, Culture, Society 2, no. 2 (November 15, 2018): 292–311. http://dx.doi.org/10.1163/2208522x-02010024.
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AbstractAndrew Mitchell’s emotional reactions to his battlefield experiences in the Seven Years’ War (1756–1763) are detailed in his correspondence. Mitchell was British envoy to Prussia and its ruler Frederick II from 1756 to 1771. His letters home and to friends during the war were an outlet for his emotional turmoil, often unguarded and often expressed without a framework for comprehending the significance or impact of the emotions he felt. His problems were compounded by contemporary diplomatic theory and philosophy, which actively discouraged displays of emotion, advocating self-control and the construction of an identity best equipped to achieve diplomatic ends rather than truly represent what was felt. Analysis of Mitchell’s correspondence suggests that he used letter writing to make sense of his conflicted feelings and to fashion a viable emotional identity in his difficult situation.
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Pennebaker, James W. "Writing About Emotional Experiences as a Therapeutic Process." Psychological Science 8, no. 3 (May 1997): 162–66. http://dx.doi.org/10.1111/j.1467-9280.1997.tb00403.x.
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For the past decade, an increasing number of studies have demonstrated that when individuals write about emotional experiences, significant physical and mental health improvements follow The basic paradigm and findings are summarized along with some boundary conditions Although a reduction in inhibition may contribute to the disclosure phenomenon changes in basic cognitive and linguistic processes during writing predict better health Implications for theory and treatment are discussed
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Brewin, Chris R., and Hayley Lennard. "Effects of mode of writing on emotional narratives." Journal of Traumatic Stress 12, no. 2 (April 1999): 355–61. http://dx.doi.org/10.1023/a:1024736828322.
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Fatimah, Siti, Ngatmini Ngatmini, and Latif Anshori Kurniawan. "THE POETRY’S POTENCIES AS EMOTION THERAPY MEDIA IN SOCIETY 5.0." Diksi 29, no. 1 (March 29, 2021): 30–40. http://dx.doi.org/10.21831/diksi.v29i1.33204.
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(Title: The Poetry’s Potencies As Emotion Therapy Media in Society 5.0). This study aims to describe the function of poetry as a medium for emotional therapy in society 5.0. The data from this study are poetry texts written by students. Data were collected through test techniques (poetry writing) and non-tests (interviews, observations, and documentation). Based on the results of the study, it is said that aside from being a medium for brainstorming one's thoughts, feelings and experiences, poetry has the potential to become a medium for emotional therapy. Dictionaries, Enjambments, typography, and arrangement of lines can be said to represent the soul of the poet when angry, happy, in love, traumatized, experiencing sadness, and other emotions. The entire contents of the poem is a reflection of the emotions that the poet naturally experienced, saw, and felt in the packaging of words that were solid and full of meaning.Keywords: poetry, emotion therapy, therapy media, society 5.0
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Jones, Christina J. "Conduct a trial using written emotional disclosure." Health Psychology Update 25, no. 2 (2016): 19–24. http://dx.doi.org/10.53841/bpshpu.2016.25.2.19.
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Written emotional disclosure (WED) is a structured therapy which encourages people to write about highly emotive experiences for a pre–specified duration and number of sessions. The first studies of WED instructed undergraduate student participants to write for 20 minutes over four consecutive days about their most stressful or traumatic experiences. Since then, WED has been used in other healthy and clinical populations to varying degrees of effect. This article highlights some factors for consideration when designing a trial of WED. Specifically, the importance of intervention-related factors (e.g. number, spacing and duration of sessions, positive vs. negative disclosure, emotionally ‘neutral’ control tasks), potential moderators and analyses are discussed. The number of writing sessions (at least three are advised), duration of writing, time of day, privacy afforded to participants and appropriate control writing are highlighted as particularly important in the design of WED trials.
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Santoso, Agus. "Ekphrasis Tulisan Emosi dalam Memahami Regulasi Emosi." Jurnal Bimbingan dan Konseling Islam 9, no. 2 (December 24, 2019): 98–120. http://dx.doi.org/10.29080/jbki.2019.9.2.98-120.
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Each individual has a unique verbal and visual interaction that can be referred to as ekphrasis. Ekphrasis is a picture of the self that results from the process of self-expression as evidenced by the use of words. The process of cognition and emotional activity of a person like this can be used as an alternative in expressing emotions through writing. A development concept based on metatheory and dialectical studies in therapeutic interventions, between Cognitive Behavioral Therapy (CBT) and Dialectic Behavioral Therapy (DBT). This strategy seeks to strike a balance between self-acceptance and a change strategy. This conception has led to an Ekphrasis Tulisan Emosi (ETE) technique that refers to an alternative in regulating emotions, namely; suppression and cognitive reappraisal. Suppression is a management strategy by storing or holding expressions of emotions. Reappraisal cognitive is the use of the mind to replace certain emotions. Internal processes that occur in a person will be easily expressed by linking emotional regulation skills with writing activities.
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Bleizgienė, Ramunė. "Studying the History of Emotions: The Theories of Peter and Carol Stearns, Barbara Rosenwein, and William Reddy." Colloquia 34 (May 22, 2015): 13–36. http://dx.doi.org/10.51554/col.2015.29044.
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The author of this article presents the outcome of several decades in the study of emotional history, a field that emerged in the West during the 1970s. She focuses primarily on the work of Peter and Carol Stearns, Barbara Rosenwein, and William Reddy, who not only analyzed emotions in concrete historical periods but developed conceptual models for studying how emotions change.The Stearns propose making a distinction between emotional standards (or emotionology) and emotional experience. They claim that until they began to work on the topic, most writing about emotions in history explored societal emotional standards rather than revealed human emotions. The author of this article argues that the distinction introduced by the Stearns is losing functionality: according to them, because all historical sources are shaped by dominating emotional standards, trying to grasp concrete emotional experience is problematic.Rosenwein opposes the idea of the Middle Ages as a period of unbridled, childish emotion; she argues that because emotions are the products of social experience and education, it is erroneous to think that there was a time when the experience and expression of emotions were not controlled. Rosenwein proposes the concept of emotional communities and argues that more than one of these can exist in a society. An emotional community emphasizes some emotions while avoiding or suppressing others, thus encouraging a type of emotional expression characteristic to that community. The author of the article notes that, while Rosenwein separates the Stearns’s image of a monolithic society into smaller components, that author neglects the question of concrete individual’s experience.For his part, Reddy takes into account both society’s influence on emotional experience and expression, and the individual’s capacity to shape his or her emotional life. Reddy explains emotional experience as an internal process of translation in the individual, in which signals received by the body and the surrounding environment are translated into a socially defined language. The idea of the performativity of language helps Reddy to demonstrate that emotional statements not only describe experience but help to shape it. This article argues that Reddy’s theory is most closely aligned with concrete individual experience, and can explain how, as a result of the combined influence of sociocultural conditions and individual experience, emotions change over time.
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Wijaya, Rebecca, Gazhella Stefy Putri, and Lena Nessyana Pandjaitan. "EFEKTIFITAS PELATIHAN KECERDASAN EMOSIONAL UNTUK MENINGKATKAN KESEJAHTERAAN PSIKOLOGIS REMAJA PANTI ASUHAN." Jurnal Psikohumanika 12, no. 1 (June 9, 2020): 60–78. http://dx.doi.org/10.31001/j.psi.v12i1.791.
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This study aims to improve psychological well-beimg of adolescents Harapan orphanage through emotional intelligence training. Emotional Intelligence aspects in this study are perceiving emotion, facilitating thought with emotion, understanding emotion, and managing emotion. The concept of this training is experiencing learning. Material of training taught and delivered through lecturing, games, discussion, writing task, reflection, role play, presentation, and self record. Participants are 14 teenage boys who lived in HA Orphanage. The design chosen for this study was one-group pretest-posttest design. The result of quantitative analysis was significant differences before and after training. It showed that emotional intelligence training was effective to improve psychological well-being of teenage boys Harapan’s orphanage.
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Jaidka, Kokil, Niyati Chhaya, Saran Mumick, Matthew Killingsworth, Alon Halevy, and Lyle Ungar. "Beyond Positive Emotion: Deconstructing Happy Moments Based on Writing Prompts." Proceedings of the International AAAI Conference on Web and Social Media 14 (May 26, 2020): 294–302. http://dx.doi.org/10.1609/icwsm.v14i1.7300.
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This study reports experiments with the newly-released CL-Aff HappyDB dataset, which looks beyond positive emotion in modeling descriptions of happy moments collected through writing prompts. The widespread adoption of social media has improved researchers' access to unsolicited expressions and behaviors. However, most of the approaches to analyzing these expressions involve a keyword search and focuses on predicting sentiment or emotional content rather than understanding a deeper psychological state, such as happiness. The CL-Aff HappyDB dataset is the first effort to distinguish the personal agency and social interaction in writings about happiness, which do not yet have an exact equivalent concept in existing text-based approaches. We report that state of the art approaches for emotion detection have different topical characteristics, and do not generalize well to detect happiness in the CL-Aff HappyDB dataset. Language models trained on the dataset, on the other hand, generalize to social media writing and are a valid approach for downstream tasks, such as predicting life satisfaction from social media posts.
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Jiménez Jiménez, Rosa Sara. "Letras Habladas: Procesos de escritura y reflexión emocional." Argos 10, no. 25 (January 1, 2023): 98–126. http://dx.doi.org/10.32870/argos.v10.n25.6a23.
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La investigación que precede a Letras Habladas tiene el objetivo de investigar los factores positivos y negativos que intervienen en los procesos de empoderamiento que se generan en las mujeres de Santa María Chiconautla en Ecatepec, Estado de México, por medio de círculos de lectura y escritura colectiva-personal, para impulsar la sororidad. La metodología utilizada de perspectiva feminista consistió en la realización de talleres de lecto-escritura que abordó cinco temas fundamentales en la vida de las mujeres: 1) trabajo y cuidado doméstico, 2) maternidades, 3) migración y conflicto social, 4) violencia de género y 5) ausencias. A partir de estos se encontró que los procesos de escritura íntima y colectiva permiten una reflexión emocional que además de permitir catarsis, gesta entre participantes sororidad, se encontró además que la alerta de feminicidio funciona en las mujeres como un agente ominoso que les orilla a modificar y vida y rutina según el peligro al que se sienten expuestas. Al identificarse tales factores, se concluye que las narrativas personales son fundamentales para comprender fenómenos sociales a partir de las subjetividades.