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Dissertations / Theses on the topic 'News writing'
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Addis, Deborah. "The Evolution of Science News Writing." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/291203.
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Dwyer, Edward J. "Using Weekly News Magazines to Promote Reading/Writing Competencies." Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etsu-works/3394.
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Lim, Hyunyang Kim. ""Take Writing" news, information, and documentary culture in late medieval England /." College Park, Md. : University of Maryland, 2006. http://hdl.handle.net/1903/3694.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2006.Thesis research directed by: English Language and Literature. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Wright, Richard. "Writing in pictures, the use of words and images in TV news reports." Thesis, City University London, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.516302.
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Ng, Kok Man Jeffrey. "A comparison of the language use in sports writing : soccer and golf news." HKBU Institutional Repository, 2002. http://repository.hkbu.edu.hk/etd_ra/368.
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Allen, Denise Mildred. "Writing pedagogy of the news report genre across the intermediate phase in one school." Thesis, Cape Peninsula University of Technology, 2015. http://hdl.handle.net/20.500.11838/2134.
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Thesis (MTech (Education))--Cape Peninsula University of Technology, 2015.Writing pedagogy of the News Report genre across the Intermediate Phase in one school. The low levels of writing proficiency that are experienced by students is a global phenomenon and South Africa is no exception (DBE, 2008; 2013). The NEEDU Report (2012) and Hendricks (2007, 2008) argue that insufficient extended writing takes place in South African classrooms, resulting in limited textual and linguistic progression across grades. According to Hendricks (2007, 2008) and Dornbrack and Dixon (2014) little research around writing pedagogy has been carried out in South Africa, particularly on how genres or text types are taught and extended across the grades. This research examines the teaching of the News Report genre across the Intermediate Phase in one school, the discourses and positioning of literacy by the three teachers and how these are translated into practice. This study is underpinned by the notion of literacy as a social practice which Street (2003) and Prinsloo (2013) propose is not merely a technical and neutral skill but that it occurs in social practice not only through formal schooling but within a social context which has a direct bearing on it. Themes that emerge from the semi-structured interviews conducted with the three teachers include inadequate information on writing in the CAPS documents, an “overloaded” writing curriculum, a lack of pre-service/ in-service training, gaps in espoused pedagogy and the impact of teachers’ writing histories on their conceptualization of writing and espoused pedagogy. Classroom observations of writing lessons on this genre reveal the dominance of a skills discourse by two of the teachers. However, the third teacher who clearly articulated her own writing history as being “fraught and contested” illustrates evidence of a socio cultural writing pedagogy which deeply engages her students (Ivanic, 2004).
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Guglielmi, Giorgia. "Media of Mass Destruction : how fake news is killing Italy's olive trees." Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/112887.
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Thesis: S.M. in Science Writing, Massachusetts Institute of Technology, Department of Comparative Media Studies/Writing, 2017.Cataloged from PDF version of thesis.
Includes bibliographical references (pages 21-28).
In 2013, the plant pathogen Xylellafastidiosa was found in Salento, Italy's most southeastern region, famous for its centuries-old olive trees. Spread by insects, the bacterium is decimating those trees and compromising the production of olive oil, which accounts for a considerable part of the national output. Since there are no means to cure sick plants, the authorities ordered emergency measures to contain the disease, which included removing infected trees and using pesticides against insect vectors. In Salento, these measures aroused intense public opposition. Following a vilifying media campaign and under public pressure, an Italian court halted the containment measures and accused the scientists who detected Xylella as having caused the problem in the first place. The absence of a plan to contain the epidemic, the criminal charges against the scientists, and the public resistance due to inaccurate information may fuel the spread of the disease to the rest of Italy and eventually to the entire Mediterranean basin, with catastrophic economic consequences.
by Giorgia Guglielmi.
S.M. in Science Writing
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Rohleder, Rebekka. "Im/Possible Prisons: News from the Future of Work." Universität Leipzig, 2021. https://ul.qucosa.de/id/qucosa%3A73701.
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Cooper, Ian David. "Networks, news and communication : political elites and community relations in Elizabethan Devon, 1588-1603." Thesis, University of Plymouth, 2013. http://hdl.handle.net/10026.1/1469.
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Focusing on the ‘second reign’ of Queen Elizabeth I (1588-1603), this thesis constitutes the first significant socio-political examination of Elizabethan Devon – a geographically peripheral county, yet strategically central in matters pertaining to national defence and security. A complex web of personal associations and informal alliances underpinned politics and governance in Tudor England; but whereas a great deal is now understood about relations between both the political elite and the organs of government at the centre of affairs, many questions still remain unanswered about how networks of political actors functioned at a provincial and neighbourhood level, and how these networks kept in touch with one another, central government and the court. Consequently, this study is primarily concerned with power and communication. In particular, it investigates and models the interconnected networks of government within late-Elizabethan Devon and explains precisely how the county’s officials (at every level) shared information with the Crown and each other. The raison d’être of this study is, therefore, to probe the character and articulation of the power geometries at the south-western fringe of Elizabethan England. The closing years of the reign of Queen Elizabeth I represent a decisive phase in the evolution of the English nation state, one that saw the appointment of lord lieutenants on a more widespread and long-standing basis, the consistent training of certain sections of the county militias, the expansion of the pre-existing government post-stage service, a heightened degree of dealings between every echelon of administration and an obvious increase in the amount of information that flowed from the localities into the capital. The primary causes of each of these developments were the Elizabethan war with Spain (1585-1604) and the rebellion in Ireland (1594-1603), and it is demonstrated throughout this thesis that Devon, a strategically essential county during this period of political turmoil, provides an excellent case study for evaluating the impact that each had on the Crown’s ability to control the periphery whilst being spatially anchored at the court. Furthermore, by examining each of these developments the thesis fundamentally undercuts the tenacious assertion that geographically marginal regions of Tudor territory were inward-looking, remote and disconnected from events that were unfolding on a national and international level.
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Thieme, Grace. "Fake News: Latinos, Representacion, Ciudadanizo y Trump." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/scripps_theses/1205.
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This thesis uses in-depth analysis of historical Los Angeles Times articles to trace the changing representations of the Latino community in the media. Focusing on themes of patriotism and citizenship, this thesis draws out the subtleties of syntax and semantics that silently influence public opinion. The Zoot Suit Riots and the Chicano Moratorium serve as the main historical backdrop, leading to a concluding exploration of Donald Trump’s campaign rhetoric surrounding immigration and the Latino community.
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Ribeiro, Debora Mariana. "Da prescrição do apostilado do Estado de São Paulo à produção de notícia: múltiplos caminhos." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/8/8162/tde-11122015-121048/.
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Nesta dissertação, o objetivo é investigar as propostas de ensino do gênero notícia no Material de Apoio ao Currículo do Estado de São Paulo, especificamente o Caderno do aluno, de Língua Portuguesa, do 7º ano do Ensino fundamental. Tendo em vista os procedimentos didáticos prescritos no apostilado que apresentam propostas de redações, analisamos um conjunto de cinquenta textos dos alunos que responderam a proposta de escrita de uma notícia sobre o tema: Clonagem de animais. Para atender aos propósitos deste estudo, primeiramente, elaboramos um breve histórico do surgimento dos apostilados até chegar à criação desses materiais pela Secretaria da Educação do Estado de São Paulo. Descrevemos e analisamos os encaminhamentos dado ao ensino da notícia nas Situações de aprendizagem do manual. Em seguida, tratamos das produções dos alunos, e para isso examinamos a construção dos textos observando os procedimentos linguístico-discursivos recorrentes da remissão de discursos alheios, o uso de duas estratégias, como a paráfrase e a alusão. O aporte teórico no qual nos baseamos, é oriundo das contribuições dos estudos do letramento, segundo TFOUNI, (1988, 2005); SOARES, (2002, 2004); KLEIMAN, (1995); ROJO, (2001, 2009, 2012); STREET, (2014). Esses autores concebem os usos e funções sociais da leitura e da escrita. Elencamos, também, conceitos de notícia. Assim, para o entendimento da organização e composição desse gênero no contexto escolar, convocamos PEIXOTO, (2001); ZANCHETTA, (2004); FARIA e ZANCHETTA JR, (2007). Em se tratando das estratégias de reformulação, empregamos as definições de paráfrase de FUCHS (1985); HILGERT, (2002, 2010); MESERANI, (2008), e a conceituação de alusão de CAVALCANTE, (2013). Os resultados obtidos indicam que o apostilado aplicado isoladamente é insuficiente para que os alunos componham textos do gênero determinado. Isso ocorre devido a lacunas no material, que aborda a produção de notícias como modelo a ser seguido, baseado em estruturas, desconsiderando aspectos e etapas, relativos à construção do texto, as condições de produção que envolvem as esferas de produção, circulação e recepção. No que diz respeito à análise dos textos dos discentes, constatamos que eles se situaram frente às exigências do apostilado. No entanto, só conseguiram estruturar seus textos por meio da utilização de recursos oriundos da coletânea levada pela professora-pesquisadora. Na busca pelo estabelecimento de diálogos com a proposta de notícia do manual e com a coletânea de textos, os alunos recorreram aos procedimentos da alusão e da paráfrase. Esses modos de apreensão e referência ao discurso alheio revelam diferentes caminhos interpretativos e a apropriação da palavra do outro. Nas redações, encontramos diferentes posicionamentos dos alunos, em alguns casos, colocaram-se como escritores e, em outros, como reprodutores do padrão de escrita fornecido pelo apostilado.In this dissertation, the goal is to investigate teaching proposals of the news into Portuguese textbook called Material to Support the Curriculum of the State of São Paulo, specifically the students notebook from 7th grade of Elementary school. Taking into account the didactic procedures prescribed in the textbooks that lead to essays, we analyzed a set of fifty essays of students in response to the proposal of writing production of news on the topic: \"cloning animals\". In order to meet the purposes of this study, first, we developed a brief history of the emergence of the booklets until the creation of these materials by São Paulo State Ministry of Education. In this manner, we describe and analyze the referrals of the teaching of news in the \"Learning situations\" in the manual. In regard to the students productions, we have examined the textual construction by observing the applicants linguistic-discursive procedures of remission to the alien speeches by the use of two strategies, paraphrase and allusion. The theoretical foundation on which we rely, comes from the contributions of literacy studies, according to TFOUNI, (1988, 2005); SOARES, (2002, 2004); KLEIMAN, (1995); ROJO, (2001, 2009, 2012); STREET, (2014). These authors conceive the uses and social functions of reading and writing. We, also relate concepts of news. Thus, for the understanding of the organization and composition of this genre in the school context, we call on PEIXOTO, (2001); ZANCHETTA, (2004), FARIA&ZANCHETTA JR, (2007). When it comes to recasting strategies, we employed the definitions of paraphrase by FUCHS, (1985); HILGERT, (2002, 2010); MESERANI, (2008), and the conceptualization of allusion proposed by (CAVALCANTE, 2013). The results indicate that the textbook applied in isolation is not enough for students to compose essays on the given genre. This is due to gaps in the material, which deals with the production of news as a model to be followed, based on structures, disregarding aspects and steps concerning the construction of the text, the conditions of production involving the spheres of production, circulation, and reception. Considering the analysis of the texts of the students, we found that they respond to the requirements of textbooks. However, they only managed to structure their writings through the use of resources from the collection taken by the teacher-researcher. In the pursuit of establishing dialogues with the writing proposal of news on the manual and with the collection of texts, students resorted to procedures of allusion and paraphrase. These modes of apprehension and reference to the speech of others reveal different interpretative paths and the appropriation of the word of \"other\". In the essays, we found different placements of students, in some cases; students placed themselves as writers and, in others, such as reproducers of the pattern provided by the textbooks.
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Peruzzo, Marinella Stefani. "Como lidar com os neologismos no texto jornalístico." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2007. http://hdl.handle.net/10183/10910.
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Este trabalho parte da idéia de que os neologismos recebem, nos dicionários e manuais de redação jornalística, um tratamento assistemático, desprovido de rigor e critérios para que os jornalistas (e pessoas em geral) os reconheçam como tais e saibam lidar convenientemente com eles. A partir da elaboração de uma taxonomia própria, identificamos diferentes tipos de neologismos e constatamos que eles são um fenômeno natural na língua, que permite a sua subsistência e continuidade. Porém, ainda que naturais e necessários, os neologismos costumam ser “incômodos”: nos manuais de redação, são logo considerados “incorretos” ou “inexistentes”, embora a própria menção que se faz a eles ateste sua existência. Após o exame dos conceitos de correção e incorreção na língua, propomos, com o apoio de Rabanales (1984), a substituição dos termos “correto/incorreto” e “existente/inexistente”, que, geralmente, caracterizam-nos, por “necessário/desnecessário”, “culto/inculto”, “formal/informal”, “exato/inexato” e “genuíno/falso”, de acordo com os tipos de neologismos que identificamos.Our starting point in this paper is the belief that neologisms receive a non systematic treatment in dictionaries and newspaper stylebooks. There is no rigour nor criteria for journalists to be able to recognize them for what they are and to deal conveniently with them. Through the design of our own taxonomy for them, we were able to identify different types of neologisms and consider them as a natural fenomenon of language which permits its subsistency and continuity. However, even if they are something natural and necessary, they are also seen as troubling: in the stylebooks they are usually considered “incorrect” or “inexistent”, but the mere fact of having been mentioned in these kind of books proves their existence. After examining the concepts of correction and incorrection in language, we propose, following Rabanales (1984), the substitution of the terms “correct/incorrect” and “existent/non existent” for “necessary/unecessary”, “cult/incult”, “formal/informal”, “exact/inexact” and “genuine/false” according to the types of neologisms.
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Tong, Wun-sing. "The application of systemic functional grammar in Chinese practical compositions : the teaching of news reporting = Xi tong gong neng yu yan xue zai shi yong wen jiao xue shang de ying yong yan jiu - yi xin wen gao xie zuo jiao xue wei li /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25755559.
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Pires, Carolina Zeferino. "Unindo as pontas da teoria e da prática : contribuições da pedagogia de gêneros sob o viés da linguística sistêmico-funcional na leitura e na escrita de notícias jornalísticas." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/172388.
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Esta dissertação tem como objetivo apresentar a implementação de uma proposta de ensino de leitura e de escrita, a partir dos pressupostos da Linguística Sistêmico-funcional de Halliday (HALLIDAY, 2014, 2008, 1978) e da Teoria de Gêneros, proposta pela Escola de Sidney (MARTIN; ROSE, 2008, 2012). A implementação visa a investigar como a Pedagogia de Gêneros, baseada no Ciclo de Aprendizagem, pode auxiliar nos processos de letramento em sala de aula. Procura-se compreender o funcionamento do Ciclo de Aprendizagem para o desenvolvimento da leitura e da escrita de notícia jornalísticas, discutir quais dificuldades ou facilidades os sujeitos apresentaram e analisar os textos produzidos pelos aprendizes. A Usina do Texto, projeto oferecido aos alunos do sexto ano do ensino fundamental de uma escola da rede municipal de ensino de Porto Alegre, foi o ambiente no qual foi implementada a metodologia prevista no Ciclo de Aprendizagem e nos ciclos de interação. O projeto tem como base teórica os pressupostos a Pedagogia de Gêneros da Escola de Sidney e constituiu-se como o contexto da presente pesquisa. A partir de uma pesquisa qualitativa-interpretativa, procurou-se compreender o funcionamento do Ciclo de Aprendizagem no desenvolvimento da leitura e da escrita das notícias. As análises dos textos produzidos pelos alunos auxiliaram na análise proposta e é estabelecida a partir da noção do Contexto de Cultura, gênero, e do Contexto de Situação, registro. Desta forma, como resultado das observações e das análises textuais, percebe-se que os aprendizes mobilizam os recursos contextuais, semânticos e disponíveis, abordados ao longo das etapas do Ciclo de Aprendizagem. Acredita-se que esta pesquisa possa contribuir nas discussões teóricas sobre gênero sob o viés da Escola de Sidney.This dissertation aims to present the implementation of a proposal for teaching reading and writing, based on the premises of Halliday's Systemic-functional linguistics (HALLIDAY, 2014, 2008, 1978) and Genres Theory proposed by the Sydney School (MARTIN; ROSE, 2008, 2012). The implementation aims to investigate how the Genres Pedagogy, based on the Learning and Teaching Cycle, can support in the processes of literacy in the classroom. The search is to understand the Learning and Teaching Cycle functioning for the reading and writing of journalistic news development, to discuss what difficulties or facilities the subjects presented and to analyze the texts produced by the learners. The Usina do Texto, a project offered to the students of the sixth year of elementary school in Porto Alegre municipal school system, was the environment in which the methodology precribed in the Learning and Teaching Cycle and in the interaction cycles was implemented. The project is based on the presuppositions of Genres Pedagogy of Sydney School and was constituted as the context of the present research. Based on a qualitative-interpretive research, the aim was to understand the functioning of the Learning and Teaching Cycle in the development of reading and writing of news. The analyzes of the texts produced by the students assisted in the proposed analysis and is established from the notion of the Context of Culture, genre, and the Context of Situation, register. Thus, as a result of the observations and of the textual analyzes, it is perceived that the learners mobilize the contextual and semantic available resources, addressed throughout the sta0ges of the Learning and Teaching Cycle. It is believed that this research can contribute to the theoretical discussions about genre under the bias of Sydney School.
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Filho, Boris Dimitri de Siqueira. "O estrangeirismo no texto joralístico : as colunas sociais e o high society." Universidade Católica de Pernambuco, 2009. http://www.unicap.br/tede//tde_busca/arquivo.php?codArquivo=420.
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Esta pesquisa descreve o uso de estrangeirismos no texto jornalístico, na coluna social do Diário de Pernambuco (DP), entre 1930 e 1950, no mês de agosto, período relacionado com o antes e o pós II Guerra Mundial, que aconteceu entre 1939 e 1945, para assim poder identificar o seu aparecimento
no processo histórico e suas implicações nos fatores socio-político-sociais da época de sua importação. Antes de chegar a este momento da história, foi realizado um levantamento de como se processou o aparecimento de palavras e/ou expressões estrangeiras na história do Brasil e os resultados demonstram que o seu uso esteve presente desde o período colonial e que as três raças, brancos, negros e índios, deixaram na Língua Portuguesa do Brasil suas contribuições. Um estudo de como alguns gramáticos, lingüistas e escritores
tratam o assunto foi feito a fim de comparar as suas posições sobre o assunto. Os resultados mostram que os estrangeirismos eram usados não somente como uma forma requintada para se dar uma notícia, mas como um recurso de
dar nome às coisas que não existiam no português da época. O resultado desta pesquisa possibilita-nos avaliar que o uso das palavras estrangeiras em um jornal não representa um perigo à língua portuguesa, mas uma maneira de
deixar a língua atualizadaThis research describes the use of the foreign words in the journalistic text in the social section of Diário de Pernambuco (DP), in the month of August, between the years of 1930 and 1950, period which preceded and followed the II World War, precisely during the years of 1939 and 1945. The aim of the work was to identify the historical process of appearance of the foreign words and its implication on socio-political factors with their borrowing. A study on the historical process showed that their usage was present since the colonial period and that they were initially introduced to the Portuguese language by the White, the Black and the Indian cultures. A study of how some grammarians, linguists and writers see the problem was done to compare their points of view about it. The results showed that foreign words were used not only as a refinement pattern to introduce the news, but as a way to give name to things that did not exist in the Portuguese language in that time. The results of this research showed that the use of foreign words on a newspaper do not represent a risk to the Portuguese Language, but a way to modernize the language
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Siqueira, Filho Boris Dimitri de. "O estrangeirismo no texto joralístico : as colunas sociais e o high society." Universidade Católica de Pernambuco, 2009. http://tede2.unicap.br:8080/handle/tede/710.
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Made available in DSpace on 2017-06-01T18:24:31Z (GMT). No. of bitstreams: 1
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Previous issue date: 2009-03-27This research describes the use of the foreign words in the journalistic text in the social section of Diário de Pernambuco (DP), in the month of August, between the years of 1930 and 1950, period which preceded and followed the II World War, precisely during the years of 1939 and 1945. The aim of the work was to identify the historical process of appearance of the foreign words and its implication on socio-political factors with their borrowing. A study on the historical process showed that their usage was present since the colonial period and that they were initially introduced to the Portuguese language by the White, the Black and the Indian cultures. A study of how some grammarians, linguists and writers see the problem was done to compare their points of view about it. The results showed that foreign words were used not only as a refinement pattern to introduce the news, but as a way to give name to things that did not exist in the Portuguese language in that time. The results of this research showed that the use of foreign words on a newspaper do not represent a risk to the Portuguese Language, but a way to modernize the language
Esta pesquisa descreve o uso de estrangeirismos no texto jornalístico, na coluna social do Diário de Pernambuco (DP), entre 1930 e 1950, no mês de agosto, período relacionado com o antes e o pós II Guerra Mundial, que aconteceu entre 1939 e 1945, para assim poder identificar o seu aparecimento no processo histórico e suas implicações nos fatores socio-político-sociais da época de sua importação. Antes de chegar a este momento da história, foi realizado um levantamento de como se processou o aparecimento de palavras e/ou expressões estrangeiras na história do Brasil e os resultados demonstram que o seu uso esteve presente desde o período colonial e que as três raças, brancos, negros e índios, deixaram na Língua Portuguesa do Brasil suas contribuições. Um estudo de como alguns gramáticos, lingüistas e escritores tratam o assunto foi feito a fim de comparar as suas posições sobre o assunto. Os resultados mostram que os estrangeirismos eram usados não somente como uma forma requintada para se dar uma notícia, mas como um recurso de dar nome às coisas que não existiam no português da época. O resultado desta pesquisa possibilita-nos avaliar que o uso das palavras estrangeiras em um jornal não representa um perigo à língua portuguesa, mas uma maneira de deixar a língua atualizada
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Dick, Bailey Gallagher. "Historicizing #MeToo: The Systemic Devaluation of First-Person Accounts of Gender-Based Violence by the News Industry." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1627928416678198.
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Lamal, Nina. "Le orecchie si piene di Fiandra : Italian news and histories on the Revolt in the Netherlands (1566-1648)." Thesis, University of St Andrews, 2014. http://hdl.handle.net/10023/6902.
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This thesis examines the Italian news reports, political debates and histories of the revolt in the Netherlands between 1566 and 1648. Many Italians were directly involved in this conflict and were keen narrators of these wars. Despite this, a systematic study of the Italian interest for the conflict has not yet been undertaken. This thesis argues that the complex political constellation of the Italian peninsula, dominated by the Habsburg monarchy, shaped the Italian news, debates and interpretations of the Dutch Revolt. Chapter one examines the different ways in which news from the Low Countries reached Italian states. It demonstrates that Italian military officers, active on the battlefield in the Netherlands in the Habsburg army, played a crucial role as purveyors of news and opinion on the conflict. The two following chapters study the circulation of political treatises on the Italian peninsula. Chapter two reconstructs the debates sparked by the events in the Low Countries between 1576 and 1577. Chapter three examines the descriptions of the emergence of a new state in the Northern Netherlands and the discourses on war and peace between 1590 and 1609. Chapter four looks into the development of a market for printed news pamphlets and explores the connections between manuscript and printed news. Chapter five studies how news was used by Italian history writers in their contemporary chronicles. It also investigates how these authors celebrated Italian protagonists in the war as Italian and Catholic heroes. The conclusion examines the evolution of all these Italian discourses related to Dutch Revolt.
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Файзуллова, М. Р., and M. R. Faizullova. "Эвфемизмы и дисфемизмы в политико-публицистическом дискурсе (на материале англоязычных и русскоязычных статей, посвящённых коронавирусу) : магистерская диссертация." Master's thesis, б. и, 2020. http://hdl.handle.net/10995/86627.
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The topic of this paper is analysis of euphemization and dysphemization in political discourse. Euphemia and dysphemia are quite a specific language phenomenon. The uniqueness of these phenomena lies in their ability to reflect social, cultural and moral values, peculiarities of worldview not only of individuals, but also of modern society as a whole. Euphemisms and dysphemisms depend entirely on the assessments in society of a certain phenomenon, on the definition of what is acceptable and what is not. Hence the need to systematical study of these phenomena in relation to cultural and social changes. The relevance of the work is due to the increasing interest of philologists in the functional side of the language. Modern researchers pay attention to those linguistic phenomena that reflect the changes in the consciousness of the current society. In the context of teaching methodology and intercultural communication, these phenomena are also very significant, they make it possible to understand the realities of another country.Темой данной работы является анализ феноменов эвфемизации и дисфемизации на базе политического дискурса. Эвфемия и дисфемия представляют собой довольно специфический языковой феномен. Уникальность данных явлений заключается в их способности отражать социальные, культурные и нравственные ценности, особенности мировоззрения и мышления не только отдельных личностей, но и современного общества в целом, так как эвфемизмы и дисфемизмы полностью зависят от принятых в социуме оценок тех или иных явлений, от определения того, что является приличным, допустимым, а что нет. Отсюда следует необходимость их систематического изучения в связи с культурными и социальными изменениями, приводящими к развитию и отмиранию различных форм табу. Актуальность работы обуславливается возрастающим интересом филологов к функциональной стороне языка. Современные исследователи обращают внимания на те языковедческие изменения, которые отражают перемены, происходящие в сознании нынешнего общества, все больше внимания уделяется изучению лингвистических тенденций, к которым стремится социум. В контексте методики преподавания и межкультурной коммуникации данные феномены являются также очень значительными, они позволяют понять реалии другой страны, которым безусловно необходимо обучать изучающих язык.
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Tobler, Linda Janet. "Characterization: A Content Analysis of Pulitzer-Awarded and Traditional Features." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2346.
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Characterization in Pulitzer-awarded features and traditional features was measured using a characterization typology developed by the author. Although some of the results were statistically constrained by a small n, those results which were statistically significant reflect that what separates Pulitzer-winning features from regular features are those elements of characterization particular to scene: a character's distinctive physical characteristics, clothing and possessions; the setting and environment as it defines a character; a physical description of character that is not lineament nor habitual posture or expression but bodily appearance in the immediate moment; a character's movements and actions, facial expressions, words, and thoughts. In an era when the predicted demise of newspapers is more fact than fiction, the reader's experience with newspapers is paramount. Crucial to the news reading experience is the reader's enjoyment: how "I" experienced a story through empathy, parasocial interaction, and/or identification. Perhaps a solution to newspapers' loss of readership is scene: within scene, fear, anguish, exhilaration, and joy are not only the experiences of the characters, but also that of the reader's.
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Wallin, Jonathan S. "Civic Participation in the Writing Classroom: New Media and Public Writing." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2356.
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Public writing evolved from the social turn in composition pedagogy as scholars sought to determine which practices would be most effective in utilizing writing instruction to help fulfill the civic mission of the university and educate not just for vocational training, but to train students as better citizens as well. Based on the scholarship of Susan Wells, Elizabeth Ervin, and Rosa Eberly (among others), public writing scholars strove to distance the theory from old, generic forms, like letters to the editor, and create new arenas where students could be genuinely involved in civic acts and public discourse. As these scholars sought out new venues for their students, they proclaimed the Internet might offer better opportunities for public writing. This article discusses the effect new media, specifically blogging, has had on public writing, and how the promises of blogging in the classroom fall short of our expectations of public writing.
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Saba, Maggie Sami. "Writing in a New Environment: Saudi ESL Students Learning Academic Writing." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/54012.
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This qualitative case study sought to gain a deeper understanding of the obstacles that students from the Kingdom of Saudi Arabia face when learning English in a writing course that implements critical thinking and writing process pedagogy. The study took place over five months at the Virginia Tech Language and Culture Institute in spring 2012. While ten participants--six female and four male Saudi Arabian ESL students--participated in this study, these findings focus primarily on one male and one female student. The aim of this focus was to give a rich and in-depth description of the two students. Two main queries guided this study: 1) How do sex differences affect Saudi students' perception of their teachers' and peers' authority? 2) How do those perceptions affect their development as writers and critical thinkers when learning in an intensive writing course at the high intermediate level? The researcher documented data through three sources: classroom observation, interviews with ESL students and teachers, and student writing samples.Ph. D.
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Brétéché, Marion. "Les compagnons de Mercure. Écrire et publier l'information politique européenne. Provinces-Unies - France (1680-1740)." Thesis, Paris 4, 2012. http://www.theses.fr/2012PA040165.
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Cette étude trouve son origine dans un double étonnement. Les années 1680-1740 sont marquées par la publication aux Provinces-Unies d’ouvrages en français qualifiés d’« historiques » et consacrés à l’actualité politique européenne immédiate et à son analyse. Ce phénomène trouve sa plus belle illustration dans la parution, à Leyde, à la fin du mois de juillet 1686, de l’Histoire abrégée de l’Europe, le premier mensuel politique de langue française. À l’apparition de cette nouvelle forme éditoriale vouée à un bel avenir, que nous désignons sous le qualificatif de « mercures historiques et politiques », s’ajoute l’impression d’Histoires consacrées aux évènements récents mais aussi de collections diplomatiques, recueils qui compilent les pièces ayant trait aux relations internationales. Or, ces trois types d’ouvrages sont rédigés par les mêmes auteurs, une douzaine d’exilés français installés en Hollande qui n’avaient rien publié avant leur départ de France. Ce corpus qualifié d’« histoire du temps présent européen » permet de saisir comment, dans la Hollande des années 1680-1740, publier l’actualité politique est devenu une profession caractérisée par des pratiques d’écriture et des compétences valorisables auprès du public mais également auprès des autorités politiques grâce à l’entretien de correspondances. En observant comment ces hommes qui s’érigent en spécialistes ont participé à la constitution d’un marché de l’information politique, cette étude analyse les procédés par lesquels ils ont rendu publics la politique et ses instruments et interroge les implications qu’un tel phénomène éditorial peut induire sur le rapport des lecteurs à l’action des gouvernementsThis study started from two surprising facts. Between 1680 and 1740, numerous works, written in French and published in the Dutch Republic, were labeled “historical” and devoted to describing and analyzing current European political events. The best example of this phenomenon is the publication in Leyden in late July 1686 of the “Histoire abrégée de l’Europe”, the first political monthly in French. This new editorial format (which we call “mercures historiques et politiques”) emerged was to know a great success. At the same time, some Histoires dealing with current events were also printed, as well as diplomatic collections, compiling all the pieces related to international relations. In fact all three types of books were penned by the same people, a dozen of exiled Frenchmen living in Holland who had never published anything before leaving France.These several printings, called “histoire du temps present européen” allow us to understand how, in late 17th and early 18th century Holland, writing about current political affairs turned into an profession, characterized by writing practices and skills that can help these authors to live by their pen, thanks to their public via several editorial media, and thanks the political authorities with which they entertained correspondences. By studying how these self-styled “specialists” have contributed to the emergence of a market for political information, I will analyze the processes they used to publicize political life and its instruments, and investigate the implications of this phenomenon on the way readers perceive the government’s action
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Darlington, Miriam. "Ecoseismology : writing the wild in crisis." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15017.
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This thesis represents live and on-going research into the recent literary movement that has been termed ‘the new nature writing’. A focus within this movement has arisen which employs particular alertness to aural soundscapes in wild nature. This focus, which for the purposes of the thesis I am limiting to the British Isles, appears to be an increasing attempt to harness the human ear and employ it as a tool for ‘seismic’ effect. The method used, which I have termed ecoseismology, works at the intersection of the sensory and the literary; by using deep listening to external soundscapes it aims to achieve an integrative, internal effect through rendering of experience. Ecoseismology is a response to an intense period of ecological and environmental uncertainty. It is guided by immersive observation, often forensic in its closely-heard detail, where ecological particularities and sonorous dimensions of the natural world are sensed and rendered. Ecoseismology sensitises the listener and the reader in order to achieve shifts in scale where awareness moves from the particular, close-up, ‘heard’ and ‘felt’ experience towards thinking about more ecosensitive ways of living on the planet. To locate the spectrum of experience and output encompassed by ecoseismology the thesis exposes its three stages. By applying these stages to nature writings of the last ten years, texts that use or fit the ecoseismic method are identified. At the heart of these stages is the ecoseismic moment: a re-imagining of crisis provoking thought about the wider ecosystem which is intended to be a catalyst for change. The two ‘classic’ otter books which inspired the creative part of the submission, Otter Country, In Search of the Wild Otter, (shortened to Otter Country from here), are measured against ecoseismology. Then Otter Country’s own ecoseismic structure, which entails a quest for increased understanding of an elusive wild mammal, is measured. Alongside the sensory aspects of close encounter in this new otter narrative, issues of wider ecology are triggered, but didactic solutions are not directly sought. Thoughts provoked by this last aspect of Otter Country provide directions for further research: is it more effective to make readers feel, or to urge them to act? How is this movement within the new nature writing spreading to other genres and media, and what forms will it take, what effects will it have?
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Hills, Alison Macbeth. "Practical confusion aesthetic perception in antebellum New England writing /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=2026918791&sid=2&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Brekke, Katie Marie. "Edu-larp| A New Pedagogy for Writing." Thesis, Minot State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10928042.
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Most students have negative opinions about writing or have a hard time brainstorming. Engaging the students to write through creative drama activities, like edu-larp (educational live action role playing) is heavily under-researched, but edu-larp is an educational game that could potentially motivate students to write. This mixed method case study aimed to examine how students experience language through edu-larp and what implications there are in teaching creative writing with edu-larp and other creative drama activities. In a small Midwestern rural school district, twelve students were asked to write a historical fiction short story while performing creative drama activities and then participated in an edu-larp activity of their main character. After the activity students revised their short story. The analysis of the responses and writing examples from the students led the researcher to imply the benefits of creative drama and edu-larp for students include: a change in language/word usage, engagement in writing, character and plot development and also an improvement in communication and social skills, problem solving skills through situated learning, and writing skills. Overall, there is a need for creative drama activities and edu-larp in the classroom when the teacher has very clear and specific objectives for the activities. The case study shows how to achieve this with resources included. Keywords: creative drama, edu-larp, creative writing, historical fiction, character development, plot development, communication and social skills, situated learning, writing skills, language development
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Randolpe, Lyssa. "The new woman and the new science : feminist writing 1880-1900." Thesis, Coventry University, 2001. http://curve.coventry.ac.uk/open/items/206dbf26-a8d1-ea66-bafb-338445adbefc/1.
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In this thesis I contend that evolutionary scientific discourses were integral to the work of "New Woman" writers of late Victorian literary culture in Britain. In the cultural debates that raged over the new gender politics and their relationship to social and moral values at the fin de siècle, the questions raised about femininity, modernity and the "woman question" were also central to the "new sciences" of sexology, eugenics, psychology and anthropology. This thesis investigates the issue of whether the new sciences offered an enabling set of discourses to New Women through which to produce new artistic, professional and personal feminine identities and to campaign for feminist goals. An understanding of the field of cultural production informs this discussion; I argue that science functions as cultural and symbolic capital in literary production of the period, and consider the dynamics between constructs of value, status, and the feminine in the literary market-place and their relationship to scientific narratives. This analysis is developed through the illumination of the relationship between New Woman novelists and poets, female aesthetes, and other forces in the field, in discussion of the thematic concerns and literary strategies of those participating in these debates: amongst others, Mona Caird, "Iota" (Katherine Mannington Caffyn), Victoria Cross(e) (Annie Sophie Cory), Sarah Grand (Frances Elizabeth McFall), Vernon Lee (Violet Paget), Alice Meynell, May Kendall, Constance Naden, and the anti-New Woman male writer, Grant Allen. An examination of a variety of literary forms and genres, in addition to the novel — the principal focus for much scholarship on the New Woman — such as the feminist periodicals, poetry, journalism and the short story, is central to the thesis and enables identification of shared literary strategies and techniques as well as consideration of readers and critical contexts. The roles and representation of "woman" in this period were produced within biological determinist concepts of sex and Nature. The study concentrates on ways in which essentialist dichotomies of cultural and biological reproduction redefined notions of literary and artistic "genius", motherhood and female citizenship, as they intersect with "race" and sexuality in imperial contexts. Women's critique and construct of these subjectivities differed; study of the women's journals reveals a consumer culture saturated in discourses of health and hygiene, negotiated by a divided community of readers. Focus on theories and representation of the child in late Victorian culture finds that Alice Meynell's writing challenged evolutionary psychology, and relates Sarah Grand's child genius to emergent Galtonian eugenics. I argue that late nineteenth-century feminism was intimately involved in imperialism and eugenics, and suggest that current feminist scholarship must confront and analyse these investments. In this thesis I find that boundaries between the groups' identities are fluid; points of intercourse and affiliation are revealed, such as the ways in which scientific constructs of "race", as in Mona Caird's use of the Celtic, are deployed in order to comment on literary value. I have highlighted the ambivalences at work in these appropriations, and suggest that the New Woman text was not always polemical, nor did it reject "high art" values, and that the female aesthetes also express feminist convictions. I contend that for many feminist writers, participation in these late nineteenth-century debates was a necessary and productive critical intervention, with radical, if not always progressive, implications.
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Martin, Richard. "Perspectives on interconnection : the new American writing reviewed." Thesis, University of Sussex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311410.
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Hughes, Arlene Joyce. "Akimel O'otham Reading and Writing: A New Beginning." Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/613589.
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"I mi himtham, ath'o huhug heg jeveḍ." The statement above basically means 'in time, the world will end'. My father said this when he saw something that he did not like involving O'otham Himthag and Ñeok. I began teaching in the classroom to help in revitalizing our language and culture. Learning to read and write linked with teaching the language in the classroom. Akimel O'otham did not have an orthography until 2009 and today Gila River is still adjusting and learning to utilize this new orthography today. If Gila River Akimel O'otham wants to avoid the 'Big Ka-boom' does it mean we should start to read and write in O'otham to learn how to talk our language? While attending the University of Arizona's American Indian Language Development Institute (AILDI) I came across many tribes that have an orthography, others were working on one and some did not have one at all. I learned that reading and writing could benefit Gila River especially if we are at the point where persons 55 years and older are the only speakers. It is sad to say but these speakers will be gone one of these days. Gila River must have a plan in archiving Akimel O'otham Culture and Language in written and voice recordings to support the teaching of the language. The language and linguistics classes I took with instructors Luis Barragan and Stacey Oberly have expanded my knowledge in linguistics which encouraged me do reading and writing in the Akimel O'otham language. My language is an awesome language to study, full of surprising wonderments I never knew. I hope the Akimel O'otham world will not end; it is time to wake up, because it is time for the beginning.
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Harper, Lena May. ""What More Could I Have Done?" A Graduate Student's Experience Teaching Writing About Writing." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/7226.
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As writing about writing (WAW) research enters its "second wave," characterized not only by an increase in data-driven studies that theorize and assess the effectiveness of WAW curricula (Downs) but also by an increase in its prominence and adaptation, particularly among emerging writing studies scholars and teachers (e.g., Bird et al.), a space has opened for more and varied types of research, especially empirical research, to determine its effectiveness and to produce more solid recommendations for training and curriculum development, especially for those who are new to the field. This case study, which highlights how a novice teacher responds to a new teaching experience, aims to address the dearth of empirical research on WAW curricula and to aid other graduate instructors interested in teaching WAW or program administrators interested in implementing WAW. The study reports results from data collected (e.g., interviews, in-class observations, teachings logs) on the experience of a second-year MA graduate student in composition and rhetoric as he taught a WAW-based curriculum in a first-year composition (FYC) class in the beginning of 2016. His twenty students were also research subjects, but only a small portion of their data is reported here. The instructor's experience, chronicled in narrative form, began optimistically, though with a hint of skepticism, and ended in discouragement and even pessimism. These results were largely unexpected due to the instructor's confidence with and knowledge of WAW history, assumptions, and pedagogy and experience teaching FYC. However, his struggle with the approach reveals and confirms several important points for anyone hoping to teach or implement WAW. Particularly, new WAW instructors need sustained training, support, and mentoring to help them properly temper their expectations for the course, correctly and usefully interpret their experiences teaching WAW, successfully transfer prior teaching knowledge and methods to the WAW classroom, and ultimately find their place in WAW instruction.
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Tafur, Suzanne P. "Japanese Culture in New Orleans." ScholarWorks@UNO, 2018. https://scholarworks.uno.edu/td/2484.
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Morris, Sheila Helen. "New playwrights : development and opportunities." Thesis, City University London, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.255235.
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Wong, Shuk-han Mary, and 黃淑嫻. "New Chinese cinemas and feminine writings." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B43894410.
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Wong, Shuk-han Mary. "New Chinese cinemas and feminine writings." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21779041.
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Virtue, Andrew D. "Composing in new environments incorporating new media writing in the composition classroom /." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-1/virtuea/andrewvirtue.pdf.
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Holt, Jill. "Children's Writing in New Zealand Newspapers, 1930s and 1980s." Thesis, University of Auckland, 2000. http://hdl.handle.net/2292/2315.
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This thesis is an investigation of writing by New Zealand children in the Children's Pages of five New Zealand newspapers: the New Zealand Herald, Christchurch Press and Otago Daily Times in the 1930s and 1980s, the Dominion in the 1930s; and the Wellington Evening Post in the 1980s. Its purpose is to show how children reflected their world, interacted with editors, and interpreted the adult world in published writing, and to examine continuities and changes between the 1930s and 1980s. It seeks evidence of gender variations in writing. and explores the circumstances in which the social role of writing was established by young writers. It considers the ways in which children (especially girls) consciously and unconsciously used public writing to create a public place for themselves. It compares major themes chosen by children, their topic and genre preferences in writing, and the gender and age differences evident in these preferences. The thesis is organised into three Parts, with an Introduction discussing the scholarly background to the issues it explores, and its methodology. Part One contains two chapters examining the format and tone of each Children's Page. And the role and influence of their Editors. Part Two (also of two chapters) investigates the origins and motivations of the young contributors, with a special focus on the Otago Daily Times as a community newspaper. Part Three. of four chapters, explores the children's writing itself, in separate chapters on younger and older children, and a chapter on the most popular genre, poetry. The conclusion suggests further areas of research, and points to the implications of the findings of the thesis for social history in New Zealand and for classroom practice. The thesis contains a Bibliography and an Appendix with a selection of writings by Janet Frame and her family to the Otago Daily Times Children's Page in the 1930s.Note: Whole document restricted at the request of the author, but available by individual request, use the feedback form to request access.
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Omberg, Katie. "The liberation of God : women writing a new theology /." South Hadley, Mass. : [s.n.], 2008. http://ada.mtholyoke.edu/setr/websrc/pdfs/www/2008/259.pdf.
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Bradley, Fiona. "Writing for the profession: The experience of new professionals." Emerald Group Publishing Limited, 2008. http://hdl.handle.net/10150/105415.
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Authors from the ALIA New Librariansâ Symposium held in December 2006 in Sydney, Australia were surveyed about their experiences of writing and presenting early in their career. The author of this paper was the symposiumâ s programme coordinator.
The majority of authors were working in Australia, and few were required to write or present as part of their work role. In the absence of this requirement, factors that motivate new professionals to write can be difficult.
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Wainwright, Laura. "New territories in Modernism : Anglophone Welsh writing, 1930-1949." Thesis, Cardiff University, 2010. http://orca.cf.ac.uk/55006/.
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This thesis aims to surmount the perennial critical neglect of literary Modernism in Wales through revealing and examining the Welsh Modernism of eight, key Anglophone Welsh writers. In chapters one, two and three, in which I examine work by Gwyn Thomas, Glyn Jones, Idris Davies, David Jones, Lynette Roberts and Vernon Watkins, I demonstrate how, in different ways, the linguistic experimentation of Welsh writers both reflects and constitutes their engagement with the potentially revolutionary, Modernistic conditions generated by unprecedented linguistic, social and cultural change in modern Wales. In chapter four, I draw a comparison between Dylan Thomas's use of rural Carmarthenshire, and Salvador Dalfs use of Cadaques, on the Catalonian coast, to create psycho-geographical spaces of Modernist transgression while in chapter five, I identify and explore similarly combative and progressive Modernist techniques specifically, of the grotesque in the work of Gwyn Thomas and Rhys Davies. I conclude that Welsh writing in English from 1930-1949 saw the emergence of a distinct, Welsh Modernism that challenges conventional literary histories and, in more than one sense, takes Modernism and Modernist studies into new territories.
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Herrmann, Andrew F. "Dialectical Tensions, Relationship Dissolution, and Writing the New Ethnography." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/787.
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Bleakley, Sam. "Surfing Haïti, and a new wave of travel writing." Thesis, University of the Arts London, 2016. http://ualresearchonline.arts.ac.uk/13329/.
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This thesis aims to develop an intermodal surf travel writing through the exploration of, and engagement with, Haïti’s coastline. Actor-network-theory (ANT) provides the methodological and theoretical framework to explore and explain how the key topics - surf, travel (Haïti) and writing - are brought into productive conversation through translation across persons, artefacts and ideas as an expanding network. Fieldwork is structured and informed by postmodern ethnography as the primary research method of ANT approaches. The entire coastline of Haïti is explored through four research trips, where potential surfing locations are mapped, bringing together my practices as writer, traveller and surfer, theorised through ANT. Engagement with Haïti operates at two levels: the macro level is the rhythm and cycle of anabasis (moving from coast to interior) and katabasis (interior to coast); and the micro level is the activity of surfing and mapping of surf breaks, offering tropes for writing with surfing in mind. The resultant intermodal writing is also a means though which Haïti is both represented and celebrated. The core areas of study - surf, travel (Haïti) and writing - afford equal status (in correspondence with the methodological framework of ANT), as do the roles of geography, ethnography and writing. My holistic approach to research and writing is guided by the literal definition of both geography (‘writing out the earth’) and ethnography (‘writing out culture’). Both the practice based and discursive elements of the thesis also claim equal status. This research attempts to contribute original work to the subgenre of surf travel writing and its critical discourses, and writing on Haïti - each activity drawing on (and making particular contributions to) geography, and an ethnography that explicitly aims to ‘write out’ and celebrate Haïti’s coastscape (coastal landscape, seascape and culture).
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Byeon, Gyewon. "Ch'angjak Kugak : writing new music for Korean traditional instruments." Thesis, SOAS, University of London, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251959.
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The advent of Western influence has brought about many changes to Korean music. The most significant were the division of Korean musical culture into kugak (traditional Korean music) and yangak (Western music) and the rise of a new genre, ch'angjak kugak, "new compositions for traditional music". Kim Kisu, who was trained as a traditional court music performer in the early 20th century, was the first modem composer of music for traditional instruments. His music was written in staff notation incorporating various Western elements, including harmony, diatonic scales, and playing techniques based on Western instrument practices. Though he was trained as a court musician, his works demonstrated a desire to embrace Western culture and music in his compositions. Since Kim Kisu's innovations, many composers have been influential in the development of the genre. I focus on two of the most representative, Yi Sung-Chun and Yi Haeshik. Yi Sung-Chun, who is also a highly respectable educator, has sacrificed his musical life to expand the quantity and the quality of this genre. In the 1980s, he designed the improved 21-string kayagüm and has written significant and successful pieces for this instrument. His search for new sounds led him to break many of the old conventions surrounding traditional instruments, and to write more contemporary and modern music. Yi Haeshik, who is known for his use of the folk idiom in his works, has composed many pieces that borrow elements from traditional shamanistic music, sanjo, folksongs and more. His approach reflects a movement to find "Korean contemporary identity" within the folk tradition in Korea and other countries, and within the world of dance. The ch'angjak kugak genre has seen significant development in the years since its inception and the three composers I focus on - Kim Kisu, Yi Sung-Chun and Yi Haeshik - best demonstrate the progress of the genre
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Martin, Jenny M. "A Secondary English Teacher's Use of New Literacies with Voice and Struggling Writers." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/50425.
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Voice is an integral part of writing instruction, and over half of state writing assessments include voice on scoring rubrics; yet, there is a dearth of research on voice and writing instruction with adolescents. Increasingly new literacies and digital tools are being used in the high school English classroom but with relatively little known about how these tools can teach voice during writing instruction. This qualitative single-case study examined how a public school, ninth-grade English teacher used new literacies to develop voice in students' writing and participants' perception of these instructional choices. The sample included the teacher and 14 students, and data collection included classroom observations, participant interviews, motivation inventories, reflective logs, state writing scores, students' writing folders, and wiki documents. An iterative process of inductive and deductive analysis led to key findings about instructional planning, purposeful writing assignments, teacher feedback, and participant response. Findings indicate that further attention is needed with respect to text structure development, writing pedagogy, and voice in writing; teachers' response to students' writing in digital environments; and motivation and adolescent writing.Ph. D.
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Apte, Angela. "New Century Ghost." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/409.
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The poems in this collection speak of a historical, cultural and personal past through a wide range of speakers who resurrect narratives that are both domestic and historical in their scope. The collection engages in archetype and myth, traveling through time and the world, with many of the poems set in places outside of the United States, including Haiti, India, and Sri Lanka. In essence, the collection seeks to explore why must human suffering be endured in such various and bewildering ways, and why has history and the quest for social justice been so inadequate in answering this plea.
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Ingham, Zita. "Reading and writing a landscape: A rhetoric of southwest desert literature." Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185434.
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Using a transactional model of reading and writing, the dissertation discusses rhetorical aspects of the experience and representation of the American desert. The dissertations extends recent nonfiction scholarship that claims nature writing as literature by focusing on seven major nonfiction works: Some Strange Corners of Our Country (1891), by Charles F. Lummis; The Desert (1901), by John C. Van Dyke; The Land of Little Rain (1903), by Mary Austin; The Desert Year (1952), by Joseph Wood Krutch; Desert Solitaire (1968), by Edward Abbey; Desert Notes (1976), by Barry Lopez; and Secrets from the Center of the World (1990), by Joy Harjo and Stephen Strom. The Desert, by John C. Van Dyke, is treated in depth, in terms of its use of aesthetic experience to argue for conservation and for a particular philosophy of nature. Van Dyke's establishes his rhetorical stance (including the creation of the narrator and appeals he makes to particular audiences) and initiates his aesthetic and scientific delineation of the subject in the preface to the book, which is studied in detail.
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Burke, Brian, Phil Leckman, Andrea Sturzen, Vlack Kathleen Van, and Hecky Villanueva. "Lessons from New New Journalism." University of Arizona, Department of Anthropology, 2006. http://hdl.handle.net/10150/110025.
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Writing is critical to two main anthropological goals: to communicate useful knowledge about humanity and society; and to stimulate interest, discussion, and action on issues that are of societal import. To achieve these goals anthropologists must write in accessible styles for diverse audiences. In this paper, we review the work of five popular nonfiction writers to determine the extent to which their approachable writing styles are compatible with anthropological rigor and nuance. While none of these authors meets all of our hopes for anthropological analysis, each does manage to blend some elements of scholarship with a readable style. We therefore highlight some of their stylistic approaches in the hope that these might help anthropologists engage more effectively in public debate.
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Cremin, Kathleen Mary. "Women, domesticity and Irish writing : foundations for a new kitchen?" Thesis, University of York, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313905.
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Robertson, Lisa C. "New and novel homes : women writing London's housing, 1880-1918." Thesis, University of Warwick, 2016. http://wrap.warwick.ac.uk/91748/.
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This thesis investigates the relationship between women's writing and domestic architecture in London during the four decades around the turn of the twentieth century. It foregrounds novels written by women in order to investigate the ways in which this literature grapples with new forms of urban housing that emerged in order to accommodate economic, political and cultural changes in the city. This period of study is roughly framed by the Married Women's Property Act of 1882, legislation that allowed women to exist legally outside the family structure, and the end of WWI, which initiated a movement towards suburbanisation that was intended to alleviate the necessity of housing the city's labour forces locally. While scholarship to date has been attentive to the ways that women have been denied participation in the production of urban environments – through professional exclusion and social marginalisation – this thesis argues that their creative engagement with the city should be understood as an important contribution to its growth and development, imaginatively and materially. Central to this thesis is a consideration of the ways in which changing gender ideologies initiated new patterns for domestic architecture, but were also responses to the new social relationships that took shape as a result of their construction. It looks closely at women's literary engagement with domestic architecture in order to gain insight into the ways that the representative spaces of these texts interact with the city's built environment. In Chapter 1, I begin with an examination of the ways in which women's fiction engages with the political and legislative developments that initiated slum clearance and city improvement projects, and which led to the construction of model dwellings and early local authority housing. In Chapter 2, I trace the origins of purpose-built housing for women, or 'ladies' chambers', and consider its treatment in contemporaneous novels and journalism. In Chapter 3, I examine the ways in which the settlement movement challenged conventional notions of home and labour by studying its representation in two novels that construct these concerns within discussions of sexuality. I conclude this thesis with an investigation of the development of Hampstead Garden Suburb, and of the ways its design and representation sought to redress the social and political uncertainties that emerged in late nineteenth-century London and its literature.
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Hammer, Steven. "Writing (Dirty) New Media: Technorhetorical Opacity, Chimeras, and Dirty Ontology." Diss., North Dakota State University, 2014. http://hdl.handle.net/10365/24785.
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Straub, Richard Emil. "Writing as authoring : a new perspective for evaluating student discourse." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1287484099.
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