Journal articles: 'Writer'

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Petti, Matthew. "The Writer's Writer Writes." American Book Review 41, no. 1 (2019): 16–29. http://dx.doi.org/10.1353/abr.2019.0132.

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Rymenants, Koen. "Publieksauteur en writer’s writer." Tijdschrift voor Nederlandse Taal- en Letterkunde 138, no. 2 (July 1, 2022): 185–87. http://dx.doi.org/10.5117/tntl2022.2.006.ryme.

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Souissi, Rim. "The Emergent Writes Back: Emergent Ethnic Self-History Recasting Dominant Ethnohistory in Khaled Hosseini’s Fiction." International Journal of English and Comparative Literary Studies 4, no. 3 (August 13, 2023): 13–28. http://dx.doi.org/10.47631/ijecls.v4i3.644.

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“Anglophone,” “Postcolonial,” Diasporic,” “Transnational,” “Ethnic,” “Multicultural,” “Cosmopolitan,” and “Emergent” are all umbrella terms that are used to lump together writers who write from the fringes of the Western center. Such writers, however various and different their literary productions are, create worlds in their stories and populate them with characters that defy and counteract many Western essentialist misconceptions about their homelands. In this context, and resonating with Salman Rushdie’s seminal statement— “the empire writes back to the center”—and Smaro Kamboureli’s “the diaspora writes back home” (30), I argue that “the emergent” also writes back as a response to the dominant mainstream discourse. This paper seeks to read Khaled Hosseini’s fiction as an exemplar of an emergent narrative that deals with Afghanistan’s ethnic self-history and voices the gory details that can only be perceived and mirrored through the lenses of an insider. Being a diasporic ethnic writer, Hosseini’s fiction discredits the Western ethnohistory that mainly offers an essentialist depiction of the writer’s homeland, typifying, thereby, the colonial discourse as dominant.

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Souissi, Rim. "The Emergent Writes Back: Emergent Ethnic Self-History Recasting Dominant Ethnohistory in Khaled Hosseini’s Fiction." International Journal of English and Comparative Literary Studies 4, no. 3 (August 13, 2023): 13–28. http://dx.doi.org/10.47631/ijecls.v4i3.644.

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“Anglophone,” “Postcolonial,” Diasporic,” “Transnational,” “Ethnic,” “Multicultural,” “Cosmopolitan,” and “Emergent” are all umbrella terms that are used to lump together writers who write from the fringes of the Western center. Such writers, however various and different their literary productions are, create worlds in their stories and populate them with characters that defy and counteract many Western essentialist misconceptions about their homelands. In this context, and resonating with Salman Rushdie’s seminal statement— “the empire writes back to the center”—and Smaro Kamboureli’s “the diaspora writes back home” (30), I argue that “the emergent” also writes back as a response to the dominant mainstream discourse. This paper seeks to read Khaled Hosseini’s fiction as an exemplar of an emergent narrative that deals with Afghanistan’s ethnic self-history and voices the gory details that can only be perceived and mirrored through the lenses of an insider. Being a diasporic ethnic writer, Hosseini’s fiction discredits the Western ethnohistory that mainly offers an essentialist depiction of the writer’s homeland, typifying, thereby, the colonial discourse as dominant.

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5

Saldaña, René. "Bookended: A Writer Writes: Three Lessons." English Journal 109, no. 2 (November 1, 2019): 113–15. http://dx.doi.org/10.58680/ej201930364.

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Johnson, Kristine, and Kate Dehaan. "Real Writers: Perceptions of Writer Identity." English Journal 110, no. 5 (May 1, 2021): 82–88. http://dx.doi.org/10.58680/ej202131232.

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Susanti, Yunik, Fabiola D. Kurnia, and Suharsono Suharsono. "Interactional Metadiscourse Markers in Introduction Section of Dissertation: Differences Across English Proficiency Level." Celt: A Journal of Culture, English Language Teaching & Literature 17, no. 2 (December 25, 2017): 271. http://dx.doi.org/10.24167/celt.v17i2.1111.

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Following the concept of Interpersonal model of Metadiscourse markers proposed by Hayland and Tse (2004) then developed by Hayland (2005), this content analysis aims to find the use of interactional metadiscourse markers in the introduction sections of two dissertations written by good and poor writers of doctorate students State University of Surabaya. The interactional metadiscourse markers were categorized into Booster, Hedges, Attitude Markers, Engagement Markers, and Self Mention.The good writer used more in number and variations of interactional metadiscourse markers than those of the poor writer used. For the most frequent interactional metadiscourse markers,the good writer used Engagement Marker, while the poor writer used the Self Mention as the most frequent one. It can be concluded that the use of interactional metadiscourse markers can be used as indicators of a good writer. So, it is suggested for the English teacher/lecturer to teach explicitly the use of interactional metadiscourse markers especially when the students write in academic writing.

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Gunnars, Kristjana, and Abdulrazak Gurnah. "A Writer's Writer: Two Perspectives." World Literature Today 78, no. 1 (2004): 11. http://dx.doi.org/10.2307/40158349.

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Luce-Kapler, Rebecca. "Fragments to Fractals: The Subjunctive Spaces of E-Literature." E-Learning and Digital Media 4, no. 3 (September 2007): 256–65. http://dx.doi.org/10.2304/elea.2007.4.3.256.

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This article chronicles the experience of two writers working in digital technologies to write fiction. One writer, the author of the article, describes how her experience writing with the software Storyspace influenced her writing of print fiction, changing her processes and challenging her notions of genre. The other writer, a 16-year-old secondary student, also wrote with Storyspace. While she did not find the form as challenging as the first writer, she followed similar processes of creation. The author compares the possibilities of digital and print text writing and suggests that there are different potentials. She also suggests that moving from a metaphor of fragments to fractals when thinking of hypertext writing may be a productive way to consider digital literary work.

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Kashyap, Aruni. "Northeast Indian or Assamese." Comparative Literature 74, no. 3 (September 1, 2022): 289–92. http://dx.doi.org/10.1215/00104124-9722337.

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Abstract What does it mean to be a writer from Northeast India? What does it mean to write from the margins of India? What are the limitations of Indian English writing when it comes to depicting marginal, radical literary traditions that question the idea of India? The author of The House with a Thousand Stories and There Is No Good Time for Bad News, Aruni Kashyap, shares his formative experiences as a writer, including the influences of Indian writers such as Amitav Ghosh, Assamese literary culture, and Indigenous oral storytelling traditions.

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Kittle, Penny. "Writing Giants, Columbine, and the Queen of Route 16 (Vol. 9, No. 1, Sept. 2001)." Voices from the Middle 25, no. 1 (September 1, 2017): 39–42. http://dx.doi.org/10.58680/vm201729273.

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“I was a writing teacher who didn’t write,” confesses Kittle, as she reflects on her evolution from writing teacher to a teacher who writes. Tragedy inspired her to write, and writing mentors gave her the courage to share her writing with her class. The end of the story is just a beginning: by becoming a writer, by experiencing the process with her students, her teaching was renewed.

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Kittle, Penny. "Writing Giants, Columbine, and the Queen of Route 16." Voices from the Middle 9, no. 1 (September 1, 2001): 8–11. http://dx.doi.org/10.58680/vm20012365.

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I was a writing teacher who didn’t write, confesses Kittle, as she reflects on her evolvement from writing teacher to a teacher who writes. Tragedy inspired her to write, and writing mentors gave her the courage to share her writing with her class. The end of the story is just a beginning: by becoming a writer, by experiencing the process with her students, her teaching was renewed.

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Jimmy Weiskopf. "A writer writes on Amazonian plant medicines." Mundo Amazónico 12, no. 2 (July 7, 2021): 123–35. http://dx.doi.org/10.15446/ma.v12n2.91777.

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The use certain writers make of “substances”, like coffee, tobacco, or alcohol, to inspire themselves is an intriguing subject. Does dependence on such stimulants necessarily harm a writer´s judgment and ruin him in the end? Is it valid to condemn it as “addiction” when it is he or she who writes the book, not the bourbon or marijuana and what counts is its quality, not the writer´s character? Jimmy Weiskopf extends these concerns to three indigenous plant medicines of the Amazon with which he has tried to unleash his creativity –ayahuasca, mambe and ambil. Also basing himself on academic and indigenous accounts of their properties, he discusses their very different effects and comes to the unsurprising conclusion that there are no shortcuts to composing a decent novel or essay. Such plants may aid a writer, but they must be used with much restraint and especially, a respect for their familiars or “spirits”, which, in the indigenous view, are what animate an otherwise mute vegetal matter. In short, they are no replacement for talent, persistence, and hard work.

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Traweek, Alison C. "Integrating Writing in the Classics Classroom." Journal of Classics Teaching 18, no. 35 (2017): 26–30. http://dx.doi.org/10.1017/s2058631017000034.

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In a 2015 interview with the Chronicle for Higher Education, prolific scholar Anthony Grafton showed a reluctance to call himself a writer that surprised many readers: “I've never felt I could claim to be a writer in that full sense” he confessed (Toor, 2015). I have heard similar admissions from many of my friends and colleagues in classics; we see ourselves as teachers and researchers, not as writers. When we stop to consider our work, though, it is obvious that writing makes up an enormous part of our workload: we write not just articles, abstracts, books, and book reviews, but also course descriptions, syllabi, letters of recommendation, grant proposals, and those ‘statements of research interest’ that haunt job candidates annually. Whether or not we feel comfortable claiming the label ‘writer’, writing is, undeniably, a central part of our professional lives.

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Gautam, Shreedhar. "Political Consciousness in the Select Works of Chinua Achebe, Ngugi Wa Thiong’o and Richard Wright." Harvest 2, no. 1 (May 15, 2023): 87–92. http://dx.doi.org/10.3126/harvest.v2i1.54410.

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This paper introduces three writers Chinua Achebe, Ngugi Wa Thiong’o and Richard Wright to explore the socio political consciousness reflected in their select works. The first two writers come from African countries which have gone through the experience of colonialism and neo-colonialism that resulted in common social, political and economic problems. As a result, the literature that emerged from these countries has a unifying theme despite diverse sociological contexts. Richard Wright, with an African origin, is a prominent black writer from America. It is evident from wright’s writings that he writes with a political consciousness born out of his understanding of Marxism. These three writer of twentieth century display their creative talents to raise the consciousness of the suppressed people in their own countries and the world over. An effective presentation of the contemporary social as well as political problem has become the primary task of these writers, and the select works taken here serve as evidences.

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Turdiyeva, Oydin. "The Color Palette in the Work of the Iranian Writer Rаziye Tujjar." International Journal of Multicultural and Multireligious Understanding 8, no. 8 (August 16, 2021): 317. http://dx.doi.org/10.18415/ijmmu.v8i8.2973.

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The article analyzes the symbolic expressions reflected in colors in the stories of Razia Tujjar, one of the greatest representatives of modern Iranian literature. In modern Iranian literature, the famous writer Raziye Tujjar has a great ability to fully understand a woman's heart, reach the depths of a woman's heart, revealing all its secrets. Raziye Tujjar writes in a unique style that distinguishes her works from other writers for the richness of philosophical observations, the beauty of language and style, and the presentation of social problems. Most of the characters in her stories are women. The writer is very fond of colors in her stories. She sees the world through different colors and shades. Especially gray, full of hardships, she describes it and ends her work in a depressed state. Our scientific article also emphasizes the role of color symbolism in the richness of the literary imagery of the writer.

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Trotta, Wayne L. "Book Review: When a Writer Can't Write." Transactional Analysis Journal 16, no. 4 (October 1986): 250–51. http://dx.doi.org/10.1177/036215378601600408.

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H, Annapurna, Manjunatha K S, and Guru D S. "Writer Dependent Offline Signature Verification Based on Cluster-Specific Classifier." International Journal of Computer Science and Mobile Computing 12, no. 11 (November 30, 2023): 53–68. http://dx.doi.org/10.47760/ijcsmc.2023.v12i11.005.

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In this paper, we propose a writer dependent approach for offline signature verification based on writer-specific features and cluster-specific classifiers. In this work, writer-dependency is exploited at three levels: features, classifiers, and clusters. Initially, a template signature is selected for each writer from the training samples of that writer. This template signature serves as a representative signature of the respective writer. The relevant features for each writer are chosen using a filter-based feature selection method. The writers are then clustered based on their similar characteristics using the k-means algorithm. After clustering, a cluster-specific classifier is identified. This classifier is then set as the default classifier for all the writers in that cluster. During verification, writer-specific features and cluster-specific classifiers of the claimed writer are used to verify the authenticity of the given test signature. The approach is verified on three benchmarking offline signature datasets: CEDAR, MCYT, and GPDS-960.

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Lehman, Iga Maria, and Robin Anderson. "Inviting individual voice to second language academic writing." International Review of Pragmatics 13, no. 1 (January 20, 2021): 61–85. http://dx.doi.org/10.1163/18773109-01301002.

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Abstract Our purpose in this paper is to present the findings of a study aimed at investigating how second language (L2) student-writers construct their identities as academic authors in tertiary education. We consider the restraints institutionalized text production can place on the constitution of writer identity, and call for pedagogical approaches to writing to take on board our findings to better help students in the process of finding their unique authorial voice. While the specific socio-cultural and institutional contexts within which people write limit possibilities for their self-representation, we argue that student writers should be encouraged to bring their own life histories and sense of the self to their texts. The study follows the notion of writer voice as proposed by Lehman (2018). She proposes categorising writer voice into three main types: individual, collective and depersonalized. As these three aspects of voice are predominantly cued through metadiscourse features we employed a three-dimensional analytic rubric designed by Lehman (2018) in order to identify and analyze the potential of individual voice in the facilitation and enhancement of academic writing in a second language (see Lehman, 2018).

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Ayesha Dar. "ON THE RELATIONSHIP BETWEEN LITERATURE AND PSYCHOLOGY." International Journal of Applied Research in Social Sciences 4, no. 8 (October 6, 2022): 284–92. http://dx.doi.org/10.51594/ijarss.v4i8.382.

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This research paper analyzes the relationship between Literature and Psychology and how they are connected with each other in order to portray the characters more beautifully. Psychology plays a very important role in the literature whether we talk about the one who writes the story or the one who reads it. It makes a strong connection between a writer and a reader. The author is not just influenced by society, he influences society. This study explores the significant role psychology plays in literature, the relationship between these two subjects, and how psychology helps an author to write a piece of literature that is more interesting to read. It also focuses on the different features and elements which the writer chooses to make the story more captivating. The study has been conducted by researching different journals, e-books, books, and websites. Undoubtedly, psychology helps the writers to present the characters successfully, expressing their feelings, moods, emotions, and especially their thoughts and how the different events affect the mental lives of the characters. Some examples are given from different novels for reference that how the characters are portrayed and how deep the author depicts his/ her characters. Keywords: Realism, Stream of Consciousness, Fiction, Psychology, Interior Monologue, Characterization, Literature, Modernism.

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He, Fangzhi. "Identity Construction in Academic Writing of Student Writers Who Use English as an Additional Language: A Literature Review1." Chinese Journal of Applied Linguistics 43, no. 4 (November 1, 2020): 506–24. http://dx.doi.org/10.1515/cjal-2020-0033.

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Abstract Academic writing is social interaction between writer and reader, during which writers can employ discursive and non-discursive features to construct their identities. However, many student writers who are users of English as an additional language (EAL) may find it challenging to construct their identities in academic writing. Properly constructed identity in academic writing can help EAL student writers develop a stronger sense of self, exercise their agency, and negotiate the academic discourse. Therefore, this paper reviews empirical studies on EAL student writers’ identity construction when they write in English to investigate the features of identities that EAL student writers construct in texts and the factors that influence their identity construction. The findings show that, compared with expert writers and native-English-speaking (NES) counterparts, EAL student writers tend to present a weak authorial identity. Furthermore, EAL student writers tend to be more engaged with texts than with readers and lack commitment to their claims. The identities that EAL student writers construct in academic writing are also interwoven with EAL students’ English proficiency levels, educational experience, disciplinary conventions, genre affordances, and audience awareness. The findings of this literature review can help teachers and educators raise EAL students’ identity awareness and facilitate students in strategically constructing writer identities in academic writing.

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Buck, Eva, Alyson Haslam, Jordan Tuia, and Vinay Prasad. "Frequency and Characteristics of Trials Using Medical Writer Support in High-Impact Oncology Journals." JAMA Network Open 6, no. 2 (February 1, 2023): e2254405. http://dx.doi.org/10.1001/jamanetworkopen.2022.54405.

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ImportanceThe practice of using medical writers to communicate scientific information has gained popularity, but it may affect how and what information is communicated.ObjectiveTo assess characteristics of oncology trials that use medical writers and whether there is an association between the use of medical writers and trial success or the primary outcome evaluated.Design, Setting, and ParticipantsThis cross-sectional study included oncology trials testing a tumor-targeting intervention that were published in The Lancet, The Lancet Oncology, JAMA, JAMA Oncology, Journal of Clinical Oncology, and The New England Journal of Medicine between May 1, 2021, and May 1, 2022.ExposuresAssistance of medical writers or no assistance.Main Outcomes and MeasuresThe main outcomes were the percentage of studies with medical writers, the percentage of trial successes reported with medical writers, the association between trial success and medical writer use, and the association between a primary end point and medical writer use.ResultsAmong 270 studies, 141 (52.2%) included a medical writer and 129 (47.8%) did not include a medical writer. Of the studies that included a medical writer, 83 (58.9%) were successful. Of the studies that did not include a medical writer, 64 (49.6%) were successful (P = .16 for difference). Studies with medical writers were less likely than studies without medical writers to have the end point of overall survival (15 [10.6%] vs 17 [13.2%]) and disease-free or event-free survival (16 [11.3%] vs 29 [22.5%]), whereas studies with a medical writer were more likely to have the end point of progression-free survival (32 [22.7%] vs 17 [13.2%]). Use of medical writer was associated with the conclusions being presented favorably in all studies (113 [80.1%] vs 89 [69.0%]; odds ratio [OR], 1.81 [95% CI, 1.04-3.19]), but when adjusted for other variables, there was no association (OR, 1.84 [95% CI, 0.92-3.72]).Conclusions and RelevanceIn this cross-sectional study, trials using medical writers were more likely to report surrogate end points, such as progression-free survival, and favorable conclusions, but when adjusted for trial phase, randomization, and study funding, there was no association with favorable conclusions. These findings suggest that journals need heightened scrutiny for studies with medical writers and that authorship should be properly acknowledged.

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Matthews, Michael. "An Interview with Robert Wylie." Teaching English in the Two-Year College 28, no. 3 (March 1, 2001): 277–83. http://dx.doi.org/10.58680/tetyc20011954.

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Offers an interview with Robert Wylie, a distinguished two-year college English teacher for almost 50 years. Discusses how important it is for an English teacher to write, important issues in the profession, his views on the best ways to help students improve as writers, his observations about writing assignments, liking students, teaching standards, and his observations as a writer.

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Harville, Molly, and Misha Franks. "Postmodern Picture Books: “The Best Thing I’ve Ever Done in English Class”." Voices from the Middle 23, no. 2 (December 1, 2015): 62–68. http://dx.doi.org/10.58680/vm201527620.

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Inquiry into postmodern picture books allows students to develop as writers and problem-solvers. This article describes how a classroom teacher and her mentor teach a postmodern picture book unit with sixth graders. Students examine mentor texts, analyze text structure, write, revise, edit, and perform various postmodern pieces as they learn the characteristics of the genre and the skills of a writer.

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Eshmurzayeva, Barno. "IMAGE OF HUMAN PSYCHE IN MODERN UZBEK STORYTELLING." American Journal of Social Science and Education Innovations 05, no. 06 (June 1, 2023): 30–32. http://dx.doi.org/10.37547/tajssei/volume05issue06-07.

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In modern storytelling, we can see that writers have deviated from the rules of some genres. The stories are written in a somewhat free manner, so that the writer writes what he wants. This requires that the theory of literature should be reviewed from another point of view. The relevance of this article is determined by the need to study genre changes in modern stories.

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Anonymous. "Artist-Writers, Writer-Artists: An Anonymous Vox Pop." Circa, no. 122 (2007): 28. http://dx.doi.org/10.2307/25564856.

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Al-Maadeed, Somaya. "Text-Dependent Writer Identification for Arabic Handwriting." Journal of Electrical and Computer Engineering 2012 (2012): 1–8. http://dx.doi.org/10.1155/2012/794106.

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This paper proposes a system for text-dependent writer identification based on Arabic handwriting. First, a database of words was assembled and used as a test base. Next, features vectors were extracted from writers' word images. Prior to the feature extraction process, normalization operations were applied to the word or text line under analysis. In this work, we studied the feature extraction and recognition operations of Arabic text on the identification rate of writers. Because there is no well-known database containing Arabic handwritten words for researchers to test, we have built a new database of offline Arabic handwriting text to be used by the writer identification research community. The database of Arabic handwritten words collected from 100 writers is intended to provide training and testing sets for Arabic writer identification research. We evaluated the performance of edge-based directional probability distributions as features, among other characteristics, in Arabic writer identification. Results suggest that longer Arabic words and phrases have higher impact on writer identification.

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Clegg, Frances. "When a writer can't write: Studies in writer's block and other composing-process problems." Behaviour Research and Therapy 25, no. 2 (1987): 170. http://dx.doi.org/10.1016/0005-7967(87)90097-0.

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Lane, Richard J. "Passing the Province, or, the Tyrannical Prehension: Theoretical Readings of BC Theatre." Canadian Theatre Review 101 (January 2000): 7–10. http://dx.doi.org/10.3138/ctr.101.001.

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In The Space of Literature Blanchot writes, “sometimes, when a man is holding a pencil, his hand won’t release it no matter how badly he wants to let go” (25). The hand is under an imperious command, an order: to seize. The writer, whether he is writer of fiction, drama or criticism, seems to be in control of the pen – but this is an illusion. As Blanchot notes, “mastery always characterizes the other hand, the one that doesn’t write and is capable of intervening at the right moment to seize the pencil and put it aside. Thus mastery consists in the power to stop writing, to interrupt what is being written, thereby restoring to the present instant its rights, its decisive trenchancy” (25).

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Mohammad A. Quayum. "A Writer of Hope, Humour, and Resistance: An Interview with Saad Z. Hossain." Asiatic: IIUM Journal of English Language and Literature 17, no. 2 (December 20, 2023): 180–91. http://dx.doi.org/10.31436/asiatic.v17i2.3004.

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In this interview, Bangladeshi Anglophone writer Saad Z. Hossain (1979–) addresses several important issues involving his works, worldview, and writing career. First, he explains when he began writing, what inspired him to write, why he chose to write in English, and whom he writes for. He also discusses his writing and reading habits, his favourite authors, how he negotiates between his seemingly opposite interests as a businessman and a writer, and his view of the present state of English writing in Bangladesh. Moreover, Hossain talks about his narrative techniques, how his fiction has evolved over the years, how he works out a plot from his multi-thread narrative, his predilection for characters over plot, and how he compares his experience of writing prose fiction in different forms: novels, novellas, and short stories. Finally, the author reflects on his themes, use of humour, view of Artificial Intelligence (AI), and what he is currently writing.

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Wu, Daping, and Adcharawan Buripakdi. "Writer Identity Construction in EFL Doctoral Thesis Writing." GEMA Online® Journal of Language Studies 21, no. 3 (August 30, 2021): 16–36. http://dx.doi.org/10.17576/gema-2021-2103-02.

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Research on EFL doctoral thesis writing is booming. The literature indicates a link between doctoral thesis writing and identity formation. Despite the call for scholarly attention on doctoral thesis writers, writers of doctoral theses in English as a Foreign language (EFL) settings have not been well represented in the previous studies. Moreover, although writer identity has been proposed as consisting of four aspects, most of the research has mainly adopted a corpus approach to discuss the discoursal self or authorial identity. To bridge these gaps, this study explored how multicultural writers at a university in Thailand constructed identity through EFL doctoral thesis writing and how their multiple aspects of writer identity interplayed. With the data triangulated from a questionnaire, written narratives, and semi-structured interviews, the study revealed that 1) multiple identities are developed through writers’ self-adjustment and social acculturation; 2) passive alignment to institutional conventions leads to an actual distancing from discoursal construction of writer identity; 3) self-marginalization as EFL learners, negative external voices, and the role of student writer most hinder the development and representation of the authorial self. The research recommends EFL learners should be explicitly informed of the notions of constructing an authorial voice in the writing of doctoral theses. Keywords writer identity; identity construction; EFL doctoral thesis writing; novice writer; non-native English-speaking context

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Yadav, Prabhu Ray. "The Role of a Writer: Reflections of a Novelist." Tribhuvan University Journal 31, no. 1-2 (December 31, 2017): 153–58. http://dx.doi.org/10.3126/tuj.v31i1-2.25349.

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Chinua Achebe is an iconic name in Africa as well as world literature. He is a writer committed to the social uplift of marginalized and downtrodden people. He believes that serious writer should have a sense of responsibility to enhance the quality of humanity by way of exposing all manmade suppression and oppression in society. Achebe is a crusader against colonialism that enslaved the African countries and their people. He is opposed to the injustice and atrocities perpetrated by colonial rulers, and he wants to awaken the African people to rise up against the onslaught of colonialism in future. The present work serves as an inspiring guide to the African people and writers to pursue the spirit of struggle to gain self dignity and recognition. He writes with a missionary zeal and exhorts the writers to use their art as a weapon to assert their confidence and past glory. For him, art is a means to bring about change in society. His works have served as a teacher for his readers. So, Achebe has become a novelist cum teacher, especially for African people, and in general for his readers all over the world.

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Susanti, Santi, and Kokom Komariah. "PENGALAMAN BERLITERASI PENULIS DI KOTA BANDUNG DALAM PEMERTAHANAN BUDAYA LOKAL SUNDA." JURNAL SIGNAL 8, no. 1 (February 3, 2020): 49. http://dx.doi.org/10.33603/signal.v8i1.3029.

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Penelitian ini bertujuan untuk menggambarkan pengalaman berliterasi penulis di Kota Bandung dalam menjalani perannya sebagai penulis Sunda.Pokok bahasan yang digali meliputi aspek pendorong menjadi penulis Sunda, pilihan jenis dan tema tulisan untuk menyampaikan perasaan dan pikiran penulis, serta aspek harapan dalam menjalani peran sebagai penulis Sunda.Metode kualitatif dengan pendekatan fenomenologi digunakan untuk menguraikan pengalaman pada penulis Sunda dalam berliterasi. Wawancara mendalam dan penelusuran literatur digunakan untuk memperoleh data dari 8 penulis yang menjadi informan penelitian ini. Hasil studi menunjukkan, lingkungan dan kebiasaan membaca menjadi faktor utama yang mendorong penulis untuk menulis dalam bahasa Sunda. Tulisan fiksi dan nonfiksi menjadi pilihan penulis untuk menyampaikan pikiran dan perasannya melalui tulisan. Masalah sosial, sejarah klasik Sunda, kearifan lokal, humor, dan peristiwa aktual menjadi pilihan tema dalam tulisan para informan. Adapun yang menjadi aspek harapan sebagai penulis Sunda adalah memelihara keberlangsungan bahasa Sunda, serta berharap dapat membawa budaya Sunda ke peradaban global. Kata kunci: Literasi, Budaya Sunda, Penulis Sunda, Pelestarian Budaya ABSTRACTThis research aims to describe the author's experience in doing literacy as a Sundanese writer in Bandung City. The subject explored includes the driving aspects of being a Sundanese writer, choice of types and themes of writing, as well as aspects of hope in carrying out the role as a Sundanese writer. The qualitative method with a phenomenological approach is used to describe the experience of Sundanese writers in literacy. In-depth interviews and literature were used to obtain data from 8 writers who became informants of this study. The result shows that environment and reading habits are the main factors that encourage writers to write in the Sundanese language. Fiction and nonfiction literature contents are used to convey a writer’s thoughts and feelings through writing. Social problems, Sundanese classical history, local wisdom, humor, and actual events are the themes in the informants' writings. The aspect of hope as a Sundanese writer is to maintain the continuity of Sundanese language, and hope to bring Sundanese culture to global civilization.Keywords: Literacy, Sundanese Culture, Sundanese Writers, Cultural Preservation

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Puteri, Dinike Agustin. "PENERAPAN METODE QUANTUM WRITER UNTUK MENINGKATKAN KEMAMPUAN MENULIS PUISI PADA SISWA SMK TELEKOMUNIKASI DARUL’ULUM." sarasvati 1, no. 2 (December 9, 2019): 91. http://dx.doi.org/10.30742/sv.v1i2.744.

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Quantum Writer method is good way to help student more easy and attractive to write. Quantum Writer method is contains four steps teaching learning writing ang can be easy to with PAK ! namely: concentrate (P), arrange (A), composing (K), the best (!). This method used to finished that problem appear (1) How to proces learning poerty at begining with Quantum Writer method, (2) How to proces learning poerty when student is writing poerty with Quantum Writer method, (3) How to proces learning poerty at the finishing or after writer poerty with Quantum Writer method, in this case every statement of the problem given student score. This Action Research (PTK) used descriptive kealitatif method is doing two steps is that observation student SMK Telekomunikasi Darul’Ulum. The data take from pre writing is contain students ability to mention theam. Then the result take from when student is writing poerty. With Quantum Writer merhod. Second step is that finished to write the result contains are reading a poerty, give suggestion with friend’s poetry, and revisi again based on friend’s suggestion. The result of the observation is that appliying Quantum Writer writer method can be increase to writing poetry very good for student. Students ability to writing poetry more increase every steps. And the response of the student increase.

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Николаев, Дмитрий. "Образ писателя в публицистике Ивана Бунина 1920 г." Acta Polono-Ruthenica 1, no. XXIV (March 31, 2019): 75–94. http://dx.doi.org/10.31648/apr.4401.

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The image of the writer plays an important role in the publicist works of Ivan Bunin in 1920. It is the image of the author struggling against the Bolsheviks, and the image of those writers who helped the Bolsheviks propaganda as well as “new Soviet writers”. In 1920 Bunin as the most signif-icant writer of the Russian Diaspora focuses on the most famous writer among those who, according to Bunin, supports the Bolsheviks – Maxim Gorky. Bunin also pays close attention to the contro-versy with H.G. Wells: this is due to the role that the English writer played in the context of Soviet Russia. Bunin’s works in 1920 are written as a reaction of the Russian writer to the various texts published in the press, and the discussion with the works of his main opponents – Gorky and Wells.

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Roorda, Randall. "Sites and Senses of Writing in Nature." College English 59, no. 4 (April 1, 1997): 385–407. http://dx.doi.org/10.58680/ce19973629.

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Reviews Linda Brodkey’s prominent critique of the image of the solitary writer, and uses it as a means to examine the identity and behavior of the writer in nature. Uses various nature writers as exhibits, and speculates as to why Wendell Berry makes a distinction between “writer” and “creature.”

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Levinson, Daniel. "Addison, The Unexpected Hero." Teaching History: A Journal of Methods 31, no. 2 (September 1, 2006): 97–98. http://dx.doi.org/10.33043/th.31.2.97-98.

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It now seems that as much has been written about Winston Churchill as any figure in history. One writer recently observed that the Churchill field was getting so overcrowded that writers needed a very good reason for adding more paper to the total. Not surprisingly, authors have been finding their reasons to write on in specialization or, as the case with David Addison, with a slight twist in focus.

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Peñaloza Rallón, Anna Carolina. "Writer and Process: A Success Story Waiting to Happen." Enletawa Journal 12, no. 1 (July 1, 2019): 90–93. http://dx.doi.org/10.19053/2011835x.10385.

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It is time to face the facts. Every day we are asked to write more and more in English. Our academic existence is dependent on whether we can publish in English or perish (Mauranen, Pérez-Llantada, & Swales, 2010). English has become the lingua franca of science and knowledge, but what happens when the structures and rules of standard Academic Writing seem to be against us? Well, writers learn to adapt. We use translators, copy model structures, look for outside help, hire proofreaders, and talk to teachers. Despite our efforts, only a few writers become successful. What if we could find a solution within our own context? What if these successful writers had a secret to share with the rest of us? After all, every individual has been through a “writing process”, a series of events that have shaped the writer. By looking at the events that made successful writers who they are, we could understand how to better improve teaching practices in writing, develop efficient writing strategies, and promote individual writing styles all within our own context.

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Widiawati, Yogi. "Hedges in Scientific EFL Writing." Lingual: Journal of Language and Culture 5, no. 1 (June 6, 2018): 12. http://dx.doi.org/10.24843/ljlc.2018.v05.i01.p02.

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The main purpose of the academic writing is to inform other researchers about writers’ findings in certain research. In this case, writer will propose claims. For non-native English speaker like Indonesian, this is the tough work to do. L2 learners find difficulty to write for academic purposes or make claims. One of the strategies that L2 learners do is by using hedging devices. Hedges are used to present findings cautiously with leaving room for readers to have their own interpretation. This argument is also supported by Ken Hyland (1996) stated that academic writing is full of hedges. This study aims to find the hedges in academic writing used by Indonesian researchers or writers. According to Levinson (1987) with his theory of FTA (Face Treathening Act), those words mostly function as a tool for speakers or writers to make them comfortable and save negative face. It means that the writers should choose the correct words to achieve the communicative goal. The data is taken from 10 dissertations written in English. The method used is decriptive-qualitative analysis. The study focuses on 2 kinds of hedging strategies proposed by Hyland (1996). They are writer-oriented hedges and reader-oriented hedges. The first strategy consists of (1) passive voice, (2) dummy subjects, and (3) abstract rhetors. The latter consists of (1) personal attribution and (2) conditionals. The results reveal that writer-oriented hedges are the most frequent hedging device utilized by Indonesian researchers, such as: passive construction and dummy subjects. The conclusion of this study is that the use of passive constructions and modality (can, may, might, should) are highly desireable by Indonesian researchers. It means that Indonesians like to let the data talk by themselves in order to avoid a potential conflict and hence to maintain the harmony between writers and readers.

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Hu, Jingjing, Sihang Yuan, and Xuesong (Andy) Gao. "Students’ Writer Identities and Writing Practice in Tertiary English-Medium Instruction in China." Sustainability 14, no. 22 (November 11, 2022): 14890. http://dx.doi.org/10.3390/su142214890.

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This study adopts a case study approach to examine how students write in English-medium instruction contexts. It also explores why they write in this way from the perspective of writer identity. Four Chinese university students’ EMI course essays, as well as their interview and stimulated recall responses were collected. The analysis results presented three patterns of writer identity: (1) a member, as an EMI writer, of the academic community as the dominant self; (2) a student writer meeting the course requirements as the dominant self; (3) struggling between the two selves. Having different types of writer identities, the students wrote their EMI course essays in different ways. Their writings presented different features in terms of discoursal choice, language form and format. Suggestions for EMI teaching, EMI teacher training and curricula at the university level are provided.

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Rahardian, Ema, and Deli Nirmala. "The Force Scheme in Javanese Emotion Metaphors." PAROLE: Journal of Linguistics and Education 8, no. 1 (October 22, 2018): 12. http://dx.doi.org/10.14710/parole.v8i1.12-18.

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People with their creativity can use language for different purposes with different attitudes. They use metaphors in daily communication. In this paper, the writer tried to analyze them from force schemas to show the cognitive patterns of the users’ mind. . This paper aims at discussing the use of force schema in Javanese EMOTION metaphor. To collect the data, the writer used non-participant observation supported by note-taking technique. To choose the samples, the writers used purposive sampling technique. This means that the writers only took the metaphorical expressions containing a concept of emotion especially force schema conceptualization. To analyze the data, the writers used referential identity method. The writers used the method to uncover the meaning and the attitude of the speakers in using the expressions. The writer found that force schema used in Javanese EMOTION metaphors are compulsion, enablement, diversion, and restraint-removing force schemas. The writer also found that Javanese people have active and inactive responses when they get emotion. This finding may add more studies on metaphors.

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Anderson, Jeff. "Leading the Call: There Is Always Time to Write Together." Voices from the Middle 25, no. 2 (December 1, 2017): 14–17. http://dx.doi.org/10.58680/vm201729399.

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Do you share your struggles as a writer or just your successes? Reflect on how honestly sharing your doubts and struggles will normalize them for writers in their own processes. Share how you overcome doubt throughout the process well into becoming a professional writer. Doubt is real, but pushing through it transforms the writing and the writer.

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Ogoke, Chinedu. "Import of family and peers in a writer’s life." EJOTMAS: Ekpoma Journal of Theatre and Media Arts 7, no. 1-2 (April 15, 2020): 362–73. http://dx.doi.org/10.4314/ejotmas.v7i1-2.24.

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A writer anywhere must have roots and familial relationships. In a general sense, it is the energy derived from friends, family or society that drives the human spirit. A major role the family has in the life of a writer is giving him or her space. What this means is that a literaryfriendly family will not come between the writer and his/her writing. When he/she is engaged with writing, the writer’s family excuses him/ her from domestic and other duties. It is also beneficial when the writer is surrounded by a wife/husband and children who are wonderful readers. It is the relevance of the family that inspired this research. The paper investigates how culture, society and the family are significant in the life of every man or woman. It focuses on the experiences of writers in their home countries and overseas. The author discovered that writers in 17th century Europe worked closely together. The practice has hardly caught on among Nigerian writers. The writer could hardly find instances to prove otherwise. It is intended in this work, therefore, to highlight this shortcoming and to show how it contributes to the attainment of desired goals in the writer’s literary endeavours. The bulk of the data for this study was collected through listening to stories of writers and also reading various comments in newspapers and other publications. Keywords: Language and culture, Family and peers, Pedagogy, Spousal problems, Writers’ life

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Aldisa, Rima Tamara. "Sistem Pendukung Keputusan Dengan Menerapkan Metode Multi-Attribute Utility Theory Pada Pemilihan Content Writer." Journal of Computer System and Informatics (JoSYC) 4, no. 2 (February 28, 2023): 380–87. http://dx.doi.org/10.47065/josyc.v4i2.2877.

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Content Writer is an important profession in the process of creating interesting content. The definition of Content Writer is a professional writer whose job is to write concepts of interesting content which will eventually be produced in online media. The income that is large enough for this profession results in many people being interested in working in that field. Therefore it will be difficult for those who open jobs in the field of Content Writers to choose who should be chosen. To select Content Writer candidates, it is better to use a system so that with this system it can help interested parties so that the results of the selection are not subjective or impartial. A good system to use is a decision support system. decision support system (DSS) is the development of an information system using the same way of working as an information system, namely a computer-based system. This SPK can be used in conjunction with supporting methods such as the MOORA method, the PSI method and so on. In this study the method used is the DEATH method. The MAUT method or the Multi-Attribute Utility Theory (MAUT) method is a method that prioritizes quality as a comparison so that the quality of each criterion will be considered as the first choice. Based on the calculation results from the MAUT method, a result of 0.6701 is obtained with the alternative A3 On behalf of Aldi as the best alternative that deserves to be accepted as a content writer.

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CHIU, Kuei-fen. "The Making of Small Literature as World Literature: Taiwanese Writer Wu Ming-Yi." Modern Chinese Literature and Culture 34, no. 2 (December 2022): 291–312. http://dx.doi.org/10.3366/mclc.2022.0015.

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This paper investigates how the transformation of the Taiwanese writer Wu Ming-Yi, from a peripheral writer to a world literature writer, takes place. It first defines the status of Wu as a world literature writer with a discussion of the international reception of Wu’s translated works. It then studies how Wu overcomes the four obstacles for small literature writers: literary destitution, backwardness, remoteness, and invisibility. While Wu appropriates foreign patrimonies to deal with the obstacle of literary destitution, he establishes a modern profile of himself as a writer on a par with internationally acclaimed writers to counter the problem of backwardness. This study examines the complex meanings of Wu’s magical realist mode of storytelling. It argues that the global currency of this consecrated mode helps Wu address the problem of remoteness. At the same time, the magical realist mode works to reflect Wu’s planetary vision and generates the literariness that is missing in many works of environmental world literature. In addition to the literary performance of the writer, the study discusses how Wu’s agents, publishers, and the Taiwanese government join efforts to tackle the problem of invisibility.

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Johnson, Trasi. "Writer." Callaloo 16, no. 3 (1993): 524. http://dx.doi.org/10.2307/2932237.

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FREED, DANIEL J. "WRITER." Hearing Journal 55, no. 3 (March 2002): 66. http://dx.doi.org/10.1097/01.hj.0000293483.78693.7a.

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Brown, William R. "Goals and Criteria for Thinkers, Writers, and Writer-Thinkers." Inquiry: Critical Thinking Across the Disciplines 17, no. 4 (1998): 7–18. http://dx.doi.org/10.5840/inquiryctnews199817424.

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Langaris, C., and E. Moutzoukis. "A batch arrival reader-writer queue with retrial writers." Communications in Statistics. Stochastic Models 13, no. 3 (January 1997): 523–45. http://dx.doi.org/10.1080/15326349708807438.

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Brodal, Jan. "“Poėt v Rossii — Bol’še čem Poėt” or the Poet as Superman." Poljarnyj vestnik 7 (February 1, 2004): 49. http://dx.doi.org/10.7557/6.1337.

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What is the moral responsibility of a writer? Do writers have a stronger moral responsibility than other people? This article discusses the relationship between writer and society with reference to Russian and Norwegian literature.

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Journal articles on the topic 'Writer'

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