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Writing
Kinds of Writing Terms modified by Writing Selected AbstractsDANCING YEARS, OR WRITING AS A WAY OUTART HISTORY, Issue 4 2009ADRIAN RIFKIN This essay is concerned with the random and arbitrary nature of the relation between taste, love, desire and knowledge as the basis for disciplinary formation. As an expanded oxymoron it thinks of the constitutive irrationality of the history of art as the space in which it can be shaped politically and theoretically through contingent and singular moments. It understands the Warburgian notion of nachleben not so much as a returning figure of older affective forms as the form of the return of the incomplete in the historically inexhaustible life of images and figures, taking together merging the visible forms in Gerard David, Goya and the photograph of a 1960s tennis star. [source] Texts, Tensions, Subtexts, and Implied Agendas: My Quest for Cultural Pluralism in a Decade of WritingCURRICULUM INQUIRY, Issue 2 2004Carola Conle ABSTRACT Scanning my own academic work to discover hidden agendas revealed underlying issues that seemed important in cultural pluralism. They included the need for recognition and for public spaces in culturally pluralistic environments where the experiences of individuals from very different background are listened to and valued. It was particularly interesting that such settings seemed to be highly conducive to inquiry. The differences among people's experiences intensified an implicit inquiry dynamic when narrative was the medium of choice rather than argumentative discussion. In those settings, as well as in the reexamination of my own writing, becoming clearer about what was only indirectly expressed earlier brought greater clarity about important issues. [source] Writing as Inquiry: Storying the Teaching Self in Writing WorkshopsCURRICULUM INQUIRY, Issue 4 2002Freema Elbaz, Luwisch Recent research demonstrates that the process of telling and writing personal stories is a powerful means of fostering teachers' professional growth (Connelly & Clandinin, 1995; Conle, 1996; Diamond, 1994; Heikkinen, 1998; Kelchtermans, 1993). This article aims to further understanding of writing in the development of teachers' narratives of practice, and to critically examine the potential of the writing workshop as a space where diverse voices can find expression. I take up a narrative perspective, seeing the practice of teaching as constructed when teachers tell and live out particular stories. I examine the autobiographic writing of teachers who participated in a graduate course on autobiography and professional development, drawing on phenomenological (Van Manen, 1990) and narrative methods (Mishler, 1986) and attending to issues of voice (Raymond, Butt, & Townsend, 1992, Brown & Gilligan, 1992) and "restorying" (Clandinin & Connelly, 1996, 1998). The main questions addressed are how do teachers narratively construct their own development and how does the university context, usually construed as a locus of knowledge transmission, function as a framework for the processes of storytelling, reflection, and restorying of experience and for the elaboration by teachers of an internally persuasive discourse (Bakhtin, 1981)? The article describes the experience of the course and the various uses to which participants put autobiographic writing; the range of voices used in the writing is indicated. Three "moments" in the writing process are discussed: describing, storying, and questioning, moments that, taken together, are seen to make up the restorying process. The conclusions point to limitations and possibilities of writing in the academic setting, in particular the place of theory in helping to draw out teachers' voices. [source] Bridging the Gap between Upper-Division Writing and German Studies Courses with Katja von Garnier's BanditsDIE UNTERRICHTSPRAXIS/TEACHING GERMAN, Issue 2 2004Gesa Zinn [source] Excellence in ecological entomology , The Royal Entomological Society's Awards for Scientific WritingECOLOGICAL ENTOMOLOGY, Issue 5 2002Simon Leather No abstract is available for this article. [source] Putting Rubrics to the Test: The Effect of a Model, Criteria Generation, and Rubric-Referenced Self-Assessment on Elementary School Students' WritingEDUCATIONAL MEASUREMENT: ISSUES AND PRACTICE, Issue 2 2008Heidi L. Andrade The purpose of this study was to investigate the effect of reading a model written assignment, generating a list of criteria for the assignment, and self-assessing according to a rubric, as well as gender, time spent writing, prior rubric use, and previous achievement on elementary school students' scores for a written assignment (N = 116). Participants were in grades 3 and 4. The treatment involved using a model paper to scaffold the process of generating a list of criteria for an effective story or essay, receiving a written rubric, and using the rubric to self-assess first drafts. The comparison condition involved generating a list of criteria for an effective story or essay, and reviewing first drafts. Findings include a main effect of treatment and of previous achievement on total writing scores, as well as main effects on scores for the individual criteria on the rubric. The results suggest that using a model to generate criteria for an assignment and using a rubric for self-assessment can help elementary school students produce more effective writing. [source] Writing like writers in the classroom: free writing and formal constraintENGLISH IN EDUCATION, Issue 3 2007Cliff Yates Abstract This paper considers how ,free writing', derived from the automatic writing of the surrealists, can be used with students in writing poetry in order to emulate the successful practice of established writers. The paper considers how form can be taught, specifically line breaks and stanza breaks, both in relation to free writing and in relation to drafting, and argues that drafting should be considered an extension of the creative act of writing rather than as something which is done afterwards ,to' preexisting work. [source] Personal, Political, Theoretical: Learning Journals and EducationENGLISH IN EDUCATION, Issue 3 2002Ros King Abstract This paper perhaps takes a rather unusual form as it is both a description of a pedagogic method and a demonstration of that method in practice. It was first given as a presentation to the Writing in the Disciplines group run by Sally Mitchell at Queen Mary, University of London in June 2001. It concerns the use of learning journals on a particular course, ,Shakespeare in the Classroom', during which my students, who are studying for BA degrees in English or English and Drama, engage in an intense and demanding practical experience: teaching a Shakespeare play to classes in years 6, 7 or 8 in local inner London schools (website at: http:www.english.qmw.ac.uMShakesinClassHomePage.html). [source] Writing: Crafting and CreatingENGLISH IN EDUCATION, Issue 3 2001Debra Myhill Abstract This article argues, in the context of national concern about standards in writing, for a reconceptualisation of the teaching of writing that acknowledges both the significance of the writer's voice and the need to teach about how written texts create meaning. The teaching of writing requires the dual activities of creating and crafting: young writers need opportunities to express their ideas and support in developing understanding of how best to shape those ideas. [source] Brownjohn, Hughes, Pirrie, and Rosen: What Rhymes with Oral Writing?ENGLISH IN EDUCATION, Issue 2 2001Anthony Wilson Abstract This article looks at the work of four writers who have had considerable influence on the teaching of poetry writing to primary school children. Each writer is considered in terms of their merits as a contributor to wider questions about writing, and in comparative terms with each other. Links are made between these writers' explicit and implicit philosophies and approaches. Finally, the article considers how far discussions about voice and form within children's writing are necessarily exclusive of each other. [source] Teaching Communications and Professionalism through Writing and Humanities: Reflections of Ten Years of ExperienceACADEMIC EMERGENCY MEDICINE, Issue 11 2002David P. Sklar MD Both professionalism and interpersonal communication are core competencies for emergency medicine residents as well as residents from other specialties. The authors describe a weekly, small-group seminar lasting one year for emergency medicine residents that incorporates didactic materials, case studies, narrative expression (stories and poems), and small-group discussion. Examples of cases and narrative expressions are provided and a rationale for utilizing the format is explained. A theoretical model for evaluation measures is also included. [source] To Assign a Topic or Not: Observing Fluency and Complexity in Intermediate Foreign Language WritingFOREIGN LANGUAGE ANNALS, Issue 4 2008Joshua D. Bonzo Assistant ProfessorArticle first published online: 19 MAR 200 Abstract: The present study examines the written products of third-semester German students' written productions during a timed, in-class writing activity. Topic selection control was modulated from instructor to student during eight 10-minute sessions. To account for order of treatment, two of the four groups were counterbalanced with the other two. Each written product was textually analyzed and categorized into a general fluency index and an overall grammatical complexity score, both of which were correlated and statistically analyzed (ANOVA). ANOVA results indicate that topic control did influence participants' written fluency but not grammatical complexity (though mean scores for complexity were higher during self-selected topic writing). Participants' overall level of fluency was significantly higher when they selected their own topics. [source] Electronic Mail in Foreign Language Writing: A Study of Grammatical and Lexical Accuracy, and Quantity of LanguageFOREIGN LANGUAGE ANNALS, Issue 2 2000Manuela Gonzälez-Bueno The authors statistically analyzed the quality and quantity of discourse generated via the electronic and the traditional (i.e., paper-and-pencil) medium. The primary objective was to determine whether the use of electronic mail had any effect on grammatical accuracy, appropriate use of vocabulary, and language productivity. In addition, the participants completed a written survey at the end of the semester that elicited their opinions of the program's effectiveness. It was found that the electronic version of dialogue journals had a significantly positive effect on the amount of language generated by the students, and that it improved students' attitude towards learning and practicing the target language. However, the electronic version of dialogue journals did not seem to pose any significant advantage over the paper-and-pencil version with regard to lexical and grammatical accuracy. [source] ,The Bombay Debt': Letter Writing, Domestic Economies and Family Conflict in Colonial IndiaGENDER & HISTORY, Issue 2 2004Erika Rappaport Between 1856 and 1861 Minnie Blane and her husband, Captain Archibald Wood, wrote dozens of letters from India to the Minnie's mother in England. These letters and those associated with a military investigation into the couple's relationship in the 1860s detail the connections between the breakdown of the East India Company's rule in India and Minnie Blane's marriage. In particular, this correspondence shows some of the ways in which bourgeois identities were constructed in relationship to money and objects, place and race. It also exposes the fissures between family members, allowing us to see the gender, generational and cultural conflicts within such imperial families. The article raises concerns about the ways in which personal letters have been used as documents in the study of European women's imperial history. [source] The Suffering Mother and the Miserable Son: Organizing Women and Organizing Women's WritingGENDER, WORK & ORGANISATION, Issue 2 2000Heather Höpfl This paper examines the contribution of the writing of Julia Kristeva (1941, ) to post-structuralist ideas about gender in organizations. In particular, it deals with the relationship between her writing and the disciplining of text and, by a parallel movement, with her writings about the body and the regulation of the body. However, it must be said that her writings are ,extremely difficult and complex, and certainly intimidating and inaccessible to the non-specialist' (Lechte 1990, p. 2) but, despite this, Kristeva has come to be considered one of the foremost contemporary French thinkers and her writings have exerted a significant influence on both feminism and postmodernist ideas. Ironically, Kristeva is neither French by birth nor a feminist in the sense that the term is generally understood. Indeed, she has been highly critical of those feminists whom she regards as seeking ,phallic power' (Kristeva 1980, p. 208). [source] The Hand that Rocks the Cradle: Maternity, Agency and Community in Women's Writing in German of the 1970s and 1980sGERMAN LIFE AND LETTERS, Issue 1 2002Emily Jeremiah This article puts forth the idea of ,maternal performativity' as a way of going beyond pre-existing feminist conceptions of maternal agency. ,Agency' is important because, as numerous feminists have pointed out, the mother in Western culture has traditionally been conceived as passive and mute. I argue that challenging the traditional public/private divide is vital to the project of developing and enacting this maternal performativity, as the novels in question demonstrate. Where this opposition is left unquestioned, the texts suggest, mothers are marginal to the point of abjection. I look firstly at three texts in which mothers are depicted as utterly abject (Elsner, Pedretti, Beutler), then at two in which the idea of maternal agency is approached but ultimately jettisoned in favour of a resigned kind of essentialism (Struck and Frischmuth), and finally at one in which the mother is active and performative, but is still shown as hampered by traditional structures (Schroeder). The novels, and my article, thus performatively reveal the need for a maternal performativity to be acknowledged and practised. [source] Direct Laser Writing of Nanoscale Light-Emitting DiodesADVANCED MATERIALS, Issue 29 2010Oleg Makarovsky Nanoscale light-emitting diodes (nanoLEDs) and arrays of nanoLEDs produced by laser controlled diffusion of interstitial manganese (Mni) donor ions out of the ferromagnetic semiconductor (GaMn)As towards the underlying layers of a quantum well heterostructure. The approach represents an alternative to deep etching for the creation of nanoscale current channels and nanoLEDs. [source] The Empire's War Recalled: Recent Writing on the Western Front Experience of Britain, Ireland, Australia, Canada, India, New Zealand, South Africa and the West IndiesHISTORY COMPASS (ELECTRONIC), Issue 4 2009John Connor The ninetieth anniversary of the end of the First World War in 2008 was marked with the publication of a number of works in many parts of what was once the British Empire. We saw an increased output in publications on the Western Front. In Britain, the recent literature attempts to rehabilitate Douglas Haig and define the ,learning curve' that enabled the British army to defeat Germany in 1918. In Australia, Canada and New Zealand, the performance of their soldiers on the Western Front is seen as central to national identity and this now focuses on military success rather than sacrifice in a futile war. In India, South Africa and Jamaica, there is a renewed interest in linking the First World War to national identities based on the independence or liberation struggle. In Ireland, the Great War is seen as a shared experience that can link the Nationalist and Unionist traditions in Northern Ireland and the Republic. The article concludes that this interest in the Western Front will continue into the next decade in the lead-up to the centenary of the First World War. [source] Reading, Writing, and Segregation: A Century of Black Women Teachers in Nashville by Sonya RamseyHISTORY OF EDUCATION QUARTERLY, Issue 1 2010ADAM FAIRCLOUGH First page of article [source] Reading, Writing and Radicalism: Right-Wing Women and Education in the Post-War YearsHISTORY OF EDUCATION QUARTERLY, Issue 1 2009June Melby Benowitz First page of article [source] The Tasks of Embodied Love: Moral Problems in Caring for Children with DisabilitiesHYPATIA, Issue 3 2002ROGER S. GOTTLIEB Neither secular moral theory nor religious ethics have had much place for persons in need of constant physical help and cognitive support, nor for those who provide care for them. Writing as the father of a fourteen-year-old daughter with multiple disabilities, I will explore some of moral issues that arise here, both from the point of view of the disabled child and from that of the child's caretaker(s). [source] Fluorescent Nanostructures: Direct Laser Writing of Nanosized Oligofluorene Truxenes in UV-Transparent Photoresist Microstructures (Adv. Mater.ADVANCED MATERIALS, Issue 7 20097/2009) Fluorescent nanostructures within a transparent microstructure can be achieved via direct laser writing. On p. 781, Alexander Kuehne, Peter Skabara, Martin Dawson, Richard Pethrick, and co-workers report on a novel UV-transparent photoresist that incorporates star-shaped nanometer-sized oligofluorene truxenes. The method and materials will find applications in optical, electro-optical, and photonic devices. (Cover artwork by Leif Heuser). [source] Nanoscale Conducting Oxide Writing: Nanoscale Writing of Transparent Conducting Oxide Features with a Focused Ion Beam (Adv. Mater.ADVANCED MATERIALS, Issue 6 20096/2009) A conductive atomic force microscopy tip probes an embedded, optically transparent, electrically conducting oxide nanowire that was patterned on an indium oxide substrate using focused ion beam implantation. The nanowire is 160 nm wide, 7 nm deep, and theoretically limitless in length, connectivity, and shape. Nanowires of this type have potential application as interconnects in transparent electronics. Further details can be found in the article by Tobin Marks, Mark Hersam and co-workers on p.721. [source] Nanoscale Writing of Transparent Conducting Oxide Features with a Focused Ion BeamADVANCED MATERIALS, Issue 6 2009Norma E. Sosa Embedded, optically transparent, electrically conducting oxide nanowires, and other patterns are written on highly resistive transparent metal oxide thin films with nanoscale spatial control using focused ion beam implantation. The resulting transparent conducting oxide features are 110-160 nm wide, 7 nm deep, and are theoretically limitless in length, connectivity, and shape. [source] Laser Writing: Direct Laser Writing of Photoresponsive Colloids for Microscale Patterning of 3D Porous Structures (Adv. Mater.ADVANCED MATERIALS, Issue 1 20091/2009) On pg. 66, Paul Braun and co-workers report the use of direct laser writing to pattern porous 3D structures from photo-responsive colloidal building blocks. Upon 2-photon exposure, the colloids become highly attractive, enabling localized control of aggregation behavior. 3D structures composed of porous walls are harvested by writing into a colloidal sediment of these particles, followed by rinsing away unexposed colloidal species. Applications may include microfluidics, and studies of porous media, cellular growth and signaling, and colloidal physics. Cover art by Steven Eisenmann of the Beckman Institute VMIL. [source] Direct Laser Writing of Photoresponsive Colloids for Microscale Patterning of 3D Porous Structures,ADVANCED MATERIALS, Issue 1 2009Matthew C. George 3D patterning of colloidal structures is enabled by the phototriggered aggregation of photoresponsive colloids. We use direct laser writing to locally control aggregation behavior of photoresponsive colloids via a 2-photon absorption process. 3D structures composed of porous walls are harvested after rinsing away unexposed colloidal species. Aggregation is fully reversible with sufficient agitation. [source] Writing, Gender and Discipline in Shenstone's The School-Mistress:,Tway birchen sprays'JOURNAL FOR EIGHTEENTH-CENTURY STUDIES, Issue 2 2003PAUL BAINES First page of article [source] Before, Between, and Beyond: Three Decades of Dance Writing by banes, sallyJOURNAL OF AESTHETICS AND ART CRITICISM, Issue 3 2008RENEE CONROY No abstract is available for this article. [source] Art from Start to Finish: Jazz, Painting, Writing, and Other Improvisations edited by becker, howard s., robert r.faulkner, and barbarakirshenblatt-gimblettJOURNAL OF AESTHETICS AND ART CRITICISM, Issue 2 2008LEE B. BROWN First page of article [source] Writing Across the Curriculum: A Hermeneutic Study of Students' Experiences in Writing in Food Science EducationJOURNAL OF FOOD SCIENCE EDUCATION, Issue 2 2005David J. Dzurec ABSTRACT: Writing can enhance learning by helping students put words to their thinking about course material. The purposes of this study were to assess the influence of a structured academic journal writing exercise on student learning in a food science class and to examine student responses to the experience. Hermeneutics, a philosophy of science and qualitative research method, was used to analyze journal data from 48 participating students during a 2-y period and involved 3 steps: (1) describing themes taken from a global reading of student commentaries, (2) reducing or relating themes to specific, verbatim statements found in student writings, and (3) interpreting or imposing meaning on the themes and the statements (Lanigan 1988). Hermeneutic analysis showed that journal writing was difficult at first but became easier and enjoyable over time, allowed students to relate course content to other knowledge, exposed students to course material multiple times allowing for better information retention, enhanced student understanding, helped students think critically, required students to prepare for class, gave students the opportunity to express opinions, and allowed students to experience writing as enjoyable and positive. Several minor themes suggested that most students found the experience useful to their learning. Findings from this study are consistent with neuroscience and cognitive psychology theories regarding learning and the development of reasoning skills. [source] | |||||||||||||||||||||||||||||||||||||||||||||||||