Writing Self Research Articles

The Relationship Between Writing Motivation and Writing Self Efficacy in Students Who Become Writers

This study is a study of the relationship between writing motivation and writing self efficacy in students who are writers at the University of Muhmmadiyah Sidoarjo. With the aim of knowing the relationship between writing motivation as the independent variable and writing self efficacy as the dependent variable. This type of reaserch is correlational quantitative. Subjects in this study using a sample of 96 students who become writers, taken using saturated sampling technique. The data collection technique was carried out using two psychological scale with a Likert model, namely a writing motivation scale with writing self efficacy scale. The hypotesis in this study is that there is a positive relationship between writing motivation and writing self efficacy for student who become writers at University of Muhammadiyah Sidoarjo. Using the Pearson Produck Moment Correlation analysis technique with the help of SPSS 20 For Windows. The results of the correlation coefficient in this study were 0,615 with a significance of 0,000 so that it was stated that there was a relationship between writing otivatin and writing self efficacy for student who were writers at the Universitiy of Muhammadiyah Sidoarjo, in other words the initial hypotesis in this study was accapted. The effective contribution between writing motivation and writing self efficacy in this tudy amounted to 37,9%.

Exploring the Impact of Blogging in English Classrooms: Focus on the Ideal Writing Self of EFL Learners

Exploring the Impact of Blogging in English Classrooms: Focus on the Ideal Writing Self of EFL Learners

Writing Self, Writing Empire: Chandar Bhan Brahman and the Cultural World of the Indo-Persian State Secretary

Writing Self, Writing Empire: Chandar Bhan Brahman and the Cultural World of the Indo-Persian State Secretary

Alternative, Imaginary, and Affective Archives of the Self in Women's Life Writing

This essay interrogates and expands conventional views of the archive by considering how subjects who write themselves engage in processes of archival thinking and practices of curation in autobiographical discourse. It tracks features of alternative archives of the self in life writing through six microstudies that engage different concerns in autobiographical texts by women in recent centuries. The issues explored are affective archives of feelings and impressions; archives for rewriting the past; the imaginary archives of possible selves; digital archives of embodiment and desire; archives in global circulation; and archival remediation. The conclusion poses questions for those developing theoretical frameworks and methodologies to interpret the archival imaginary in the lives women inscribe and the afterlives they acquire. This article looks to expand methodologies in the field of archival studies that do not sufficiently attended to the status of the evidentiary in autobiographical materials and the archival imaginary mobilized in some autobiographical acts and practices and their afterlives.

Uncertain Self in Ethnographic Research and Writing

This article asks the ethnographer to revisit questions about representing the self as an ethnographic researcher in the context of fieldwork, but especially in dialogue with readers through scholarly writing. How does—or can—the ethnographer maintain transparency about how their social positions shape their research questions, access to material and fieldwork spaces, conversation partners, and theorizing? Using a particular example of the author’s own experience in misunderstanding the ways in which she was received by her interlocuters in the field, this article suggests that the ethnographer must rethink how the researcher self is formed by writing about the “messiness” of fieldwork, and not relying on simple statements of positionality in ethnographic writing.

Revisiting Writer Identities in Discomforting Spaces:The Envisioned Self in Writing

Revisiting Writer Identities in Discomforting Spaces:The Envisioned Self in Writing

“Расщепленный субъект” в современной поэзии: Обнажение приема

Recently, the “lyric subject” has become a problematic category: it has ceased to be taken as an integral bearer of consciousness and speech and has begun to be perceived as a construct that is modelled in the text and does not exist outside the scope of the text. A notable characteristic of recent poetry is that the subject of the text becomes “split” into the “Writing Self” that generates the direct speech structure of the text and the “Other Self” that acts as a reflective instance in relation to the former. Applying Jacques Lacan’s “split subject” concept to the analysis of contemporary poetic texts, we identify a range of creative and communicative strategies through which the subject finds its reflexive origin in the text. These strategies are as follows: a metalinguistic, intertextual, or removal and dismissal strategy; a role-playing strategy; and a bodily strategy. These strategies change and alternate in a given author’s texts as well as interact and overlap with each other, creating a more complex system of dependencies within the “split” subject.

Staging the Shadow: Writing, Academic Subjectivities, and Hidden Selves

In this paper we explore our writing selves through the metaphors of concealment and display. We discovered the metaphoric possibilities opened up by Jung’s notions of persona and shadow and his emphasis on a rich psychic life that was animated by archetypes and symbolic meaning. This process helped us to glimpse alternative selves, that somehow live within us but are, like the shadow, neglected or pushed aside either due to institutional pressures to conceal or due to our own self-concept and our preferences for displaying certain identity types. Using poetic inquiry to access our unconscious feelings, we engaged in a process of writing that resulted in poetry and poetic vignettes. This type of arts-based practice helped us to disrupt the normative rationalist expectations surrounding academic work and intellectual production, and enabled us to create a space where agency and self-exploration were more accessible and transformative.

“You and I”: The Fragmentation of the Writing Self and the Tradition of Modernism in T.S. Eliot’s “The Love Song of J. Alfred Prufrock” and Gabriel Josipovici’s Moo Pak

This article undertakes as its subject the parodic relation between Gabriel Josipovici’s novel Moo Pak and T.S. Eliot’s debut and most famous poem “The Love Song of J. Alfred Prufrock.” Rewriting “Prufrock” into a new reality and a fictional mode becomes an occasion for Josipovici to question Eliot’s “Impersonal theory of poetry” and advance his own dialectical vision of the creative process as well as his Modernist aesthetics. Josipovici’s reinterpretation of Eliot’s youthful masterpiece shows both works as stories of artistic creation illustrating their authors’ critical convictions.

Book review: Rajeev Kinra, Writing Self, Writing Empire: Chandar Bhan Brahman and the Cultural World of the Indo-Persian State Secretary

Rajeev Kinra, Writing Self, Writing Empire: Chandar Bhan Brahman and the Cultural World of the Indo-Persian State Secretary, Primus Books, New Delhi, 2016, 369 pp., ₹1,250.

فاعلیة موقع إلکترونی قائم على نظریة التعلم المستند إلى الدماغ فی تنمیة مهارات الکتابة الأکادیمیة ، واستراتیجیات التعلم المنظم ذاتیا لدى طلاب الدبلوم الخاص فی کلیة التربیة جامعة الاسکندریة The Effectiveness of a Website Based on Brain –Based Learning Theory in Developing Academic Writing Skills and Self –Regulated Learning Strate

المستخلص: هدف البحث إلى استقصاء فاعلية استخدام موقع تعليمي قائم على نظرية التعلم المستند إلى الدماغ في تنمية مهارات الکتابة الأکاديمية ، واستراتيجيات التعلم المنظم ذاتيا لدى طلاب الدبلوم الخاص في کلية التربية جامعة الاسکندرية ، و قد اتبع البحث المنهج شبه التجريبي، و استخدم تصميم المجموعة الواحدة ذو الاختبار القبلي ـــ و البعدي ، و بلغت عينة الدراسة 31 طالبا من طلاب الدبلوم الخاص، و عليه صممت أداتين هما : اختبار الکتابة الأکاديمية ، ومقياس استراتيجيات التعلم المنظم ذاتيا ، وبعد التأکد من صدق الأداتين وثباتهما ،طبقا على عينة الدراسة ، ولمعالجة ما أسفرت عنه الأداتين من معلومات استخدم اختبار ت للمجموعات المرتبطة (Paired Samples T-Test) واختبار مان ويتني (Mann-Whitney) اللابارامترى للعينات الغير مرتبطة، و توصلت الدراسة الى النتائج التالية : يوجـد فرق دال إحصـائيا عند مستوى ≤ 0.05 بين متوسـطي درجات أفـراد مجموعة الدراسة في التطبيقين: القبلي ، والبـعدي لاختـبار مهارات الکتابة الأکاديمية لصالح التطبيق البعدي ، کما کان للموقع حجم تأثير کبير في تنمية مهارات الکتابة الأکاديمية يوجـد فرق دال إحصـائيا عند مستوى ≤ 0.05 بين متوسـطي درجات أفـراد مجموعة الدراسة في التطبيق البـعدي لاختـبار الکتابة الأکاديمية ترجع للتخصص ؛ لصالح تخصص اللغة العربية ، يوجـد فرق دال إحصـائيا عند مستوى ≤ 0.05 بين متوسـطي درجات أفـراد مجموعة الدراسة في التطبيق القبلي والبـعدي لمقياس استراتيجيات التعلم المنظم ذاتيا لصالح التطبيق البعدي ، کما کان للموقع حجم تأثير کبير في تنمية استراتيجيات التنظيم الذاتي للتعلم. Abstract : The present study aimed to investigate the effectiveness of using an educational website based on brain based learning theory in developing academic writing skills and self –regulatd learning strategies among student of special diploma in the faculty of education Alexandria University. The study followed the semi –experimental method and the design of the pre- and post-test one group. The study sample consisted of (31) students of the special diploma as a result two tools were designed : academic writing test and self – regulated learning strategies scale .To verify the reliability and validity of both tools ,according to the sample of the study . The results of the tools .t test and mann-whitney test were used . The study clarified the following results : There is a statistically significant difference at 0.05≥ between the average scare of the study group members in the two test pre and post – test for academic writing skills for post – test . The website also had significant impact on the development of academic writing skills. There is statistically significant difference at 0.05≥ between the average scares of the study group members in the post academic writing test due to specialization in favor of Arabic language specialization . There is a statistically significant difference at 0.05≥ among the average scares of the study group in the pre and posttest of the self – regulated learning strategies scale for the post –application. The site also had significant impact on the development of self-organization strategies for learning.

Writing Self, Writing Empire: Chandar Bhan Brahman and the Cultural World of the Indo-Persian State Secretary. By Rajeev Kinra. pp. xix, 371. Oakland, University of California Press, 2015.

Writing Self, Writing Empire: Chandar Bhan Brahman and the Cultural World of the Indo-Persian State Secretary. By Rajeev Kinra. pp. xix, 371. Oakland, University of California Press, 2015. - Volume 28 Issue 1

Eco-Autobiography: Writing Self through Place

When writing about place and the self, the practice of eco-autobiography is not new. Contributors to Ecology and Life Writing examine interrelations between nature writing and literature in a cross...

Review of 'Writing Self, Writing Empire: Chandar Bhan Brahman and the Cultural World of the Indo-Persian State Secretary'

Review of 'Writing Self, Writing Empire: Chandar Bhan Brahman and the Cultural World of the Indo-Persian State Secretary'

The Romantic Tradition and the (Re)Interpretation of the Romantic Self in Boris Pasternak's and Virginia Woolf's Prose Writing

The article makes an attempt to sound the novelty of Virginia Woolf's and Boris Pasternak's literary theory in the context of literary tradition. I argue that at least in two crucial fields, in the definition of the self and the treatment of the relationship of art and reality, it is the paradigm established by the Romantics that seems to be the most important point of reference. In order to prove this, I discuss both the authors' statements about romanticism and the romantic traits in their philosophies of art. Some of their concepts relevant to the topic (for example, Woolf's moments of being, or Pasternak's idea of creative subjectivity), expounded mainly in ‘A Sketch of the Past’ and in A Safe Conduct, and the Romantic influences on their work are in the focus of the paper.

A Study on Teaching - Learning Model of Writing Self - introduction Letter Based on Persuasive Communication Strategy

A Study on Teaching - Learning Model of Writing Self - introduction Letter Based on Persuasive Communication Strategy

Staging the Writing Self: The Character of the Artist in Hélène Cixous’s Theater

The act of writing, for Hélène Cixous, offers women the freedom to articulate their true individuality. When writing theater, the author’s early intentions challenged voyeuristic traditions to free female subjects from masculine structures. In her more recent plays, however, Cixous’s writings undergo an essential process described as a decentralization of the self or “deselfing”. Escaping the “self” through theater, Cixous relinquishes dominant control of the space of creativity, permitting “others” a voice through the transformation of her actors. This essay will elaborate, in the first instance, how the theatrical event that happens on stage is the result of the writing event that happens to the author . As the process of writing theater becomes an essential aspect of the play, Cixous develops from creating the private performance of writing the self to publicly staging her experiences of writing. Lindley’s analysis of Cixous’s recent plays Voile noire, voile blanche, On ne part pas, on ne revient pas and L’Histoire (qu’on ne connaîtra jamais) articulates the aesthetics of her theater: an eternal dramatic space beyond the restrictions of time, of societal structures and of western theater. Cixous’s dramatic characters are themselves writers, floundering in a theatrical space devoid of accepted frames of reference. With each endeavoring in vain to seize control of their narrative, the characters mirror Cixous’s own failed efforts to manipulate the creation of her dramatic writings which produces instead a myriad of possibilities. As this investigation demonstrates, Cixous stages her self’s experiences writing theater, confirming an impressive journey toward new forms of theater.

French Studies and Creative Writing: Writing Self and Other Any where out of the world

French Studies and Creative Writing: Writing Self and Other <i>Any where out of the world</i>

Review: The Backward Look: Memory and the Writing Self in France 1580-1920

1University of Hull The Backward Look: Memory and the Writing Self in France 1580–1920 Angelica Goodden Oxford Legenda 2000 xi + 194 Paperback£29.50; $49.50

On the Power of Separate Spaces: Teachers and Students Writing (Righting) Selves and Future

The debate on segregated and desegregated schools generally has been framed as an either-or matter, and in fact, legally, this has been the case. What we have not investigated to any great extent are programs within already desegregated schools that serve an identifiable population of students for the express purpose of cultural affirmation and advancement of the targeted group. In this article we provide data that attest to the potential power of such spaces, investigating a girls’ group in an urban magnet school and a homeroom set aside for Vietnamese students in a neighborhood-based urban comprehensive school. Using ethnographic data, we articulate both the power of such spaces and the contradictory impulses within such arrangements.