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Atwood’s Female Writing: A Reading of “This is a Photograph of Me”
Pyeaam Abbasi,Omid Amani
Studies in Literature and Language , 2012, DOI: 10.3968/j.sll.1923156320120402.3279
Abstract: During the twentieth century, women poets who were immensely influenced by the most revolutionary aspects of modernism, gave rise to what French feminists called ‘écriture feminine’ as a desired way of writing differently. In feminist writings emphasis seems to be more on how women are oppressed in the society as well as their anxieties about their bodies. Margaret Atwood (b. 1939) the Canadian nationalist poetess is a prominent figure concerned with the need for a new language to explore relations between subjects and society, the power relations that define one’s identity as well as the inadequacy of phallocentric discourse. What is also noteworthy in Atwood’s writings is the rewriting of images and myths born by the patriarchal society and Western civilization. This study is an attempt to shed light on the ways Atwood pursues French feminists with emphasis on female body and language to show the poetess’s exploration of female identity in her less-referred-to poem “This is a Photograph of Me.” The writers have tried to show Atwood’s tackling identity and restriction through the act of rewriting such established images as light and water. Key words: Margaret Atwood; “This Is a Photograph of Me,” feminism; identity; écriture feminine
Mirror Writing and a Dissociative Identity Disorder
Catherine Le,Joyce Smith,Lewis Cohen
Case Reports in Medicine , 2009, DOI: 10.1155/2009/814292
Abstract: Individuals with dissociative identity disorder (DID) have been known to show varied skills and talents as they change from one dissociative state to another. For example, case reports have described people who have changed their handedness or have spoken foreign languages during their dissociative states. During an interview with a patient with DID, a surprising talent emerged when she wrote a sentence for the Folstein Mini-Mental State Exam—mirror writing. It is not known whether her mirror writing had a deeper level of meaning; however, it does emphasize the idiosyncratic nature of dissociative identity disorder.
Postcolonialism, Identity, and the French Language in St. Lucia
Aonghas St. Hilaire
New West Indian Guide , 2008,
Abstract: Examines attitudes toward cultural identification with the French language, recently increased in education, relative to English and Kwéyòl, among St Lucians, through a postcolonial conceptual framework. Author contextualizes this within St Lucia's history, as first French and later British colony, and relates it to the multiplicity, characteristic of St Lucia (and Caribbean) Creole identity, and a connected fluidity in language use. Through a rural and Castries sample, he further studies the evaluations of St Lucians of French, English, and Kwéyòl, in relation to their sense of cultural and social relevance and affinity of and with these languages. He shows how English is seen by most as high-status and important for St Lucians, especially for upward and outward mobility, while especially for St Lucia's national identity Kwéyòl is also valued by most, despite its recent partial waning. French, recently stimulated as main second or third language, is seen as quite important, and should according to a majority of the sample (especially in Castries) be learned more by St Lucians, and is seen as more relevant than Spanish. Author points out how this is related to a strong cultural affinity St Lucians sense with nearby Martinique, practical connections (traveling, migrating) to Martinique, or French/Martinican tourists in St Lucia, as well as to French's similarity to Kwéyòl, thus possibly helping to bolster Kwéyòl's status.
Feminism and the politics of identity in Ingrid de Kok’s Familiar Ground
MC Mashige
Tydskrif vir letterkunde , 2011,
Abstract: Through an analysis of selected representative poems from Ingrid de Kok’s Familiar Ground, this article examines the role played by feminist poetry in the quest to address gender-related issues as well as to contribute constructively to South Africa’s liberation from patriarchal apartheid. The article further argues that feminist writers desire to (re)negotiate the space within which they can (re)construct and articulate their identities as women and mothers, and that in such a context the politics of identity cannot be detached from other aspects within the struggle for socio-political and economic emancipation. Thus characteristics of apartheid oppression are contrasted with the patriarchal domination opposed by feminist writers.
Paying attention to identity in advanced EAP writing class  [cached]
David Camps
Revista Brasileira de Linguística Aplicada , 2004,
Abstract: The present article discusses how students in the advanced EAP (English as a foreign language) writing course at a private university in Mexico City become aware of choosing different identities in a written assignment, and how this decision can help them deal with the course requirements. After addressing the issue of identity in class and carrying out activities to develop social identities, and collecting samples of their writing, the students were questioned about their decision of projecting their identities in their papers in order to find out whether the understanding of the importance of identity in academic writing and its projection in their written essays would facilitate its writing. In addition, it was deemed interesting to learn about whether they found it easier to meet the demands and conventions of that particular essay by being aware of the possibilities of constructing their identities. Este artigo discute de que forma alunos de um curso de produ o de textos em LE, em uma univeridade particular na Cidade do México, se d o conta da escolha de diferentes identidades em uma atividade de escrita e como essa decis o pode auxiliá-los com rela o à demanda do curso. Depois de abordar a quest o da identidade em sala, de propor atividades com o propósito de desenvolver identidades sociais e de coletar uma amostragem de textos, os alunos foram questionados sobre a decis o de projetarem suas identidades nos textos, com o objetivo de descobrir se a compreens o da importancia da identidade na reda o acadêmica e a proje o dessa identidade nos textos facilitaria a escrita. Além disso, foi interessante avaliar se eles encontraram dificuldades de atender às exigências e conven es do texto em quest o, ao estarem conscientes das possibilidades de constru o de suas próprias identidades nesse mesmo texto.
The negotiation of writer identity in engineering faculty - writing consultant collaborations
Sarah Read
Journal of Writing Research , 2011,
Abstract: Negotiating faculty-writing consultant collaborations in engineering contexts can be challenging when the writing consultant originates in the humanities. The author found that one of the sites of negotiation in the formation of working relationships is that of writer identity, and disciplinary writer identity in particular. In order to confirm her experiential knowledge, the author interviewed her faculty collaborators to further investigate their attitudes and experiences about writing. Analysis of two excerpts of these interviews makes visible "clashes" between the faculty engineers' and the writing consultant's autobiographical and disciplinary writer identities. Implications of the role of writer identity in faculty-writing consultant collaborations include considering the value of extending this negotiation explicitly to students and the question of how writing curriculum can explicitly engage students in the formation of positive disciplinary writer identities
Language(s) and identity(ies) in French society Language(s) and identity(ies) in French society
Henri Jeanjean
Ilha do Desterro , 2008,
Abstract: Most discourses about France seem to imply that France is a homogeneous, monolingual, monocultural country. This is denying the cultural and linguistic diversity of the country. Regions were conquered throughout the centuries and the various regimes have always tried to eradicate regional languages and cultures, imposing French as the sole language, a powerful tool of colonisation. Resistance to the linguistic and cultural genocides have always been present. Until the second half of the 20th century this resistance was expressed only in linguistic terms. Recent events such as the Algerian war led to a new militancy and a political awareness slowly developed among the groups defending their minority languages and cultures. By denying their peoples, their rights to be educated and express themselves in their own language, French governments throughout the centuries have denied them their specific identity. Some attempts at improving the situation were made by Jack Lang, the then minister of Education, but his efforts to improve the place of regional languages in the Education system were thwarted by the State and Constitutional Councils. Regionalisation and the growing importance of the European Union may bring some changes to an otherwise bleak situation Most discourses about France seem to imply that France is a homogeneous, monolingual, monocultural country. This is denying the cultural and linguistic diversity of the country. Regions were conquered throughout the centuries and the various regimes have always tried to eradicate regional languages and cultures, imposing French as the sole language, a powerful tool of colonisation. Resistance to the linguistic and cultural genocides have always been present. Until the second half of the 20th century this resistance was expressed only in linguistic terms. Recent events such as the Algerian war led to a new militancy and a political awareness slowly developed among the groups defending their minority languages and cultures. By denying their peoples, their rights to be educated and express themselves in their own language, French governments throughout the centuries have denied them their specific identity. Some attempts at improving the situation were made by Jack Lang, the then minister of Education, but his efforts to improve the place of regional languages in the Education system were thwarted by the State and Constitutional Councils. Regionalisation and the growing importance of the European Union may bring some changes to an otherwise bleak situation
Review: French, Steven& Krause, Décio. Identity in Physics: a Historical, Philosophical, and Formal Analysis.
Adonai S. Sant’Anna
Principia : an International Journal of Epistemology , 2006,
Abstract: Review: French, Steven& Krause, Décio. Identity in Physics: a Historical, Philosophical, and Formal Analysis.
THE EVOLUTION OF THE FRENCH FIELD OF LA DIDACTIQUE DE L’éCRIT (DIDACTICS OF LANGUAGE PRACTICES) Theorizing the Teaching Practices of Writing in the Disciplines
BERTRAND DAUNAY
L1 Educational Studies in Language and Literature , 2008,
Abstract: The study of the role of language activity in higher education in France has been evolving, in the past few years, out of the larger field of ‘la didactique du fran ais,’ the field of L1 teaching and theory across all grade levels. This larger frame has provided several themes that are now being explored in higher education writing: language activity as a mode of co-construction of knowledge in school settings rather than a transparent medium, writing, reading and speaking as intimately disciplinary activities, writing as a recursive process, speaking and writing as complementary, and the reconfiguration of the discipline of L1 French as a result of these explorations.
EXPLORING WRITER IDENTITY IN MEXICAN EFL STUDENTS' ACADEMIC WRITING
Roux Rodríguez,Ruth; Mora Vázquez,Alberto; Trejo Guzmán,Nelly Paulina;
íkala, Revista de Lenguaje y Cultura , 2011,
Abstract: the objective of this study was to explore writer identity in mexican undergraduate students of applied linguistics writing in english. we focused on the participants' use of first person pronouns and the ways in which they conceptualized their identity as authors of their essays. we employed a combination of text analysis and discourse-based interview methodologies. findings indicate that participants that made ample use of first person pronouns employed them to present personal experiences rather than to project a strong authorial self. by contrast, those who made little use of first person pronouns seemed to project stronger authorial selves by employing a broader range of stylistic choices. the use of first person pronouns is not essential in the development of strong authorial selves. higher education should provide better opportunities and resources for students to learn how to project a strong authorial presence in the academic texts they write in english.
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