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that women experience. This resonates with Agnes’ experience, in which mothering became insepara- ble from writing. While writing can stimulate anxiety, it can also be used as a form of healing, so that living with the dissertation is absorbed into the greater challenges in everyday life. Writing as a

In: Research Literacies and Writing Pedagogies for Masters and Doctoral Writers

philosopher Philip Lewin asks the question this way: ‘‘ ‘Life as narrative’ is this merely a metaphorical way of understanding life or is the metaphor motivated by isomorphisms between the constructive components of narrative and the enabling conditions of human life?’’ (Lewin, 1997). Lewin then goes on to

In: Transforming Literacy: Changing Lives Through Reading and Writing

SECTION III: INTERVENTION STUDIES AIMED AT IMPROVING MOTIVATION TO WRITE Chapter 9 Mark Twain's Writers' Workshop: A Nature-Nurture Perspective for Motivating Students with Learning Disabilities to Compose Virginia W. Berninger and Suzanne Hidi This chapter is dedicated to the memory of

In: Writing and Motivation

which comes fromwithout (das Fremde, the foreign). If all goes well in life, these two categories enjoy a mutually enriching relationship: das Eigene is graciously accepted by others, das Fremde is gratefully assimilated by the self. But if all does not go well—and this was Gross’s concern—das Eigene is

In: Research Literacies and Writing Pedagogies for Masters and Doctoral Writers

boundaries (Tindale & Mumford, 1974). The advent of digital media has allowed for the expression and self-representation of local culture within what was once only recognized by the colonial power as a single ‘Black Australia’. In this sense, digital media represents a new field for living Indigenous

In: Perspectives on Indigenous writing and literacies

is an adult second language speaker living and working in a second language situation in which all transactions must be carried out in the second language. One must constantly listen, speak, read, and write in the second language and give up dependence on the first language. Beyond time on language

In: University Writing: Selves and Texts in Academic Societies

some general points about its educational value for us. Although started as an experiment to offer criminal offenders an alternative to jail, CLTL was motivated by a sustained belief that readers can be moved by stories as they map their own life stories onto the stories they read. Once moved, those

In: Transforming Literacy: Changing Lives Through Reading and Writing

motivated to express herself, first through activities and discussion and finally through her writing. Writing was not a separate subject, but was woven into the curriculum as an integral part of the students' days, although time was set aside daily for writing workshop. Writing moti- vation grew out

In: Writing and Motivation

fragmented on the screen. In the words of Virilio (2010), ‘‘When you manipulate things, you give up living in them’’ (p. 78). For Virilio, the intersubjective social body has become a Hobbesian Leviathan. Alan Kirby, writing about how the new technologies are reconfiguring our culture (Kirby, 2009), puts the

In: Transforming Literacy: Changing Lives Through Reading and Writing
Author: Meihui Wang

University. Before coming to Australia, I had spent my whole life in China. Mandarin is my mother tongue. I began to learn English at the age of 12 as a junior middle school student. Since my time in junior middle school, I have had much writing experience in both English and Chinese. As a motivated English

In: Voices, Identities, Negotiations, and Conflicts: Writing Academic English Across Cultures