This thesis examines two causes of writer's block developed during the revision stage of the composing process: instructors' unexplained notations and unwanted voice alterations within students' texts. The study examines the emotions students experience caused by instructors' actions which Nelson and Rose say contribute to temporary and even permanent cases of writer's block. After exemplifying the connection between emotions and writer's block, the remainder of the study focuses on finding solutions to these causes of writer's block. As a result of my research, I discovered the primary solution is communication between instructors and students.

雖然早年的研究已證明了表達性書寫有助促進身體及心理健康，但其整體效果很小，而且影響並不一致。因此，新的原素應加入現有的書寫指引，以提升表達性書寫對健康的正面影響。本研究特意探討自我關懷的概念可如何補充現有表達性書寫指引的不足。除探討自我關懷日記對身體及心理健康的影響外，本研究亦會探討表達性書寫及自我關懷日記的機制，以及自我批評的個性將如何調節表達性書寫及自我關懷日記對健康的影響。 / 在本研究中，所有參加者均被隨機分為三組：（1）自我關懷日記（2）表達性書寫，（3）時間管理書寫（對照組）。在完成基線評估後的一周後，參加者須根據他們的組別，依特定的書寫指示書寫三天，每次二十分鐘。參加者於完成最後一天書寫後即填寫第一份後續問卷；並在四個星期後填寫第二份後續問卷。研究結果顯示，自我關懷日記及表達性書寫有助舒緩壓力及減少身體症狀。在對照組別中，參加者的身體症狀沒有改變。相反地，在自我關懷日記及表達性書寫組別中，參加者的身體症狀有明顯的減少。研究結果亦指出，相對於表達性書寫，自我關懷日記對減少身體症狀更為有效。另一方面，據文字分析結果顯示，相對於對照組，自我關懷日記及表達性書寫組別的參加者使用較多正面及負面情緒詞語，以及第一人稱代名詞。這些結果間接地支持情緒管理及建立良好的個人概念乃表達性書寫及自我關懷日記影響健康的機制。另外，研究亦發現在表達性書寫組別中，情緒管理能力是依據二次模式而改變；而在自我關懷組別中，則發現自我仁慈也是依據二次模式而改變。而較多負面情緒詞語的使用及自我仁慈的提升與第二次後續問卷中身體症狀的減少相關。因此，情緒管理及建立良好的個人概念於自我關懷日記及表達性書寫中可能有著不同的運作。另外，在表達性書寫組別中，傾向自我批評的參加者有較明顯的得益。表達性書寫及自我關懷日記對自我介入的應用將於結論部分討論。 / Expressive writing has been demonstrated to be successful in promoting physical and psychological health in previous research. However, the overall effect is inconsistent and small. Thus, new ingredients should be added to the existing writing paradigm, to enrich its beneficial effects on health. In particular, the present study proposed and examined self-compassion as a potential supplement of the existing expressive writing paradigm. In addition to examining the effect of self-compassion journaling on physical and mental health, the mechanisms of expressive writing and self-compassion journaling, as well as the moderating role of self-criticism on the effect of expressive writing and self-compassion journaling on physical and mental health were also examined. / In the study, all participants were randomized into 3 groups: (1) self-compassion journaling, (2) expressive writing, and (3) time management writing as control. On 3 days within one week following the baseline assessment, participants wrote according to writing instructions specified for their assigned conditions, and engaged in a 20-minute writing session. Participants then completed the post-writing assessment immediately after the final writing session, and the follow-up assessment 4 weeks after the final writing session. Results of the present study suggested both expressive writing and self-compassion journaling were effective in reducing physical health problems. No change in physical symptoms at the follow-up assessment was observed in the control group. However, significant reduction in physical symptoms was observed in both the expressive writing and the self-compassion journaling groups, with the self-compassion journaling group showed a larger effect on physical symptoms reduction than the expressive writing group. On the other hand, results of text analysis showed both the expressive writing group and the self-compassion journaling group wrote more positive and negative emotion words, first person singular and plural pronouns than the control group, which provided indirect evidence to support emotion regulation and resilient self-concept construction as the underlying mechanisms of expressive writing and self-compassion journaling. In addition, unique quadratic pattern of change in mood regulation ability in the expressive writing group and unique quadratic pattern of change in self-kindness in the self-compassion journaling group were observed. In addition, more use of negative emotion words and increase in self-kindness were found to be associated with decrease in physical symptoms at the follow-up assessment, suggesting emotion regulation and resilient self-concept construction may work differently in expressive writing and self-compassion journaling. Also, self-critical individuals were found to benefit more than counterparts who are low in self-criticism in expressive writing condition. Applications of expressive writing and self-compassion journaling in self-help interventions were also discussed. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Wong, Ching Yee. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references. / Abstracts also in Chinese. / Abstract --- p.i / Chinese Abstract --- p.iii / Acknowledgements --- p.v / Chapter Chapter 1: --- Introduction --- p.1 / The Development of Expressive Writing Research --- p.2 / Expressive Writing and Its Health Benefit --- p.3 / The Mechanisms of Expressive Writing --- p.4 / Self-Compassion and Its Health Benefits --- p.11 / Association between Self-Compassion and Emotion Regulation --- p.12 / Association between Self-Compassion and Resilient Self-concept --- p.13 / Self-Compassion Journaling --- p.13 / Potential Moderator: Self-Criticism --- p.15 / Aims of the Present Study --- p.17 / Chapter Chapter 2: --- Method --- p.19 / Pilot Test --- p.20 / Participants --- p.21 / Procedures --- p.22 / Experimental Conditions --- p.23 / Measures --- p.24 / Chapter Chapter 3: --- Results --- p.28 / Immediate Effects of Writing on Mood --- p.29 / Effects of Expressive Writing on Psychological Health over Time --- p.31 / Effect of Expressive Writing and Self-Compassion Journaling --- p.on / Physical Health over Time --- p.32 / Writing Content across Three Writing Conditions --- p.35 / Effects of Expressive Writing and Self-Compassion Journaling on Cultivating Emotion Regulation and Resilient Self-Concept --- p.37 / Correlations between Changes in Health Indicators, and Changes in Proposed Attributing Factors --- p.44 / Moderating Role of Self-Criticism on the Effect of Expressive Writing and Self-Compassion Journaling --- p.46 / Chapter Chapter 4: --- Discussion --- p.47 / Limitation and Future Research Directions --- p.54 / Chapter Chapter 5: --- Conclusion --- p.55 / References --- p.57

No description available.

Contempory writing theories do not explain many of the writing behaviors exhibited by basic writers in the classroom. Many theorists (Emig, Fitzgerald, Rose, and Perl) have identified similar and distinct writing behaviors which have also been identified by instructors of basic writers. This study focuses on two college-level basic writing students by using the results of the Myers-Briggs Type Indicator and identified writing behaviors of theorists; these case studies shed light on writing processes in relationship to personality. The results suggest a correlation between writing behaviors and personality types which affects the writing and the teaching of the writing processes. / Department of English

Research in psychological type theory – especially that done by Jensen and DiTiberio on type and composition – has offered writing teachers another way to understand the different writing processes of their students. One aspect of composition that has not been researched with regard to psychological type theory is the writing style of students. This study proposes a relationship between psychological type theory (specifically the sensing and intuition continuum) and the writing styles of First Year Composition students. Seventy-two students participated in the study, taking the MBTI (Myers-Briggs Type Indicator) and submitting their diagnostic essays to be analyzed using Corbett's stylistic analysis. The results suggest a relationship between writing style and personality type that teachers can use to tailor lesson plans for students (in areas such as revision and audience awareness) to increase student growth. / Department of English

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published_or_final_version / abstract / Curriculum Studies / Doctoral / Doctor of Philosophy

No description available.

Thesis (PhD)--Macquarie University, Division of Humanities, Department of English, 2007. / Bibliography: p. 239-289. / Introduction -- Fantastic metamorphosis as childhood 'otherness' -- The metamorphic growth of wings : deviant development and adolescent hybridity -- Tenors of maturation: developing powers and changing identities -- Changing representations of werewolves: ideologies of racial and ethnic otherness -- The desire for transcendence: jouissance in selkie narratives -- Conclusion -- Bibliography -- Appendix: "The great Silkie of Sule Skerry": three versions. / My central thesis is that fantastic motifs work on a metaphorical level to encapsulate and express ideologies that have frequently been naturalised as 'truths'. I develop a theory of motif metaphors in order to examine the ideologies generated by the fantastic motif of metamorphosis in a range of contemporary children's and young adult fantasy texts. Although fantastic metamorphosis is an exceptionally prevalent and powerful motif in children's and young adult fantasy literature, symbolising important ideas about change and otherness in relation to childhood, adolescence, and maturation, and conveying important ideologies about the world in which we live, it has been little analysed in children's literature criticism. The detailed analyses of particular metamorphosis motif metaphors in this study expand and refine our academic understanding of the metamorphosis figure and consequently provide insight into the underlying principles and particular forms of a variety of significant ideologies. / By examining several principal metamorphosis motif metaphors I investigate how a number of specific cultural beliefs are constructed and represented in contemporary children's and young adult fantasy literature. I particularly focus upon metamorphosis as a metaphor for childhood otherness; adolescent hybridity and deviant development; maturation as a process of self-change and physical empowerment; racial and ethnic difference and otherness; and desire and jouissance. I apply a range of pertinent cultural theories to explore these motif metaphors fully, drawing on the interpretive frameworks most appropriate to the concepts under consideration. I thus employ general psychoanalytic theories of embodiment, development, language, subjectivity, projection, and abjection; poststructuralist, social constructionist, and sociological theories; and wide-ranging literary theories, philosophical theories, gender and feminist theories, race and ethnicity theories, developmental theories, and theories of fantasy and animality. The use of such theories allows for incisive explorations of the explicit and implicit ideologies metaphorically conveyed by the motif of metamorphosis in different fantasy texts. / In this study, I present a number of specific analyses that enhance our knowledge of the motif of fantastic metamorphosis and of significant cultural ideologies. In doing so, I provide a model for a new and precise approach to the analysis of fantasy literature. / Mode of access: World Wide Web. / [12], 294 p