Esta pesquisa tem por objetivo investigar a presença de indícios de autoria em redações escolares. Para a sua realização, analiso 41 redações produzidas por alunos de uma escola de alto padrão da cidade de São Paulo. Essas redações são o resultado de um concurso interno de redação, cujo tema foi a busca da felicidade; os alunos participantes escreveram sobre este tema em diferentes gêneros (crônica, conto, artigo de opinião ou dissertação escolar) e postaram o texto na plataforma moodle. Nesta pesquisa, cuja premissa parte de uma análise discursiva (pautada na Análise do Discurso de linha francesa e na teoria da enunciação bakhtiniana), após o levantamento dos dados, foi possível pensar a distribuição do material analisado sob as seguintes perspectivas: a) o individual, o humano e o social; b) ainda considerando essa tríade, a incidência da voz coletiva e do tom proverbial; c) o tempo e o espaço nas relações de continuidade e ruptura. No decorrer das análises propostas, pude perceber a presença de pré-construídos acerca da felicidade, estabelecidos I) pelo diálogo com os textos da coletânea da proposta de redação entregue aos alunos e II) pelo universo sociocultural e histórico no qual estão inseridos os escreventes participantes do concurso; esse universo permite um entendimento do que convencionei nomear império do eu. Isso, somado à consideração dos três eixos de circulação do escrevente pela escrita (CORREA 2004), à consideração da escrita como heterogênea (CORREA 2004) e à consideração do outro como mostrado e constitutivo (AUTHIER-REVUZ 1995) dos textos em análise, propiciou a abordagem sobre autoria aqui proposta. Os indícios de autoria são perceptíveis nas rupturas que se abrem na regularidade, na continuidade dos discursos, rupturas que deixam à vista o ponto de contato entre o que há de mostrado, o que há de constitutivo e o que pode ser considerado como manobras (POSSENTI 2009) do escrevente em seu trabalho com a escrita. Essas rupturas, considerando as perspectivas analíticas que assumo como diretrizes a partir da análise do material, podem ser pensadas em relação às três abordagens já dadas: a) na presença da consideração do social, mesmo que ainda atravessada pela regularidade da generalização; b) na voz coletiva e no tom proverbial como instanciação do outro, por meio de duas imagens, o simples, como critério para a felicidade, e os conceitos direito e dever, vinculados à busca da felicidade; e c) nas rupturas no continuum espaço-tempo por meio I) da fratura do cotidiano; II) da instanciação da perda como oportunidade; e III) do passar biológico do tempo. Cada uma dessas rupturas permite que seja instanciada uma posição enunciativa a partir da qual aquele discurso, e nenhum outro, nessas circunstâncias, nesse tempo e nesse espaço possa ser enunciado aqui e em nenhum outro lugar. Desse modo, entendo como indícios de autoria os momentos em que o escrevente se faz notar. Pensar a autoria em redações escolares a partir de uma premissa discursiva pode permitir, por fim, uma nova abordagem do conceito autoria nas aulas de redação e no modo como o conceito autoria é previsto em grades de correção de redações escolares e dos vestibulares. / This research aims to investigate the presence of indications of authorship on school essays. To do as much, we have analyzed 41 essays produced by students from a high profile school in São Paulo city. These essays are the result of an inside writing contest, for which the theme was the pursuit of happiness; the participating students were to write about it in different genres (chronicle, short story, opinion piece, school essay) and post their work on the Moodle platform. In this research, for which my premise stems from a discursive analysis (based on the French line of Discourse Analysis and on Bakhtins enunciation theory), after data survey, it was possible to think the distribution of the analyzed material under the following perspectives: a) the transition from the subjective to the human, disregarding the social; b) still taking into account the jump from particularization to generalization; the incidence of a collective voice and a proverbial note; c) time and space as characters of a narrative. Over the proposed analyses, we could perceive the presence of pre-construes on happiness, stablished I) by the dialogue with texts from the proposal compilation handed to the students and II) by the historical and sociocultural universe in which the participating writers are inserted; this universe allows an understanding of what we have decided to call the me empire. This, added to the consideration of three axes of circulation of the writer through writing (CORREA 2004), to the consideration of writing as heterogenous (CORREA 2004) and the consideration of the other as shown and constituted (AUTHIER-REVUZ 1995) of the analyzed texts, has provided the approach on authorship herein proposed. To us, the indications of authorship may be perceived in the ruptures that open in regularity, in discourse continuity, and which show the point of contact between what is shown, what is constitutive and what may be considered the writers maneuvers (POSSENTI 2009) in his or her writing work. Taking into account the analytical perspectives we took as directives from the material analysis, said ruptures may be considered, under the three given perspectives, a) in the presence of the consideration of the social, even if its still traversed by the impression of whole; b) in the collective voice and the proverbial note as instantiation of the other in the discourse, while becoming, through two images, the simple, as a criterion for happiness, and the concepts right and duty, tied to the pursuit of happiness; c) in the ruptures of space-time continuum through the fracture of routine, the instantiation of loss as opportunity, the biological passing of time. Each of these ruptures allows the instantiation of a subject position from which that discourse, and no other, under these circumstances, in this time and space, may be enunciated here and in no other place. To think authorship in school essays under a discursive premise may allow, at last, a new approach of the concept of authorship in writing classes and in the way the concept authorship is previewed in correction grids in schools and in entrance exams for universities.

Review of The Oldways Table: Essays & Recipes from the Culinary Think Tank, by K. dun Girrod & Sara Baer-Sinnott. Berkeley: Ten Speed Press, 272 pp.

Thesis (M.A. (English)) --University of Limpopo, 2011. / In 2008, the National Department of Education in South Africa introduced a new curriculum known as the National Curriculum Statement (NCS) in the Grade 12 classes. Prior to the introduction of this new curriculum, the writing of essays in Grade 12 classes was treated as a once-off activity. The focus on essay activities was mainly on the product and after the assessment of such product-driven essays, teachers had no further interest in them except for recording marks when necessary. The paucity of interaction between teachers and learners may have contributed to the majority of learners writing incoherent essays and achieving low marks. This research study investigates whether teachers in the Moroke Circuit understand and implement the process approach in the writing of English essays in rural Grade 12 classes as prescribed by the NCS. The NCS advocates the use of the process writing approach in essay writing. The process writing approach encourages a partnership between teachers and learners. Teachers are expected to treat learners’ essays as improvable objects through pre-writing activities, self and peer assessment which Kasanga (2004:64) refers to as “multiple-draft multiple-reader writing instruction”. To achieve the aim of the study, learners’ essays were checked against the process writing checklist and the teachers’ responses in the questionnaire they were requested to complete as part of the study. The findings revealed that teachers in the Moroke Circuit do not fully understand the process writing approach and thus they do not fully implement it as advocated. There are various factors which may contribute to the learners’ poor writing skills, the main of which appear to be the teachers’ inadequate training and poor understanding of the process writing approach. Some teachers attended short training courses on NCS and others did not attended any. Based on the findings, it is recommended that teachers should receive adequate training in the process writing approach for it to be implemented as effectively as the NCS prescribes.

Doctor of Philosophy (PhD) / Abstract This thesis explores the use of the interpersonal resources of English in argumentative/persuasive essays (APEs) constructed by undergraduate international students from East-Asian regions (EAS), in particular, Japan, South Korea and Taiwan, and also by Australian-born English speakers (ABS). High-graded essays (HGEs) were compared with the low-graded essays (LGEs) in order to identify the relationship between their deployment of interpersonal features and the academic grades given by markers. In addition, the essays constructed by the EAS writers were compared with those written by ABS writers. A major complaint of academic staff about ESL Asian students concerns their lack of analytical, critical voice and formality in their arguments. The linguistic evidence for this explored in this thesis is based mainly on interpersonal systems of interaction and evaluation recently developed within Systemic Functional Linguistics (SFL) (Iedema et al., 1994; Iedema, 1995, 2003, 2004; Martin, 2000a, 2003c; White, 1998, 2004; Martin and Rose, 2003; Macken-Horarik and Martin, 2003; Martin and White, 2005). Within interaction, the thesis draws on work dealing with the metaphorical realisations of commands in a bureaucratic administration context. Evaluation is based on appraisal theory, which is concerned with the linguistic inflection of the subjective attitudes of writers, and also their evaluative expressions and intersubjective positioning. In order to explore the use of interpersonal resources from a perspective of writer and reader interaction, this study incorporates a social interactive model derived from ‘Interaction in writing’ alongside Bakhtin’s (1981, 1986) dialogic literacy. Under this broad interdisciplinary approach, the interpersonal aspects in APEs are examined from three main perspectives: Interactive (schematic structures), Interactional (the metaphorical realisation of commands), and InterPERSONAL meanings (the three main appraisal systems: ATTITUDE, ENGAGEMENT, and GRADUATION). The sample comprised six overseas students and six Australian-born native English speakers. They were all participants in the English for Academic Purposes class in the Modern Language Program offered by a regional university in southern New South Wales. These students were required to write APEs as a part of their course. Discourse analysis was applied to the essays at the genre, discourse semantic and the lexico-grammatical levels. Interviews were undertaken with markers to identify the relationship between text analysis results and markers’ comments on the essays and the grades. The results indicated that students’ use of interpersonal resources is a good indicator for judging quality of APEs. The analysis reveals significant differences in the extent to which HGEs are interactive by showing awareness of audience in argument structure, and making interactional choices focusing on command and interPERSONAL choices of appraisal systems. These differences are reflected in the use both of strategies of involvement by being interactional, and strategies displaying distance by being formal. The differences are also reflected in the presentation of personal opinions by being evaluative and of intersubjective claims supported by evidence. While there were no significant differences between the EAS and ABS writers in terms of the argument structure, ABS texts are more interactional, having a high degree of authority and conviction characterised by a formal tone. ABS writers also display a stronger voice through frequent exploitation of GRADUATION resources of appraisal. Overall, it can be said that while EAS students display problems with raising their own voices in argument, ABS students display problems in supporting persuasion. Educational implications for English for Academic Purposes (EAP) writing curriculum design include the desirability of enhancing a context-sensitive approach in writing, raising audience awareness of language teachers in relation to the interpersonal use of English, and promoting the dialogic nature of argument by reconciling individual creativity with social voices and community conventions.

Thesis (Ph. D.)--University of Oregon, 2001. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 217-230). Also available for download via the World Wide Web; free to University of Oregon users.

The development of the xiao pin in the late Ming period (ca.1573-1644) could be explained by four reasons: the political background, the development of economy in the south, the new literary theories advocated and the social background changed. There are different forms of the xiao pin in the late Ming period, such as diaries, biographies, travel accounts, essays, etc.. Mostly they are short compositions, yet they can express the genuine feelings of the writers. The subject matters of the xiao pin in the late Ming period are mainly on natural scenery, interesting daily life, meaningless talking, the art of calligraphy and painting etc. in which the writers express their points of will different from the common people. The xiao pin in the late Ming period has a characteristic of “genuine”(真), “Charm”(韻), “Interesting”(趣) which calls for an interesting reading and thinking. Though scholars or readers have different assessments on the xiao pin in the late Ming period, yet, it unquestionably holds a place in the history of Chinese literature. To let readers understand the different contents and characteristic of xiao pin in the late Ming period, nine compositions concerned are selected and attached at the end of the thesis. / published_or_final_version / Chinese Language and Literature / Master / Master of Arts

No description available.

This thesis describes and analyzes the context and the evolution of the Quebec literary essay between 1970 and 1990. It is supported by a body of texts which, in our opinion, reflect the structure of contemporary essayistic discourse in Quebec. / By studying three dimensions of the Quebec essay--the socio-political, the personal and the feminist--we will attempt to understand and interpret the various modes through which the essayistic "I" deals with its cultural and ideological contexts. Beyond this principal goal, we offer an account of recent studies on the definition of the literary essay. / This vast panorama of Quebec essay is accompanied, in the second part of this work, by the bibliography of texts published during the last two decades. In order to facilitate a clearer assessment of the development of the "genre" in question, we have appended a chronological listing of these texts.

babel is a collection of nonfiction essays in which I explore a female twenty-something’s crossdimensional dilemma of spirituality, racism, art, and love in the wake of Bible-belt hipsterdom. I board the train that is human pride, that great metal snake by which we essayists craft our lives, and measure out my stories by cities and coffeespoons—dotted with dark roast, preferably. The train of my collection glides through the first ‘burg and its Godlike aspirations, Babel; travels a ways to Virginia, specifically Jerry Falwell’s Liberty University and Prince Edward County, which was the hotbed of the Civil Rights in Education Movement; says hello to Bowling Green; and emerges a world away, in a mosaic of people on cow-peppered Indian streets. This master’s thesis—as a tangible fixture of my own words in a realm where greater folks have preceded me and still fallen (far and hard as Icarus)—is prideful, exploratory, and ultimately human. The titular pun may be taken more or less seriously. Hear the train whistle. It is our attempts at the Divine, a nexus of journeys and somehow in itself too a destination.

The <I>Essays on the Active Powers of Man </I>are Thomas Reid's last major work, where the Scottish philosopher presents an original theory of human agency. This thesis is a critical reconstruction of Reid's theory, showing how it completes his earlier <I>Essays on the Intellectual Powers. </I>It is argued that Reid's theory of agency must be understood as uncovering the essential aspects of the actions of human persons, and therefore that it provides an understanding of the nature of personality and of the agency proper to persons. If Reid's arguments often appear as negative responses to philosophers that have preceded him, Locke and Hume in particular, what underlies these criticisms is in fact a positive and coherent conception of man. The metaphysics of personal identity and agency thus constitutes the framework in which Reid develops a moral psychology in a naturalistic spirit, as well as an analysis and defence of the possibility of free agency, what he calls man's "moral liberty". By virtue of their natural constitution, human beings are able to exert their voluntary abilities according to particular reasons. They are thereby free from necessity and capable of self-government, as moral and responsible agents. Reid's theory of action and morality reveals important aspects of human nature, and especially the irreducibility of human agency and personality. The <I>Essays on the Active Powers </I>then constitute an essential part of his philosophy, whether it be understood as a "science of man" or as a "philosophy of common sense".