A story about Searching for truth, and finding More than you bargained.

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Abstract In recent years, studies of Taiwanese aboriginal literature have been given attentions due to the trend of localization in literature. Japanese scholars are the pioneers who are interested in and study Taiwanese aboriginal literature. They spend lots of efforts on studying Yami tribe much more than on other aborigines in Taiwan. The Yami did not have written language. They orally passed their culture on generation by generation. Therefore, they have abundant literature of oral tradition. Siyapenjipengaya, a Yami, worried that the Yami culture would be lost because of the assimilation to the Han nationality. He, therefore, recorded the culture features in literation. Yami is one of the Austronesian tribes, and they are the only aborigine who live near coasts in Taiwan. Their culture is much different from the other aborigines in Taiwan, and they are the only aborigine who do not have the tradition of headhunting and wine making. This study focused on the features of tribalism and cultural heritages in the works of Siyapenjipengaya. The works displaying tribalism were classified as the origins of the tribe, the spirits in traditional stories, life stories, and Anito¡¦s stories. The works displaying cultural heritages were classified as the knowledge of seas and oceans, cultural heritages, and Yami songs. By studying the folk stories and songs in the works of Siyapenjipengaya, the purpose of this study was to comprehend the custom and tradition of Yami culture.

May Fourth society encouraged the female writers to progress and requested them to play the role of "an understanding wife and loving mother". This conflicting expectation made "the love and marriage" a major trial for the educated female at that time. The May Fourth women's liberation movement had this characteristic: women were utilized as a tool rather than liberated human beings. Sharing a common background, the May Fourth female writers tried to find a family of ¡¨her¡¨ own besides the father's family and the husband's family. This dissertation tries to study and compare ¡§the love and marriage issue¡¨ in the novels of the May Fourth female writers such as Chen Hengzhe¡]³¯¿Å­õ¡^¡BLu Yin¡]ÃfÁô¡^¡BSu Xue-Lin¡]Ĭ³·ªL¡^¡BBing Xing¡]¦B¤ß¡^¡BLin Shu-hua¡]­â¨ûµØ¡^¡BFeng Yuan-Jun¡]¶¾¨J§g¡^Shi Ping-Mei¡]¥Ûµû±ö¡^.It is this author¡¦s hope that through this study we can understand more what these female writers thought on the issue of gender subjectivity.

The aim of this thesis is to discuss ontological experiences of the writer and reader of literature. It argues that literary creation entails an experience of a state of being where the distance of ??my?? being/speaking and (an)other??s disappears: hence the total union of a being with (an)other. It suggests that this state of being created in the course of literary creation is also significant for everyday life. It analyses the texts of three theorists who addressed this issue: Sartre, Barthes, and Bachelard. Whilst Sartre speaks nothing about a state of being of the creative writer in relation to inspirational otherness, he suggests the change of the writer into a free being, in relation to the reader. Sartre holds that the reader, while becoming a free being, and revealing another (the writer)??s freedom, transforms what s/he is not into his or her own in reading-creation. This implies that in reading-creation, the distance of a being and another disappears. Barthes asserts that in writing the death of the ??author-person?? as an original creator is needed; this means that, for him, writers write finding no distance between themselves and language, which is what speaks itself. Although readers create as ??subject??, Barthes holds, they may find no distance between their being and the text, losing their subjectivity. Bachelard suggests that the poetic dreamer (as both the writer and reader of poetry) experiences a state of being in which neither subjectivity nor object is sensed. In this state, he holds, the speaking of (an)other becomes the speaking of the poetic dreamer. This poetic dreaming state which involves the complete harmony between a dreaming being and other being(s) is termed by Bachelard childhood. He suggests that childhood is permanent and subsistent as an archetypal state of mind and bears witness to the childhood of humankind. As the Bachelardian sense of childhood denotes an ultimate harmonia involving the liberation from the ??prison of self??, it carries significant implications for everyday life.

This study is enganged generally in postmodernism of philosophy in the introduction. The time and mind definition of period of philosophy will be limited at this study first. Study informs about detailed problems of philosophy at the age of postmodernism. There is also a closer elaboration of selected philosophy writers and after that the study will be specialized in the language area. The objective of this study is making of sectorial analysis of problem during the postmodernism in the society. This work will be fragmented into two parts. The first part of thesis will be aimed at the philosophic aspects of postmodernism and its interpretation. The second part is aimed at the language aspects of postmodernism and the feeling of reality. The both parts are made by analytic method. The analytic method as an analysis of reading of authentic texts. Text work is represented by systematic elaboration of each writer and the final comparation of all writers. The study is represented by the long-time interest of the author about the postmodern dilema. Many of czech letters relating to postmodernism are rather available. There are also some exceptions meaning the conversion of letters of G. Vattima into czech language e.g.

Beacon is a short, relatively low production value screenplay about two people coming to know each other better, about them coming to know themselves better and to grow as human beings. When Kate Clarence realizes she’s discovered the journal of her favorite pen-named author from childhood—“C. Rimes”—she embarks on a journey to return it to him, whoever he is. She’s delinquent on her rent, her bookshop’s failing, she’s far from her landlocked Midwest home and family, and she’s single; the obligation to return the journal is a welcomed adventure and reprieve. However, when she comes to the conclusion that C. Rimes meant for her to find the journal because he’s in love with her and wants to reveal who he is to the world, the situation gets complicated. A lighthouse on the coast of Maine will beckon her to a special meeting with the mysterious C. Rimes and serve as her guiding light while she gropes through the dark to find him—and who he is.

This multiple case study shows how motherhood works with and against two women's literacy identities, as interpreted through the theoretical lens of Herman's Dialogical Self Theory. The evidence of this is shown in the tension between their roles as mothers and their personal roles as readers and writers. In many ways, taking on a reader or writer role meant to deny other roles for these women, showing the clash between efforts to consolidate multiple I-positions. While their meta-positions helped them recognize the discrepancies in their I-positions, there was little evidence of mediating third positions to negotiate their roles. This descriptive study explored the way two women approach their roles "I a reader" and "I as writer" while simultaneously navigating their I-position "I as mother." This exploration was conducted through the use of semi-structured interviews and the subsequent coding of the transcripts of those interviews. The coding included the identification of all instances where I-positions manifested in the interview text. Among numerous other roles, the roles related to literacy and motherhood involved a particular friction. The findings of the study make evident that tension exists for these two women between their roles as mothers and as literate people.

Drawing on Bakhtinian dialogism and interactional sociolinguistics, the author explored how young English language learners become writers over time. With a focus on the children’s dialogic writing processes rather than their products, the author aimed to trace the children’s journey in becoming writers and make evident the evolvement of their identity as writers. In this light, their interactive discourses within and across particular but connected literacy events were studied. Discourse analysis was undertaken on the video segments and transcripts of three literacy events selected from different writing units across an academic year. It was found that the young writers evolved from “others as authors,” to “self as an author,” and to “self as a reflective writer” and the process of becoming a writer was ongoing and actively engaged multiple voices of the children, their teacher, and others. Further, the findings suggested that the dialogic becoming processes opened possibilities for young writers to discover and bring their different voices and selves to their writing and enhanced motivation relative to learning to write and writing to learn.

Abstract Writing continues to be difficult for adolescents throughout the United States. There is little known about writing from the adolescent's perspective. This case study describes six 8th graders' thoughts and motivations on writing. The purpose of the current study was to examine the perceptions and experiences of struggling adolescent writers by taped participant interviews of six students, three male and three female, which scored below proficient on their state writing assessment. The conceptual theoretical framework for the current study is Bandura's social cognitive theory. The central research question of this study focused on the experiences of adolescents who struggle with writing on state assessments. Qualitative data were collected during a three week period and analyzed in two stages. Stage 1 was the analytical compiling of the data into categories; stage 2 examined the data for patterns, themes, and relationships. Thematic analysis revealed six themes. Analysis of data supported the theoretical framework that students who struggle with writing were low on morale and motivation on writing assignments. Results of the study included a desire in the students to excel on their writing assignments, but the eagerness was subdued by the challenges they faced in writing. The data showed that students struggle with the amount of knowledge they have on a given topic and the techniques used to write a coherent sentence. Students stated that they need guidance to gather information on a given topic and with organization of their writing. In response to the students' perceptive, teacher can plan, implement, and guide students towards success in writing. This study can contribute to social change as it will guide teachers of writing instruction strategies that will respond to the challenge of mastering a difficult and complex subject.