The effect of a critical incidence depicted in a picture in a story writing task on content and picture preference

2018 ◽  
Vol 73 (2) ◽  
pp. 179-197
Author(s):  
Su-jin Lee ◽  
Jungok Bae
1992 ◽  
Author(s):  
Paul C. Amrhein ◽  
Ramon Sanchez ◽  
Barbara Kim ◽  
John Theios
Keyword(s):  

2018 ◽  
Vol 2 (2) ◽  
pp. 175
Author(s):  
Sinta Wahyuni

This Study aimed at investigating the effect of cooperative learning model type CIRC on short story writing ability class x student of SMA Negeri 2 Sungai Penuh. In addition to that, aquantitative method with a quasi experimental design. Based on research finding conclusions short story writing skill of student with cooperative learning model type CIRC is better than studentthat being taught by conventional method at X class SMAN 2 Sungai Penuh.


2009 ◽  
pp. 113-137
Author(s):  
Luisa Pepe ◽  
Fiammetta Nicolardi ◽  
Fiorella Bucci ◽  
Luigi Solano

- J.W. Pennebaker's studies showed positive results on health through the use of the writing technique in different subjects. In line with these studies and Health Psychology's goals, in this research we applied Pennebaker's Writing Technique to subjects in a fire brigade sample who are often exposed to emotional experiences during their work. The sample was divided in three groups. The first group wrote about their most traumatic working experience (Negative exp. Gr.). The second group wrote about the most rewarding working experience (Positive exp. Gr.). The third group didn't receive any writing task (Control Gr.). The aims of the present study were to assess: 1) an improvement on health parameters in the two writing groups in respect to the control group; 2) an effectiveness of writing in the Positive experience gr. in the short period, in the Negative experience gr. in the long period; 3) a possible interaction between writing and alexithymia levels. Comparing the data of the three groups we found out significant differences confirming our hypothesis on our three dependent variables: sick leave days (F = 3.60; p < 0.04); SCL-90 scores (F = 5.56; p < 0.0005) and number of physical examinations reported in the Health Interview (F = 4.11; p < 0.03). Regarding our second hypothesis, results of this study suggest the need of adapting the writing task instructions to the context for a more effectiveness of the technique. Finally, interaction between writing and alexithymia was not found, possibly due to low alexithymia levels in the sample in general.


2021 ◽  

Mary Wollstonecraft Shelley conceived of the central idea for Frankenstein; or, the Modern Prometheus—most often referred to simply as Frankenstein—during the summer of 1816 while vacationing on Lake Geneva in Switzerland. It is her first and most famous novel. Although the assertion is debatable, some scholars have argued that Frankenstein is the first work of modern science fiction. Shelley was inspired to write Frankenstein in response to a “ghost story” writing contest between herself, Percy Shelley, Percy Shelley’s physician and friend John Polidori, and Lord Byron, who were trapped indoors reading German ghost stories as the result of inclement weather. Polidori’s contribution to this contest, “The Vampyre: A Tale” (1819), influenced the development of Gothic literature. According to Shelley, she drew inspiration from a nightmare she had, which she attributed to discussions she overheard between Percy and Byron regarding experiments with electricity and animation. Shelley began working on the novel when she returned home to England in September, and the book’s first edition was published anonymously in 1818. Shelley’s father William Godwin made minor revisions for a second edition in 1821; and Shelley herself made more substantial changes for the third edition in 1831. The story is told through an epistolary frame, and follows Victor Frankenstein, a university student of the “unhallowed arts” who assembles, animates, and abandons an unnamed human-like creature. The creature goes on to haunt his creator both literally and metaphorically. Over the past two hundred years, the story has been widely influential, and re-interpreted in various forms of culture and media. In literary studies, scholars have discussed which edition of the text is the “truest” to Mary Shelley’s intended vision. The novel has been analyzed for its messages about human pride and hubris, the pursuit of knowledge, the nature/nurture question, as put forth by Rousseau, ethical questions in medicine and science, and family, gender, and reproduction, among other topics.


2017 ◽  
Vol 14 (3) ◽  
pp. 246-263
Author(s):  
Nagaletchimee Annamalai

Purpose This study aims to explore how the Community of Inquiry (CoI) model (2000) is used to categorize students’ and teachers’ interactions in an asynchronous discussion and how these interactions are able to help students add quality to their narrative writing. Design/methodology/approach The interactions were categorized based on teaching, social and cognitive presences suggested by the CoI model. Data collection included online archives and students’ narrative essays. Content analysis was performed based on the presences suggested by the CoI model. Scores for the narrative essays were based on Tribble’s (1996) assessment scale. Findings The findings indicated that the interactions were significantly related to the cognitive, teaching and social presences. However, the cognitive presence indicated a distinctive pattern. As this was a qualitative study, there were emerging themes. The study found that critical thinking was minimal, as the writing task was related to creative thinking. Research limitations/implications It is suggested that writing in the online environment should also consider different types of writing. Originality/value The emerging themes can be used to enhance and complement the CoI model when used in the Malaysian setting.


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