Paper & Place: The Poetry of Billy Mills

2016 ◽  
Vol 46 (1) ◽  
pp. 63-74 ◽  
Author(s):  
Alex Davis
Keyword(s):  
Seamus Heaney ◽  
Verbal Art ◽  
Poetic Tradition ◽  
Ontological Priority ◽  
Language Writing ◽  
Nonlinear Form

This essay discusses the issue of place and its representation in the work of the contemporary Irish experimental poet, Billy Mills. It considers the ontological priority Mills's poetry and related critical work grant the object world, and the necessarily provisional quality of the ‘mapping’ of the environment in verbal art. Mills's ecopoetics are contrasted with the pastoral poetic tradition, as he construes it, with the poetry of Seamus Heaney, and with Language Writing. In conclusion, Mills's practice as a translator is shown to display an attentiveness to nonlinear form that, as a critic, he identifies in the work of contemporaries including Maurice Scully, Geoffrey Squires, and Catherine Walsh.

Improving the Quality of Second Language Writing by First Language Use

2016 ◽  
Vol 6 (4) ◽  
pp. 767 ◽  
Author(s):  
Moussa Ahmadian ◽  
Sajjad Pouromid ◽  
Mehdi Nickkhah
Keyword(s):  
Second Language ◽  
Language Proficiency ◽  
English Learners ◽  
First Language ◽  
Task Type ◽  
Language Groups ◽  
Language Writing ◽  
L1 Use ◽  
Development Structure

The role of the learners’ first language (L1) in learning second language (L2) writing has recently become a focus in SLA research. There have been many studies focusing on different aspects of this phenomenon. The results of these studies have shown how L1 use may play facilitative roles in producing writing in the second language. Many variables, such as task type and language proficiency, have also been studied in this regard. Yet, there seems to be a paucity of research on whether L1 use can significantly improve the quality of written productions in L2. The present study was therefore designed to peruse this question and find what aspects of writing may improve with L1 use. To this end, the written productions of 36 Persian-speaking intermediate English learners writing an argumentative paragraph were analyzed. 6 of the 12 groups were asked to collaborate in their first language and the others were limited to using the second language in their collaborations. The results of statistical comparisons between the first language and second language groups revealed that L1 use can significantly improve the overall score gained by the L2 writers. It was also found that L1 use improves the quality of L2 written productions in terms of organization/unity, development, structure, and mechanics.

scholarly journals Does the Quality of Source Notes Matter? An Exploratory Study of Source-based Academic Writing

2020 ◽  
Vol 37 (1) ◽  
Author(s):  
Heike Neumann ◽  
Sarah Leu ◽  
Kim McDonough ◽  
Leslie Gil ◽  
Bonnie Crawford
Keyword(s):  
Second Language ◽  
Academic Writing ◽  
Exploratory Study ◽  
English For Academic Purposes ◽  
Source Information ◽  
Source Language ◽  
Language Writing ◽  
Langue Seconde ◽  
The Relationship

Integrated writing tasks have increased in popularity in second language writing classrooms. Extensive research on these tasks has examined the challenges that students face when completing such tasks. One significant challenge is the transformation of source language use when students integrate source information into their own essays. However, little is known about the relationship between students’ source notes and the quality of the essays that they produce. This exploratory study examined this issue by investigating the relationship between characteristics of English for academic purposes (EAP) students’ notes (N = 24) and their essay scores. The students’ notes were coded in terms of how they appropriated information from the source texts using four categories: copied, copied with changes, copied with gaps, and paraphrased. A multiple linear regression revealed that essay scores were predicted by the degree to which the students transformed source language and avoided copying. The implications of these findings for second language (L2) writing pedagogy and assessment are discussed. Les tâches de rédaction intégrée deviennent de plus en plus populaires dans les classes de rédaction en seconde langue. Ces tâches ont fait l’objet de nombreuses recherches qui ont étudié les défis auxquels font face les étudiants lorsqu’ils les exécutent. Un défi de taille est la transformation de l’utilisation de la langue source lorsque les étudiants intègrent l’information tirée des sources dans leurs rédactions. Cependant, on ne sait pas grand chose sur la relation entre les notes des étudiants provenant des sources et la qualité des rédactions qu’ils produisent. Cette étude exploratoire s’est intéressée à ce problème étudiant la relation entre les caractéris- tiques des notes des étudiants dans les cours d’anglais académique (N = 24) et les notes obtenues pour leurs rédactions. Les notes des étudiants ont été classées en quatre catégories selon la façon dont ils s’appropriaient l’information des textes sources : copiées, copiées avec des changements, copiées avec des lacunes et para- phrasées. Une régression multiple linéaire a révélé que les notes obtenues pour les rédactions étaient prédites par le degré auquel les étudiants avaient transformé la langue source et avaient évité de copier. On discute des implications de ces résultats pour la pédagogie et l’évaluation de la rédaction en langue seconde (L 2).

scholarly journals Orality, Memory and the New African Diaspora Poetry: Examining Tanure Ojaide’s Poetics

Afrika Focus ◽  
2019 ◽  
Vol 32 (1) ◽  
pp. 149-158
Author(s):  
Edoama Frances Odueme
Keyword(s):  
African Diaspora ◽  
Oral Traditions ◽  
Verbal Art ◽  
Poetic Tradition ◽  
Literary Forms ◽  
Out Of Africa ◽  
The Rich ◽  
African Writers ◽  
Art Techniques

The influence of traditional oral poetic forms on modern African poetry has been significant. Fascinated by oral forms which their respective communities relied on (to inform, teach, and correct erring members) before the advent of literacy, modern African writers borrow from these oral traditions and blend them with the features of the written Western literary forms. This appropriation of the oral poetic techniques by modern African poets continues today, as is clearly evident in the writings of many contemporary African poets, whose scripted works are seen to have drawn much in terms of content and form from the African oral poetic tradition. Following in this trend, the new African diaspora poets have also maintained the practice of skillfully blending the rich African verbal art and the modern (written) poetic forms to articulate the experiences of their African homeland as well as those of the diaspora, in order to construct and project their identities and visions of a new life in their lived world. In order to explore how through recourse to memory, “new African diasporas” (African-descended people who migrated out of Africa, during the postcolonial era and who live and practice their art outside the African homeland) utilize African oral art techniques in their writings, this essay analyses the poetry of Tanure Ojaide.

scholarly journals A Reading of Fragments 926(a) and 926(g) PMG within the Context of the New Music

2021 ◽  
Vol 16 (1) ◽  
pp. 18-31
Author(s):  
Vasiliki Kousoulini ◽  
Keyword(s):  
Classical Tradition ◽  
Lyric Poetry ◽  
New Music ◽  
Poetic Tradition ◽  
The Aesthetic ◽  
Aesthetic Values ◽  
Generic Quality

There has been much controversy regarding the date, the performative context, and the generic quality of fragment 926 PMG, which has been preserved on papyrus (P. Oxy. 9 + P. Oxy 2687) in a rhythmical treatise by an unknown author. The verse fragments on this papyrus were composed in iambic dactyls (∪ — ∪ –) and used as examples of the occurrence of syncope in various lyric meters. Fragments 926(a) and (g) PMG are from a composition performed by a maiden chorus which bear similarities to Alcman’s partheneia and have affinities with archaic epic and lyric poetry. Supposedly, these fragments might have been fragments of partheneia composed in the time of the New Music. Nonetheless, they are not shaped according to the bulk of the aesthetic values and the compositional rules of the New Music. These fragments seem to belong to cultic songs created for maiden choruses, possibly, to honor Dionysus. The alternative is that they imitate such songs within a dramatic context. We may assume that these quasi-dithyrambic partheneia were composed to serve religious needs or at least imitated cultic songs. They looked backward to the archaic and early classical tradition of partheneia, and their existence is an indication that, in the days of the New Music, there was a poetic tradition upheld by “reactionary” poets.

scholarly journals Multiple-Draft/Multiple-Party Feedback Practices in an EFL Tertiary Writing Course: Teachers’ and Students’ Perspectives

2018 ◽  
Vol 11 (8) ◽  
pp. 1 ◽  
Author(s):  
Ha Nguyen ◽  
Anna Filipi
Keyword(s):  
English Language ◽  
Peer Group ◽  
Student Writing ◽  
Writing Improvement ◽  
Oral Feedback ◽  
Writing Course ◽  
Teachers And Students ◽  
Language Writing ◽  
Students First

Based on various sources of data collection for a qualitative research project, the study reported in this paper set out to examine four teachers’ and sixteen students’ perceptions of a multiple-draft/multiple-party feedback approach to English as a Foreign Language (EFL) student writing. This approach had been implemented as a trial in a tertiary setting in Vietnam. Three sources of feedback at three phases were provided. These included (1) peer/group written and oral feedback on the students’ first drafts, (2) a teaching assistant’s written and oral feedback on their second drafts and (3) the lecturer’s written feedback on their final drafts. Content analysis of the data revealed that all participants valued this multiple feedback approach because of its practicality and the quality of the feedback which participants believed contributed to writing improvement. Based on the participants’ reactions, the study highlights the potential of multiple-draft/multiple-party feedback practices for improving English language writing in a tertiary context.

scholarly journals Identification of parameters of mathematical models of nonlinear components of electrical complexes and systems in their deep interaction

2020 ◽  
pp. 33-39
Author(s):  
V. Z. Kovalev ◽  
◽  
A. G. Scherbakov ◽  
O. V. Arkhipova ◽  
S. V. Langraf ◽  
...  
Keyword(s):  
Mathematical Models ◽  
Electrical Energy ◽  
Initial Information ◽  
Identification Of Parameters ◽  
Marquardt Method ◽  
Variation Of Parameters ◽  
Nonlinear Form ◽  
Quality Of Electrical Energy ◽  
Nonlinear Components

The article offers a method for identifying parameters of mathematical models of electrical complexes and systems. The method is designed to create a system for monitoring the influence of nonlinear components of electrical complexes and systems in their deep interaction on the quality of electrical energy in the load node. The application of the coefficient of variation of parameters as a criterion for evaluating the reliability of identification of parameters of mathematical models is justified. As the initial information, digitized data of the voltage at the point of common connection and the currents of individual components of the analyzed complex are used. The mathematical apparatus of identification is based on a modification of the Marquardt method. A series of computational experiments confirms the main theoretical provisions of the article. It is shown that it is possible to identify the parameters of models of complex components with a significantly nonlinear form of stress at the point of common connection

scholarly journals THE EFFECT OF PAIR AND GROUP WORK IN COLLABORATIVE PRE-WRITING DISCUSSION ON STUDENTS’ WRITING QUALITY

2019 ◽  
Vol 2 (2) ◽  
pp. 12
Author(s):  
Winarti Winarti
Keyword(s):  
Foreign Language ◽  
Learning Style ◽  
Group Work ◽  
English Department ◽  
Writing Classroom ◽  
Writing Quality ◽  
Or Groups ◽  
Language Writing ◽  
Writing Activity

<p>In foreign language writing classroom, collaborative pre-writing activity is one of common activities used by students to help them generate and evaluate their ideas before they write a text. A teacher usually assigns students to work in pairs or groups to accomplish the activity. However, whether the number of participants in collaborative pre-writing activity influenced the quality of students’ writing or not is still mysterious that need to be investigated further.  This study tried to investigate the effect of the number of participants in collaborative pre-writing discussion on students’ writing quality. 30 participants from non-English department who were studying English as English Specific Purposes were involved in this study. They were required to write an explanation paragraph after being given a certain treatment. The result of the study revealed that the quality of students’ writing was not affected by the number of participants in collaborative pre-writing discussion. Therefore, the implication of the study is teacher can assign students to work collaboratively in pre-writing activity with two or more students. However, some factors need to be considered by teacher such as students learning style, the nature of task, etc.</p>

L1 versus L2 writing processes: What insight can we obtain from a keystroke logging program?

2021 ◽  
pp. 136216882110412
Author(s):  
Mohammed Ali Mohsen
Keyword(s):  
Mother Tongue ◽  
L2 Writing ◽  
Future Research ◽  
Writing Quality ◽  
Writing Processes ◽  
Daunting Task ◽  
Significant Difference ◽  
Language Writing ◽  
Written Form

Writing in a language different from one’s mother tongue is a daunting task. The same challenge may apply to languages that have diglossic features whose spoken form differs from the written form. This article investigates Arab students’ writing behaviors (fluency, pauses, and revision) in response to an argumentative composition in their L1 (first language: Arabic) and L2 (second language: English), given that understanding their complexities in writing processes would help instructors to rectify language writing-related problems. Guided by Kellogg’s model, this article attempts to investigate the cognitive processes underlying these writing behaviors as aided by a keystroke logging program (Inputlog 7.0). It also examined if writing behaviors would be correlated to the writing quality of their produced final texts. Data were collected from log files of the Inputlog generated upon the students’ writing processes, screened video recordings, and a stimulated recall interview. Results indicated that compared with L2 writing in character production, L1 writing processes were highly significant, less significant in pauses over word boundaries, and highly significant in time on the task factor. Concerning revision behavior, no significant differences were found in time spent on deletion and insertion, whereas a significant difference was found in R-burst for L2 writing. As regards quality of text, many pauses and minimal production of words tend to be negative indicators for writing quality output. Pedagogical implications and suggestions for future research are highlighted.

Evaluation of the methods for first flush analysis in urban watersheds

2003 ◽  
Vol 48 (10) ◽  
pp. 167-176 ◽  
Author(s):  
J.H. Lee ◽  
M.J. Yu ◽  
K.W. Bang ◽  
J.S. Choe
Keyword(s):  
Stormwater Runoff ◽  
Oxygen Demand ◽  
Load Ratio ◽  
Polynomial Equation ◽  
General Tendency ◽  
First Flush ◽  
Cumulative Curve ◽  
Hexane Extracts ◽  
Nonlinear Form

The general tendency between the ratio of cumulative pollutant loads and the ratio of cumulative runoff appears as a nonlinear form which can be expressed in the form of a third polynomial. In this paper third degree polynomials were applied to represent the first flush curves based on the relationship between the cumulative pollutant load ratio and cumulative runoff ratio. The quantity of stormwater runoff and quality constituents, including chemical oxygen demand (COD), suspended solids (SS), total Kjeldahl nitrogen (TKN), ortho-phosphorus (PO4-P), total phosphorus (TP), n-hexane extracts (HEM), and iron (Fe) were analysed. The objectives of this study were (1) to characterize the quality of stormwater runoff (2) in order to analyse the cumulative curve area ratio and to calculate the first flush coefficients, (3) while also representing the first flush with a third polynomial equation.

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