Resistance, regard and rewriting: Virginia Woolf and Anne Thackeray Ritchie

This article discusses the literary relationship of the novelist and memoirist,Anne Thackeray Ritchie (1837–1919), and her step-niece, Virginia Woolf.Ritchie’s influence was a highly significant one which prompted a powerful ambiguity in Woolf, who was alternately admiring and dismissively anxious to deny influence, eager to relegate her to a staunchly Victorian past while covertly sensitive to those elements in her writing linking her with Modernism. These ‘Modern’ elements, including emphasis on the subjective nature of reality and the everyday life of the mind, occur in Ritchie’s fiction, affecting its style and structure. This article focuses on Night and Day, then on Woolf ’s more direct comments about Ritchie in diaries, letters and essays, comparing these comments and Woolf ’s theoretical agenda in defining Modernism and, implicitly, her own place in it. It also considers some of Ritchie’s fiction, with particular attention to two novellas, one a source for To The Lighthouse.

Writing and living on the stage of history

This article studies the intercultural trajectory of a Portuguese female aristocrat of the eighteenth to nineteenth centuries. Her trajectory of intercultural transition from a Portuguese provincial lady into an independent owner of a sugar mill in tropical Bahia is documented through family letters, which provide a polyphonic representation of a movement of personal, family, and social transculturation over almost two decades. Maria Bárbara began her journey between cultures as a simple spectator-reader, progressively becoming a commentator-actor-protagonist-author in society, in politics, and in history. These letters function as a translation that is sometimes consecutive, other times simultaneous, of the events lived and witnessed. This concept of intercultural translation is based on the theories of Boaventura de Sousa Santos (2006, 2008), who argues that cultural differences imply that any comparison has to be made using procedures of proportion and correspondence which, taken as a whole, constitute the work of translation itself. These procedures construct approximations of the known to the unknown, of the strange to the familiar, of the ‘other’ to the ‘self’, categories which are always unstable. Likewise, this essay explores the unstable contexts of its object of study, with the purpose of understanding different rationalities and worldviews.

On the Source and Rewriting of 1 Corinthians 2.9 in Christian, Jewish and Islamic Traditions (1 Clem 34.8; GosJud 47.10-13; a ḥadīth qudsī)

The article reopens the file of sources, parallels and rewritings of 1 Cor 2.9, a saying that Paul attributes to some written source, when others sources put it into Jesus' mouth (e.g. GosThom 17). A state of research highlights that the hypothesis of an oral source is generally preferred but an accurate study of 1 Clem 34.8, a parallel too often neglected, supports the presence of a written source that existed before 1 Cor 2.9. GosJud 47.10-13 will help to understand the attribution of the saying to Jesus. The last important part of this article studies its parallel in Islamic traditions, a ḥadīth qudsī.

Re-writing and Its Pedagogical Value: A Case Study

Tenint en compte el temps i la energia que els mestres i professors dediquen a la correcció de redaccions i produccions escrites i el poc efecte que aquestes semblen tenir en altres produccions dels aprenents, es va dissenyar la recerca que es presenta en aquest article. Els resultats de l'estudi semblen suggerir que les correccions no faciliten l'aprenentatge. Com presentem aquesta activitat de retroalimentació a l'alumnat i la posició que li donem dins d'un enfocament basat en el procés de l'escriptura seran clau per fer que les correccions siguin facilitadores de l'aprenentatge de la producció escrita.

Writing and science connections : integrated instruction and assessment

Learning to write is a daunting task for many young children. The purpose of this study was to examine the impact of a combined approach to writing instruction and assessment on the writing performance of students in two grade 3 classes. Five forms and traits of writing were purposefully connected during writing lessons while exhibiting links to the four strands of the grade 3 Ontario science curriculum. Students then had opportunities to engage in the writing process and to self-assess their compositions using either student-developed (experimental group/teacher-researcher's class) or teachercreated (control group/teacher-participant's class) rubrics. Paired samples t-tests revealed that both the experimental and control groups exhibited statistically significant growth from pretest to posttest on all five integrated writing units. Independent samples t-tests showed that the experimental group outperformed the control group on the persuasive + sentence fluency and procedure + word choice writing tasks. Pearson product-moment correlation r tests revealed significant correlations between the experimental group and the teacher-researcher on the recount + ideas and report + organization tasks, while students in the control group showed significant correlations with the teacher-researcher on the narrative + voice and procedure + word choice tasks. Significant correlations between the control group and the teacher-participant were evident on the persuasive + sentence fluency and procedure + word choice tasks. Qualitative analyses revealed five themes that highlighted how students' self-assessments and reflections can be used to guide teachers in their instructional decision making. These findings suggest that educators should adopt an integrated writing program in their classrooms, while working with students to create and utilize purposeful writing assessment tools.

[Ressenya del llibre The Desert is no lady: southwestern landscapes in women's writing and art, de Vera Norwood i Janice Monk (ed.)]

Ressenya del llibre The Desert is no lady: southwestern landscapes in women's writing and art, obra on s’interrelacionen tres temes que són paisatge, gènere (en aquest cas, la dona) i literatura (i, per extensió, un quart que és l’art)

Academic writing and publishing

Copy of widely available guide to academic writing Hartley, J., 2008. Academic writing and publishing: A practical handbook, Routledge.3. the Manchester Phrase bank (linked here too) gives example phrases for writing Also Chapter on writing introductions from book aimed at students for whom English is not their first language