Young children have difficulties writing argumentative texts which contain well-linked arguments and counterarguments even though they are capable of arguing by oral. Two main explanations have been provided to account for those difficulties: a) The writer has to manage alone two different points of view, whereas each of the two (or more) speakers can take charge of one of the points of view. b) The inability of young children to attribute an argumentative valence to statements.In order to improve the ability of 8-year-old writers (skilled or less skilled) to manage the dialogical dimension of the argumentative text, two types of aids were tested. 1) A collaborative writing in which the children worked in twos to recompose an experimental argumentation. 2) A classification task was presented before the text recomposition task. The results show that 8-year-old children are capable of processing the argumentative valence of statements. However, only skilled writers take advantage of the two types of aids to compose a text comparable to the standard argumentative schema. 相似文献
This paper was originally written as a graduation paper for the completion of adult analytic training. In this paper I trace and explore multiple uses of creative writing in my personal analysis, illuminating the development of analytic phases and process. The creative writing used in this paper is primarily from the first three and a half years of my analysis, well before entering analytic training. It is an eventual interpretation on the part of my analyst, as well as the rest of my analysis and analytic training, that allow me to realize that while my writing felt like self-discovery, it also served as resistance, defense against the entirety of my affective world and internal conflicts. A poem written much later in the analysis is included, as it reveals the integration of struggled with concepts, as well as the pain of the inevitable separation of termination. 相似文献
This paper is about one of the puzzles of bodily self-consciousness: can an experience be both and at the same time an experience of one′s physicality and of one′s subjectivity? We will answer this question positively by determining a form of experience where the body′s physicality is experienced in a non-reifying manner. We will consider a form of experience of oneself as bodily which is different from both “prenoetic embodiment” and “pre-reflective bodily consciousness” and rather corresponds to a form of reflective access to subjectivity at the bodily level. In particular, we argue that subjectivity is bodily expressed, thereby allowing the experience of the body′s subjectivity directly during perceptual experiences of the body. We use an interweaving of phenomenological explorations and ethnographical methods which allows validating this proposal by considering the experience of body experts (dancers). 相似文献
Objective: Breast cancer survivors who develop lymphedema report poorer quality of life (QoL) than those without lymphedema. Expressive writing is a potential intervention to address QoL.
Design: Adult women (N = 107) with breast cancer and chronic Stage II lymphedema were randomised to writing about thoughts and feelings specific to lymphedema and its treatment (intervention) or about daily activities (control) for four, 20-min sessions.
Main Outcome Measures: Outcome measures were several indicators of QoL assessed at baseline, one, three, and six months post-intervention (total scores and subscales of Upper Limb Lymphedema 27 and Functional Assessment of Cancer Therapy–Breast). Hypothesised moderators of change in QoL were dispositional optimism, avoidant behaviours, and time since lymphedema diagnosis.
Results: There was no statistically significant intent-to-treat main effects of expressive writing on QoL. Statistically significant moderating effects on change in different indicators of QoL were observed for all three moderators. Expressive writing was more effective for improving QoL in women who were higher on optimism, lower on avoidance and had less time since a lymphedema diagnosis.
Conclusion: These results provide further evidence that there are subsets of individuals for whom expressive writing is more effective. Future research may investigate targeting expressive writing based on identified moderators. 相似文献
In UK universities, reflection is promoted not only for its intrinsic value but also for instrumental purposes, for students to gain and demonstrate skills and attributes which are valued by employers. In this paper, I examine reflective writing produced by students seeking an award offered by the careers department of one university. By looking at the evaluative language choices made by the student writers, I shed light on some of their practices regarding self-representation and their articulations of experience. I provide a critical account of what reflective writing looks like in this particular setting, and interpret this in the broader context of the goal to foster reflection among higher education students. I argue that the reflective writing engendered by this particular context and task is different in key respects from the reflection which is commonly advocated as an element of personal, professional or academic development. 相似文献
This literature review highlights the benefits of participating in a doctoral writing group, with specific emphasis on how these learning communities foster reflective practice skills development. In particular, this review proposes that the process of continuous peer feedback and discussion benefits students by helping them verbalise their internal reflective thinking, fostering reflective practice skills development through various authentic learning experiences. Consequently, this review highlights the importance of establishing and supporting doctoral writing groups to further develop doctoral students’ personal epistemology, growth and professional practice. 相似文献