Broadening the Notion of Text: An Exploration of an Artistic Composing Process (original) (raw)
Related papers
Sigel's distancing theory and notion of representational competence provides the framework for examining students' interpretations of literature through artistic depictions. Through their productions the students represented not only the relationships they saw in the literature but also their own experiences as reflected in the action in the story. Their texts then served as representations that enabled them to reflect on their own experiences. The research procedure, which required students to respond to a videotape of their composing process, further prompted them to develop the material text they had created into a mental representation of their vision of themselves as instantiated in the characters of the story. The students engaged in three processes during their
Artistic composing as representational process
Journal of Applied Developmental Psychology, 1997
Sigel's distancing theory and notion of representational competence provides the framework for examining students' interpretations of literature through artistic depictions. Through their productions the students represented not only the relationships they saw in the literature but also their own experiences as reflected in the action in the story. Their texts then served as representations that enabled them to reflect on their own experiences. The research procedure, which required students to respond to a videotape of their composing process, further prompted them to develop the material text they had created into a mental representation of their vision of themselves as instantiated in the characters of the story. The students engaged in three processes during their
Reccnceptualizing Writing Across the Curriculum as Composing Across the Curriculum
2016
To analyze the appropriateness of textual media in the construction of meaning, this paper first provides a review of the psychological research on semiotics and multiple intelligences that supports a broadened notion of text. The paper next reports on preliminary research on the construction of non-print texts in disciplines other than English/Language Arts. The paper next reviews studies on the production of non-written texts in English/Language Arts classes. The paper argues that this research, taken together, suggests that an exclusive focus on writing as a mode of learning is limiting, rather than enabling, to students in their efforts to construct meaning across the,curriculum; that other composing processes are more appropriate to the construction of meaning in other disciplines; and that students would benefit from having more flexibility in the media through which they express and develop their understanding of conceptual knowledge. (Contains 38 references.) (RS) Reproducti...
From Image to Text: Using Images in the Writing Process.
… Journal of Education & the Arts, 2005
This study looks at the benefits of integrating visual art creation and the writing process. The qualitative inquiry uses student, parent, and teacher interviews coupled with field observation, and artifact analysis. Emergent coding based on grounded theory clearly shows that visual art creation enhances the writing process. Students used more time for thought elaboration, generated strong descriptions, and developed concrete vocabulary. The advantages of using production of art and artwork in the pre-writing process provided a motivational entry point, a way to develop and elaborate on a scene or a narrative. This study shows that the benefits of a rich visual art experience can enhance thought and writing in response to the finished artwork.
Writing and Literature: Composition as Inquiry, Learning, Thinking, and Communication
2018
Many college students who graduate at the top of their high school classes experience a rude awakening when, after reading an assignment for a college course, they fail a quiz over the assignment the next day in class. What happened? You know you read every page of the assignment, but when the professor asked you about a specific point in the reading, you blanked. Or even worse, even as you read, you were never quite sure just what the author's central argument, or thesis, was. The reading assigned in college courses can be quite challenging. Authors often pursue their goals in complex and sophisticated ways, employing vocabulary, metaphors, and allusions that are unfamiliar to many readers. Authors of literature are no exception to these practices. Yet, avid fans of poetry, fiction, and drama often claim that the world is broadened incredibly by literature, if only one can determine how to navigate it. You probably enjoy reading certain kinds of texts, such as internet articles on your pet interests or biographies of people you admire. You may even have literary favorites. You may have spent many happy hours immersed in the world of Middle Earth, in Tolkien's Lord of the Rings, or in Forks, Washington, trying to guess what will happen to Stephenie Meyer's Bella in the Twilight series. Still, you may feel a bit uncertain surmising the meaning of Nathaniel Hawthorne's allegorical short story "Young Goodman Brown" or interpreting Robert Frost's sonnet "Design." Take heart! The more you learn about literature and the more you practice unraveling its meanings, the more adept you will become at understanding it. In fact, this is the case for all kinds of texts. Many students just beginning to study law, for instance, find the specialized language Central Argument: See thesis Cite: To mention or refer to a source Climax of Plot: The point in the plot where the conflict is "brought to a head," to its most intense moment Comedy: Associated with Greek drama, maintains a farcical tone and usually ends in marriage Conflict: The struggle between two opposing forces Controlling or Extended Metaphor: A metaphor developed all the way through a work and which, through its structural role, conveys the poem's meaning Conventions: Rules that govern genres, such as visual appearance, line length, subject, and plot patterns Couplet: Two rhyming lines of poetry in iambic pentameter Creative Nonfiction: Written in prose form, the creative nonfiction essay generally strives for a poetic effect, employing a kind of compressed, distilled language so that most words carry more meaning than their simple denotation (or literal meaning). Generally, this kind of essay is not heavy with researched information or formal argument; its priority, instead, is to generate a powerful emotional and aesthetic effect Critical Perspective: An interpretation based on evidence gathered from a text combined with the values of the critic Deductive Reasoning: Conclusion based on logical equation; see syllogism and enthymeme Denouement: The resolution of a story where "loose ends are tied up" (in French, "the knot is untied") Description: Revelation of a thing's or person's state, usually through sensory detail or exposition Dialogue: Conversation related as if it were actually occurring Diction: Word choice Drama: A play in which characters "dramatize," or act out the story Enjambment: Carries one poetic line into the following one, yielding two meanings-one generated by the first line alone, and the other produced by taking the finished phrase or clause as it is completed in the next line Enthymeme: A logical statement missing the major premise; for example,
American Journal of Education, 1995
To analyze the appropriateness of textual media in the construction of meaning, this paper first provides a review of the psychological research on semiotics and multiple intelligences that supports a broadened notion of text. The paper next reports on preliminary research on the construction of non-print texts in disciplines other than English/Language Arts. The paper next reviews studies on the production of non-written texts in English/Language Arts classes. The paper argues that this research, taken together, suggests that an exclusive focus on writing as a mode of learning is limiting, rather than enabling, to students in their efforts to construct meaning across the,curriculum; that other composing processes are more appropriate to the construction of meaning in other disciplines; and that students would benefit from having more flexibility in the media through which they express and develop their understanding of conceptual knowledge. (Contains 38 references.) (RS)
The Use of a Visual Image to Promote Narrative Writing Ability and Creativity
Purpose: Second language writing as an inherent part of ELT is no exception. One specific part of second language writing in which visual images can be used is narrative essay writing. Visual images, in this case, comic series and pictures, can be a very useful aid in stimulating students' ideas, creativity, as well as interest and ability in narrative essay writing. Students' writing activities in using pictures and comic strips are discussed in this study, including students' responses towards this particular topic, as well as the procedures of how these visual images are used. This study is therefore aimed at disclosing how pictures and comic strips, as forms of visual images, can be used to enhance students' narrative writing ability as well as creativity. In writing narrative essays with the help of visual images, students were helped in terms of generating ideas, developing logical and critical thinking, and improving reasoning skills. Research Methods: The design of this study was qualitative in nature. The participants were comprised of 19 Professional Narrative Writing students. The data for this research was taken from documents, that is, students' essays and journals which were written after the writing activities were done, interviews with two students, and students' scores. There were also pre-tests and post-tests given at the beginning and the end of the semester, but the scores were descriptively presented. Interviews with two students were also conducted to validate the findings. These students, whose essays were used as analyzed documents, were enrolled in the Professional Narrative Writing class of the English Language Education Program, the Faculty of Language and Arts (FLA), Universitas Kristen Satya Wacana (UKSW), Salatiga, Indonesia. The class was conducted in Semester I of the 2017-2018 academic year. The students were fourth-semester students. The Professional Narrative Writing course taught students how to be professional in writing narratives. Findings: The findings showed that pictures, as well as comic strips, were very useful in helping students to write narratives. They helped students generate ideas, delve into more creativity, as well as develop their imagination and motivation in writing, though some students experienced difficulties in some aspects like ideas, grammar, diction, and plot. Implications for Research and Practice: The results of the study hopefully can inspire other narrative writing lecturers all over the globe to maximize the use of visual images, including pictures and comic strips. These visual aids can enhance students' writing abilities as well as their creativity. Students taking writing courses can hopefully be motivated to write better narratives.
SENTENCES, PARAGRAPHS AND STUDIO STUDENTS
Thus, gentle Reader, myselfe am the groundworke of my booke: it is then no reason thou shouldest employ thy time about so frivolous and vaine a subject. Michel de Montaigne Introduction. Whether they know it or not, students on visual arts courses are caught up in a debate about the role and value of writing. What, if anything should they write about, what form should it take and what would they gain from it professionally? Even if a few academics engaged in the topic have opinions beyond the pale, it is the norm to think that some kind of writing has a place on arts courses. So the debate is not so much about whether students should write, but how. The choices are fairly modest in number – essays, reports, statements, blogs, journals and dissertations; to which might be added the spoken words of interviews and presentations. It would be feasible with such a limited range to evaluate each one and choose accordingly, but there is another way which I believe gets to the nub of the problem, and this concerns the way we think about creativity.