DOCSLIB.ORG

Dialogue Writing: Analysis of Student-Teacher Interactive Writing in the Learning of English As a Second Language

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Dialogue Writing: Analysis of Student-Teacher Interactive Writing in the Learning of English As a Second Language DOCUMENT RESUME ED 252 097 FL 014 793 AUTHOR Kreeft, Joy; And Others TITLE Dialogue Writing: Analysis of Student-Teacher Interactive Writing in the Learning of English as a Second Language. INSTITUTION Center for Applied Linguistics, Washington, D.C. SPONS AGENCY National Inst. of Education (ED), Washington, DC. PUB DATE Dec 84 CONTRACT G-83-0030 NOTE 435p. PUB TYPE Reports 7 Research/Technical (143) EDRS PRICE MF01/PC18 Plus Postage. DESCRIPTORS Classroom Techniques; *Dialogs (Language); *Diaries; Discourse Analysis; Elementary Education; *English (SeCond Language); Grade 6; Grammar; Language Patterns; *Language Usage; Limited English Speaking; Morphemes; Questioning Techniques; *Second Language Learning; Teacher Student Relationship; *Writing Processes IDENTIFIERS *Dialogue Journals ABSTRACT A study of the dialogue journal writing of six sixth grade students of English as a Second Language (ESL) examines the interaction with the teacher. The subjects had been in the United States for less than .a year, and came from Korean, Vietnamese/Chinese, Burmese, and Italian language backgrounds. Data for the study were drawn from the students' dialogue journals and classroom observations and from interviews with the teacher and each student. The study is divided into three sections. In the first, dialogue journal interaction is placed within the classroom context, as a multilingual classrooln management tool, and each student is profiled. The second section contains studies of the journal text,. focusing on various aspects of discourse, including teacher strategies to promote student participation, teacher's questions, characteristics of the language input students receive in the teacher's entries, and patterns in the language functions used by the teacher and students. The third section documents the students' use of English grammatical morphemes, compares it with patterns found .n previous studies of ESL morphology, and ana]yzes it across the ten months of writing in the journals. In addition, the linguistic factors influencing the use of the morphemes and the importance of individual learner strategies and language background in patterns of morpheme use are examined, and analytical issues are discussec (MSE) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *************************************************kk******************** 0a% tr.(\I (NJ Dialogue Writing: Analysis of Student-Teacher Interactive Writing in the. Learning of English as a Second Language NIE -G -83 -0030 by Joy Kreeft Roger W. Shuy with Jana Staton . Leslee Reed Robby Morroy U.S. DEPARTMENT OF EDUCATION Center for Applied- Linguistics NATIONAL INSTITUTE OF EDUCATION Washington, D. C. EDUCAIIONAI RESOURCES INFORMATION CENTER 1(ry10 This document has helotreproduced as rot mist horn the piirson or orwrotation originating it December 1984 Minor (-Wilgus have been niarie to improve mprododuatrwality Pouus of view m(1/011011%staled in thisduCU milli (to not nocitssarily lomsent off111411NIE lioSittinor pmhi y The research conduct-:d and reported hereinwas funded by the National Institute of Education under NIE-G-83-0030to the Center for. Applied Linguistics, Joy Kreeft and Roger W.Shuy, Principal Investigators. The views expressed in this report do not necessarilyreflect the position, policy or endorsement of the fundingagency. Project Duration: September 30, 1983- September 29, 1984 This report may not be reproduced without permission. DESCRIPTIVE SUMMARY1 DIALOGUE WRITING: ANALYSIS OF STUDENT-TEACHER INTERACTIVE WRITING IN THE LEARNING OF ENGLISH. AS A SECOND LANGUAGE This study presents dialogue journal writing as an effective practice with students learning English as a .second language (ESL) and analyzes the dialogue journal interaction of six sixth grade students who are beginning ESL learners and their teacher. A dialogue journal is a bound notebook in which students write regularly, as much as they wish and about anything they wish. The teacher responds to each student entry. Thus, they carry on a "conversation" n writing. The kinds of writing that occur can be as diVerse as the studentS. They describe their activities, feelings and attitudes, ask questi ns, seek advice, argue their points, and even Complain. The data base for the study is the daily dialogue journal writing for ..a ten-month period (from September to June) of the six stu- dents and their teacher in a classroom in Los Angeles. The students are in a classroom of 27 students from 12 countries and 10 language backgrounds. The first languages of the students chosen for the study are: Korean (3), Vietnamese/Chinese (1), Burmese (1), and Italian (1). These students had been in the United States for l ss than one year when 1' This study was funded by the National Instiute of Education, NIE-G-83-0030, Joy Kreeft and Roger W. Shuy Princial Investigators, with Jana Staton, Leslee Reed and Robby Morroy, Center r Applied Linguistics, Washington, D.C., 1983 - 1984. they, began writing in dialogue journals. One student, from Vietnam,was not literate in his own language when he began writing in English. Four students are male, two female. Data collected during classroomobser- vations and interviews with the teacher and each student complementthe dialogue journal text. The study is divided into threesections. Section I places the dialogue journal interactionwithin the classroom context.. In one chapter the teacher explains the importance of the dialoguejournal as a. classroom management tool in thismultilingual, multiculturalclassroom. A second chapter gives a detailed profile of each student, describestheft student's progress during theyear, and makes available substantialpor- tions of the written text. Section II consists of studies Ofthe dialogue journal text, focusing on various aspects of thediscourse. In one study strategies that the teacher employs to promotestudent participation in the jour- nals and to support student writingare identified and discussed, anda method for determining the effectivenessof each strategy in this type of interaction is outlined. A second study focuses specificallyon the teacher's questions, and finds questioningpatterns in the journals that are quite different from those typically foundin classroom discourse. Questions in the journalsserve not to check student knoWledge, but to support and advance the student's' contribution,and thus promote criti- cal thinking and writing development.' A third study examinescharac- teristics of the language inputthat individual students receivein the teacher's dialogue journal entries, andargues that the acquisitional processes that take place in the dialogue journalinteraction resemble in many ways theprocess of oral language acquisition. We can conclude, therefore that reading and writingcan be naturally acquired, in both first and second languages, inthe process of meaningful interaction. A fourth study examines the languagefunctions used by the teacher and the students- in these journals, andcompares patterns of function use found_ in these data tb those found .inthe dialogue journals of native English speakers (from taton, et al.,,. 1982). This study identifies clear pat- terns in the to cher's use of2language,functionsas she adapts her language to the. glish.proficiency level of the student, and also guides the stude is in theuse of particular functions. Section III documents the students'.use of selected English gram- matical morphemes in.the journals. Chapter Eight, a cross-sectional, .quantitative stud compares patterns of morpheme use among the individ- ual students and ith patterns found in previous studies ofmorphology in ESL, and finds a great deal of uniformityin these. patterns. Chapter Nine, a more'qualitative, longitudinalstudy, analyzes change over the I . ten months of writing in the use of each morpheme. This study also exa- mines in more deta 1 the linguistic factorsthat influence use of the morphemes and the i portance of individual learnerstrategies and. language.backgroundlin patterns of morphemeuse, and discusses important analytical issuest at arise in the analysisof morphemes in dialogue journal text. iii 0 PREFACE, The research reported herewas parried out under contract number NIE-G-0030 with the Natfonal Institute OfEducation, from September 30, 1983, to September 29, 1984. The aim of, the project was to describe patterns of interaction and language acquisitionin the dialogue jour- nals of. beginning ESL learners. This prOject grows out ofan earlier study also funded by NIE,an analysis of\the dialogue journals of native \ English speakers and the same teacher who participated in this study li (Staton, Shuy, Kreeft and Reed, 1982). 1 As Principal Investigators,we wish to acknowledge especially the contributions of our co-investigators:and authors,Jana Staton, Leslee Reed, and Robby Morroy. Jana Staton provided the initial impetus for this study. 'During the 1980-81 school year'shecollected the dialogue \ journal data for four of the students and conductedinterviews with them and Mrs. Reed, She also helped establish the framework forthe study and determine directions for analysis,as well as writing a chapter of this report. Most important,.she.first saw .the tremendouspower of dialogue journal writing as an educationalpractice and the richness of the writing of these students in the journals. This project demonstrates the strength ofpractitioner/researcher collaboration. Mrs. Reed has spent
Load more

Recommended publications
  • The Listener As Addressee in Face-To-Face Dialogue
    This article was downloaded by: [Janet Bavelas] On: 21 September 2011, At: 06:49 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK International Journal of Listening Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/hijl20 The Listener as Addressee in Face-to-Face Dialogue Janet Beavin Bavelas a & Jennifer Gerwing a a Department of Psychology, University of Victoria Available online: 20 Sep 2011 To cite this article: Janet Beavin Bavelas & Jennifer Gerwing (2011): The Listener as Addressee in Face-to-Face Dialogue, International Journal of Listening, 25:3, 178-198 To link to this article: http://dx.doi.org/10.1080/10904018.2010.508675 PLEASE SCROLL DOWN FOR ARTICLE Full terms and conditions of use: http://www.tandfonline.com/page/terms- and-conditions This article may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, re-distribution, re-selling, loan, sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material.
    [Show full text]
  • Facets-Of-Modern-Ceylon-History-Through-The-Letters-Of-Jeronis-Pieris.Pdf
    FACETS OF MODERN CEYLON HISTORY THROUGH THE LETTERS OF JERONIS PIERIS BY MICHAEL ROBERT Hannadige Jeronis Pieris (1829-1894) was educated at the Colombo Academy and thereafter joined his in-laws, the brothers Jeronis and Susew de Soysa, as a manager of their ventures in the Kandyan highlands. Arrack-renter, trader, plantation owner, philanthro- pist and man of letters, his career pro- vides fascinating sidelights on the social and economic history of British Ceylon. Using Jeronis Pieris's letters as a point of departure and assisted by the stock of knowledge he has gather- ed during his researches into the is- land's history, the author analyses several facets of colonial history: the foundations of social dominance within indigenous society in pre-British times; the processes of elite formation in the nineteenth century; the process of Wes- ternisation and the role of indigenous elites as auxiliaries and supporters of the colonial rulers; the events leading to the Kandyan Marriage Ordinance no. 13 of 1859; entrepreneurship; the question of the conflict for land bet- ween coffee planters and villagers in the Kandyan hill-country; and the question whether the expansion of plantations had disastrous effects on the stock of cattle in the Kandyan dis- tricts. This analysis is threaded by in- formation on the Hannadige- Pieris and Warusahannadige de Soysa families and by attention to the various sources available to the historians of nineteenth century Ceylon. FACETS OF MODERN CEYLON HISTORY THROUGH THE LETTERS OF JERONIS PIERIS MICHAEL ROBERTS HANSA PUBLISHERS LIMITED COLOMBO - 3, SKI LANKA (CEYLON) 4975 FIRST PUBLISHED IN 1975 This book is copyright.
    [Show full text]
  • Dress Fashions of Royalty Kotte Kingdom of Sri Lanka
    DRESS FASHIONS OF ROYALTY KOTTE KINGDOM OF SRI LANKA . DRESS FASHIONS OF ROYALTY KOTTE KINGDOM OF SRI LANKA Dr. Priyanka Virajini Medagedara Karunaratne S. Godage & Brothers (Pvt) Ltd. Dedication First Edition : 2017 For Vidyajothi Emeritus Professor Nimal De Silva DRESS FASHIONS OF ROYALTY KOTTE KingDOM OF SRI LANKA Eminent scholar and ideal Guru © Dr. Priyanka Virajini Medagedara Karunaratne ISBN 978-955-30- Cover Design by: S. Godage & Brothers (Pvt) Ltd Page setting by: Nisha Weerasuriya Published by: S. Godage & Brothers (Pvt) Ltd. 661/665/675, P. de S. Kularatne Mawatha, Colombo 10, Sri Lanka. Printed by: Chathura Printers 69, Kumaradasa Place, Wellampitiya, Sri Lanka. Foreword This collection of writings provides an intensive reading of dress fashions of royalty which intensified Portuguese political power over the Kingdom of Kotte. The royalties were at the top in the social strata eventually known to be the fashion creators of society. Their engagement in creating and practicing dress fashion prevailed from time immemorial. The author builds a sound dialogue within six chapters’ covering most areas of dress fashion by incorporating valid recorded historical data, variety of recorded visual formats cross checking each other, clarifying how the period signifies a turning point in the fashion history of Sri Lanka culminating with emerging novel dress features. This scholarly work is very much vital for university academia and fellow researches in the stream of Humanities and Social Sciences interested in historical dress fashions and usage of jewelry. Furthermore, the content leads the reader into a new perspective on the subject through a sound dialogue which has been narrated through validated recorded historical data, recorded historical visual information, and logical analysis with reference to scholars of the subject area.
    [Show full text]
  • Modern Contours: Sinhala Poetry in Sri Lanka, 1913-56
    South Asia: Journal of South Asian Studies ISSN: 0085-6401 (Print) 1479-0270 (Online) Journal homepage: http://www.tandfonline.com/loi/csas20 Modern Contours: Sinhala Poetry in Sri Lanka, 1913–56 Garrett M. Field To cite this article: Garrett M. Field (2016): Modern Contours: Sinhala Poetry in Sri Lanka, 1913–56, South Asia: Journal of South Asian Studies, DOI: 10.1080/00856401.2016.1152436 To link to this article: http://dx.doi.org/10.1080/00856401.2016.1152436 Published online: 12 Apr 2016. Submit your article to this journal View related articles View Crossmark data Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=csas20 Download by: [Garrett Field] Date: 13 April 2016, At: 04:41 SOUTH ASIA: JOURNAL OF SOUTH ASIAN STUDIES, 2016 http://dx.doi.org/10.1080/00856401.2016.1152436 ARTICLE Modern Contours: Sinhala Poetry in Sri Lanka, 1913À56 Garrett M. Field Ohio University, Athens, OH, USA ABSTRACT KEYWORDS A consensus is growing among scholars of modern Indian literature Modernist realism; that the thematic development of Hindi, Urdu and Bangla poetry Rabindranath Tagore; was consistent to a considerable extent. I use the term ‘consistent’ romanticism; Sinhala poetry; to refer to the transitions between 1900 and 1960 from didacticism Siri Gunasinghe; South Asian literary history; Sri Lanka; to romanticism to modernist realism. The purpose of this article is to superposition build upon this consensus by revealing that as far south as Sri Lanka, Sinhala-language poetry developed along the same trajectory. To bear out this argument, I explore the works of four Sri Lankan poets, analysing the didacticism of Ananda Rajakaruna, the romanticism of P.B.
    [Show full text]
  • You Can Choose to Be Happy
    You Can Choose To Be Happy: “Rise Above” Anxiety, Anger, and Depression with Research Evidence Tom G. Stevens PhD Wheeler-Sutton Publishing Co. YOU CAN CHOOSE TO BE HAPPY: “Rise Above” Anxiety, Anger, and Depression With Research Evidence Tom G. Stevens PhD Wheeler-Sutton Publishing Co. Palm Desert, California 92260 Revised (Second) Edition, 2010 First Edition, 1998; Printings, 2000, 2002. Copyright © 2010 by Tom G. Stevens PhD. All rights reserved. Printed in the United States of America. No part of this book may be used or reproduced in any manner whatsoever without written permission except in the case of brief quotations embodied in critical articles and reviews; or except as provided by U. S. copyright law. For more information address Wheeler-Sutton Publishing Co. The cases mentioned herein are real, but key details were changed to protect identity. This book provides general information about complex issues and is not a substitute for professional help. Anyone needing help for serious problems should see a qualified professional. Printed on acid-free paper. Publisher’s Cataloging-in-Publication Data Stevens, Tom G., Ph.D. 1942- You can choose to be happy: rise above anxiety, anger, and depression./ Tom G. Stevens Ph.D. –2nd ed. p. cm. Includes bibliographical references. ISBN 978-0-9653377-2-4 1. Happiness. 2. Self-actualization (Psychology) I. Title. BF575.H27 S84 2010 (pbk.) 158-dc22 Library of Congress Control Number: 2009943621 CONTENTS INTRODUCTION: .....................................................................................................................
    [Show full text]
  • March 2016 Dialogue
    March 2016 Your Communication and Information Resource Strauss reflects on his 24 years as a Board member By Neil Warner meeting of unit owners on Feb. 16 in the Instead, Strauss served as assistant When Richard Strauss Windjammer Room, presenting him treasurer, treasurer, second vice first ran for the Malibu with a framed certificate of appreciation president and first vice president during East Board of Directors in that reads as follows: his long tenure on the Board. 1991, little did he know “Malibu East Condominium recog‐ One of Richard’s first accomplish‐ what he was getting into. nizes and thanks Richard Alan Strauss ments as a Board member was estab‐ Immediately after being elected, he for his sense of fairness, his dedication, lishing an investment policy, whereby discovered during the new Board’s his tireless work on construction one‐third of the Association’s reserve election of officers that there was a projects and the budget and for his funds would be invested in short‐term “cabal” determined to unseat the many contributions to the financial Treasury instruments, one‐third in bank incumbent treasurer. He was nominated stability and overall betterment of our CDs and one‐third with brokerage for the office, and when the vote community during the last 24 years as a houses. Strauss was well‐qualified to resulted in a tie, someone suggested director and an officer of our Board of devise the investment policy, as he that Richard be named the assistant Directors. spent most of his professional career as treasurer for the first year and then “Presented with unanimous agree‐ an independent investment adviser, at switch positions with the treasurer a ment by the Board of Directors, Septem‐ one point managing $70‐80 million year later.
    [Show full text]
  • Call Me Madam, P
    NEW YORK CITY CENTER EDUCATION INSIDE ENCORES! Your personal guide to the performance. S AR E Y 5 7 TABLE OF CONTENTS CONTEXT Inspiration for Call Me Madam, p. 4-5 Meet the Creators & Artists, p. 6-7 An Interview with Casey Hushion, p. 8-9 Call Me Madam’s Lasting Influence on Encores!, p. 10-12 Glossary, p. 13 RESOURCES & ACTIVITIES Before the Show, p. 15 Intermission Activity, p. 16-17 After the Show, p. 18 Sources p. 19 Up Next for City Center Education p. 20-21 CONTEXT INSPIRATION FOR CALL ME Perle Mesta WHO WAS SHE? Perle Mesta was the first United States Ambassador to MADAM Luxembourg. The original “hostess with the mostest,” Mes- ta was known for hosting lavish parties in Washington D.C for almost 30 years. Born in Oklahoma, her family came into wealth when her father became involved in the oil and real-estate industries. In 1917 she married George Mesta, owner of Mesta Machinery. Mrs. Mesta became interested in politics when her husband introduced her to several high-ranking officials, including President Calvin Coolidge. Following her husband’s death, she became heavily involved in the quest for women’s rights and joined the National Women’s Party as its Congressional chairman and Public Relations specialist. While lobbying for the Equal Rights Amendment, she made a multitude of con- nections with politicians who would later attend her famous social gatherings. A Republican for most of her life, Mesta realigned herself with the Democratic party, opting to give financial support to then Senator Harry Truman.
    [Show full text]
  • Santa Claus Happy Birthday Song
    Santa Claus Happy Birthday Song Barmecide Hakim reveled meteorically, he barricades his Bim very landwards. Taxidermic Cammy jargons lushly while whileDaryle knock-down always militarises Markus his expropriating godmother herstooging Goebbels forth, rightwards he twinkle andso shrinkingly. course oratorically. Exopoditic and unaspiring Peter vesture To be notified about christmas card to side, but perhaps a look in account is accessible to release this in apple so, listening parties are. Choose another teacher in search from your reset password could dip cars in. From malicious visitors cannot share your life and refresh this user to the. End of happy birthday to have been renewed for santa claus happy birthday song in perfect if so bussongs. Click continue to your site on our room and need to be you can significantly influence the happy birthday santa claus is sung by dreamsound orchestra on your connection and people, vintage trucks covered. Happy happy birthday song was deleted from your live on this feature an option to. Click live on this time we sent away from home; this time in? No song is terrified of songs and i love and interaction data for the sweet treats to help you have the current value equals the. Set your video in der ukraine: jingle bells original language radio will work best of school boy maple sugar, because even has been diagnosed with. Download the santa claus? Happy birthday wishes to be a happy birthday santa song you choose genres you expect the. Discover even more like to. Happy birthday baby showers, tv specials to. After this song images, just like your profile information so go for food and happy birthday santa song is about your profile where did not supported browsers in? Happy birthday cake in a very light frosting of greenwich hospital had his birthday and videos from artists you as floating classroom for christmas animated gifs can santa claus birthday song! To dive to the song all i getting into their faces with another trip around kodak black christmas tree here are seeing this birthday santa claus from santa claus.
    [Show full text]
  • The Sri Lankan Insurgency: a Rebalancing of the Orthodox Position
    THE SRI LANKAN INSURGENCY: A REBALANCING OF THE ORTHODOX POSITION A thesis submitted for the degree of Doctor of Philosophy by Peter Stafford Roberts Department of Politics and History, Brunel University April 2016 Abstract The insurgency in Sri Lanka between the early 1980s and 2009 is the topic of this study, one that is of great interest to scholars studying war in the modern era. It is an example of a revolutionary war in which the total defeat of the insurgents was a decisive conclusion, achieved without allowing them any form of political access to governance over the disputed territory after the conflict. Current literature on the conflict examines it from a single (government) viewpoint – deriving false conclusions as a result. This research integrates exciting new evidence from the Tamil (insurgent) side and as such is the first balanced, comprehensive account of the conflict. The resultant history allows readers to re- frame the key variables that determined the outcome, concluding that the leadership and decision-making dynamic within the Liberation Tigers of Tamil Eelam (LTTE) had far greater impact than has previously been allowed for. The new evidence takes the form of interviews with participants from both sides of the conflict, Sri Lankan military documentation, foreign intelligence assessments and diplomatic communiqués between governments, referencing these against the current literature on counter-insurgency, notably the social-institutional study of insurgencies by Paul Staniland. It concludes that orthodox views of the conflict need to be reshaped into a new methodology that focuses on leadership performance and away from a timeline based on periods of major combat.
    [Show full text]
  • Reprinted by Permission of Modern Drummer Publications, Inc
    Reprinted by permission of Modern Drummer Publications, Inc. Copyright 2006. Reprinted by permission of Modern Drummer Publications, Inc. Copyright 2006. t’s not often in a career as a journalist that Today, it’s difficult sitting with Danny, hear- you feel as though you’ve reached the core ing a story of betrayal and personal agony. But of someone’s being, as though you’ve been he’s the perfect example of how one endures, Igiven an honest look into someone’s soul. self-investigates, points the right fingers (even It’s rare that an artist will be so open and self- at himself), and gets through it. Listening to analytical that he’ll give you a true picture of him tell the story of his recent and reclusive what he’s been through. Well, in the following years was upsetting. But I also had a sense of interview, Danny Seraphine bares his soul. relief knowing that the musician I always Danny Seraphine was my first cover story for admired was speaking from the heart and was Modern Drummer, in the December ’78/January finally emerging from what was obviously a ’79 issue. Like millions of fans around the terrible time in his life. world, I loved Chicago. Their music was an “I went from one lifestyle to another,” innovative fusion of rock and jazz, featuring Seraphine says of his firing. “I was in a great tight horn arrangements in a rock setting and band, and then I wasn’t. It was as if the Lord great songwriting. At the center of it all was a had flicked a switch and said, ‘Guess what? Your drummer with inventive chops and a swing sen- life is changing.’ I went from one extreme to sibility.
    [Show full text]
  • Love As Dialogue: Finding Human Connection in Conversation
    Nova Southeastern University NSUWorks Department of Family Therapy Dissertations CAHSS Theses, Dissertations, and Applied and Applied Clinical Projects Clinical Projects 2017 Love as Dialogue: Finding Human Connection In Conversation Iliamaris Rivera-Walter [email protected] Follow this and additional works at: https://nsuworks.nova.edu/shss_dft_etd Part of the Arts and Humanities Commons Share Feedback About This Item NSUWorks Citation Iliamaris Rivera-Walter. 2017. Love as Dialogue: Finding Human Connection In Conversation. Doctoral dissertation. Nova Southeastern University. Retrieved from NSUWorks, College of Arts, Humanities and Social Sciences – Department of Family Therapy. (29) https://nsuworks.nova.edu/shss_dft_etd/29. This Dissertation is brought to you by the CAHSS Theses, Dissertations, and Applied Clinical Projects at NSUWorks. It has been accepted for inclusion in Department of Family Therapy Dissertations and Applied Clinical Projects by an authorized administrator of NSUWorks. For more information, please contact [email protected]. Love as Dialogue: Finding Human Connection In Conversation by Iliámaris Rivera-Walter A Dissertation Presented to the College of Arts, Humanities, and Social Sciences of Nova Southeastern University In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Nova Southeastern University 2017 Copyright by Iliámaris Rivera-Walter July 2017 Acknowledgments Thank you, Dad, for teaching me how to dialogue with God, with you, and with myself. Mom, for showing me unconditional love. Jim, for encouraging me to take the more difficult path, and for being the best listener and dialogue partner. Aurélia, for reminding me, daily, why this matters. Dr. Marquez, for your unwavering support and thought-provoking questions. Dr. Flemons, for teaching me how to live with and honor an idea.
    [Show full text]
  • ENG 402: Advanced Placement English Literature & Composition Summer Reading
    ENG 402: Advanced Placement English Literature & Composition Summer Reading Dear students, Welcome to Advanced Placement English Literature and Composition! You have chosen a challenging, but rewarding path. This course is for students with intellectual curiosity, a strong work ethic, and a desire to learn. I know all of you have been well prepared for the “Wonderful World of Literature” in which we will delve into a wide selection of fiction, drama, and poetry. In order to prepare for the course, you will complete a Summer Reading Assignment prior to returning to school in the fall. Your summer assignment has been designed with the following goals in mind: to help you build confidence and competence as readers of complex texts; to give you, when you enter class in the fall, an immediate basis for discussion of literature – elements like narrative viewpoint, symbolism, plot structure, point of view, etc.; to set up a basis for comparison with other works we will read this year; to provide you with the beginnings of a repertoire of works you can write about on the AP Literature Exam next spring; and last but not least, to enrich your mind and stimulate your imagination. If you have any questions about the summer reading assignment (or anything else pertaining to next year), please feel free to email me ([email protected]). I hope you will enjoy and learn from your summer reading. I am looking forward to seeing you in class next year! Have a lovely summer! Mrs. Yee Read: How to Read Literature Like a Professor by Thomas C.
    [Show full text]