Browsing by Subject "Writing"
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Item Restricted Akrep gibisin (...)' gibi bile değilsin ..(1994) Nesimi, NecatiItem Restricted Doing, making, meaning: Toward a theory of verbal practice(1988) Hernadi, PaulItem Open Access Effectiveness of using the word processor in writing classes to enhance revising and editing skills(Bilkent University, 1997-08) Yavuz, DilekMany researchers have argued that word processing should naturally lead to better revision of written works, including students' compositions, since changes can be made easily and effectively. Yet research conducted to date has not consistently supported this notion. There have been a number of studies comparing computer-using groups with those writing by traditional pen and paper some of which showed advantage and some no advantage for computer users. For an overview of a number of studies see Pennington (1996). Some researchers and proponents of word processing in writing classes have examined only the length of compositions and number of revisions, or type of editing (surface level, deep level, editing for mechanics, structure and so forth) without examining overall quality of the compositions. This study aim at examining only the quality of revisions. In the present study, it was hypothesized that using the word processor in writing classes would enhance students' revising and editing skills. Furthermore, it was hypothesized that using the word processor in writing classes would help students develop positive attitudes towards writing in general, and editing in particular. The hypotheses were tested by designing a mixed quasi-experimental and descriptive study. Twenty-two secondary school second year students from Ozel Bilkent Lisesi were the subject of the study. The students were randomly divided into two equal groups-- the experimental, computer using group and the control group, which wrote with traditional pen and paper methods. All subjects were exposed to sixteen hours of treatment in which the word processing group used the word processor whereas the pen group used traditional pen and paper in writing classes. During the sixteen-hour experiment, spread over two months, students wrote about different topics during two-hour sessions every week. Students were given pre- and post-tests. Moreover, all twenty-two subjects were given an attitudinal questionnaire prior to the study, and the word processing subjects were given a second attitudinal questionnaire parallel to the first questionnaire after the treatment period. The first questionnaire sought to determine all the twenty-two subjects' existing attitudes toward writing, revising, and editing. The second questionnaire for the word processing group aimed at determining possible changes in the word processing group's attitudes toward writing, revising, and editing. Post-test results confirmed that the word processing group scored significantly higher in post-tests, in both editing and revising, than the pen group. In addition, analysis of the attitudinal questionnaires supported the conclusion that word processing makes writing more enjoyable, and thus, helps students develop positive attitudes towards writing.Item Restricted Egemen edebiyat kurumu ve şiir(1996) Burak, AliItem Open Access English language and literature students' perceptions of reflective writing, its effects on engagement in writing and literature(Bilkent University, 2013) Uçar, HakanThis study investigated the effects of the reflective writing process on English Language and Literature students’ engagement with writing and literature and their demonstrated engagement level in the reflective writing process. This study was conducted over a period of nine weeks with six students from the English Language and Literature Department in Cumhuriyet University in Sivas. Students read excerpts from literary works of different genres and following discussion sessions on these works, wrote reflective responses. Their responses were analyzed using a reflective writing evaluation framework, developed by the researcher from the related literature to investigate the effects of reflectivity on students’ engagement with writing and literature. Semi-structured interviews were conducted with each participant in order to gain an in-depth understanding of their perceptions of the reflective writing process. The findings found that the reflective writing process significantly increased the students’ engagement levels with writing and literature, and that they gained a positive attitude towards reflective writing. The results of the study may help primarily instructors of writing courses and lecturers in literature departments in contributing to students’ engagement with writing and literature by making use of reflective writing in the form of a voluntary extra-curricular activity.Item Open Access Guidelines for developing writing instruction framework within the context of English For Academic Purposes (EAP) as informed by Academic Literacies: a critical interpretive meta synthesis(Bilkent University, 2021-10) Arslan, FundagülThis thesis aimed to provide guidelines for developing writing instruction framework within the context of teaching English for Academic Purposes (EAP) as informed by Academic Literacies (Ac Lits). To this end, the researcher explored the empirical articles focusing on teaching writing published in the Journal of English for Academic Purposes (JEAP). A research synthesis method was employed to review, analyze, and synthesize 109 research articles, using a spreadsheet program for categorizing and coding qualitative data. The researcher analyzed the purposes and results of these studies, using Noblit and Hare’s (1988) meta-ethnographic approach to interpretive synthesis as adapted by Dixon-Woods et al. (2006), called critical interpretive synthesis, and Schütz’s (1973) notion of second and third order constructs. In the end, the researcher highlighted a number of principles for guiding writing instruction within the context of EAP as informed by Academic Literacies.Item Restricted How to Become a Dominant French Philosopher: The Case of Jacques Derrida(1987) Lamont, MicheleItem Restricted Kaplumbağa zamanı dinliyor(1999) Nesimi, NecatiItem Restricted Letters: "L"Affaire Derrida"(1993) Derrida, JacquesItem Open Access Literatura a život: sebestylizace jako strategie v autobiografických a esejistických textech Bohumila Hrabala(Akademie Ved Ceske Republiky, 2019) Just, DanielBohumil Hrabal often emphasizes that his work is firmly anchored in reality. He says that it is based either on what had happened to him, or what he had heard from other people and had identified with to such an extent that he merged in with it. This emphasis on the indivisible link between literature and real life is strongest in his later autobiographical and essayistic texts in which he writes directly about himself and not through narrators or literary characters as he did previously. In these texts he also thinks more systematically about what it means to be a writer, how he himself developed as a writer and what his objectives were in writing and in life in general. Characteristically, these texts cannot be reduced to what Hrabal says to us in them, as he frequently stylizes himself in various forms and makes use of a number of other typically literary techniques. What Hrabal writes about and how and why he keeps coming back to the problem of the relationship between literature and life is a sign of his efforts to come to terms with what is weighing him down. For him literature becomes a kind of adaptive strategy to deal with his chronic inability to be in the present moment.Item Restricted Miroslav Kırleja bir düşünür olarak(1987) Zekeriya, NecatiItem Open Access On the relationship between images and words and their relation to body and perception(Bilkent University, 2012) İşcan, CandanPrehistoric man created a mark and throughout the history this mark evolved and bifurcated into two: a word and an image. While images were cherished, words were set apart from images. This thesis attempts to look at the relationship between images and words through seeking their connection to perception and body. It investigates how image-word dichotomy occurred and how this dichotomy obscured the connection between writing and body. The thesis also examines different approaches to overcome this phenomenon in the context of Modern Art. By examining my artwork within this framework, it argues that it is possible to embody the inseparable relationship between images and words through reconnecting with the body’s primordial existence.Item Open Access The perceptions of ELT students about the use of Web 20 tools, particularly wikis, in their future language classrooms(Bilkent University, 2013) Keleş, UfukComputer and internet technologies have radically changed the way people communicate and process information in the past three decades. Such drastic advances have found their reflections in the field of Computer-Assisted Language Learning (CALL) as part of language teaching. Today, Web 2.0 offers numerous merits to language teachers and learners. While language classrooms are transformed into student-centered learning environments, learners have found the opportunity to break out of the physical boundaries of the classroom walls. Therefore, teachers have been forced to make use of online tools in order to reinforce their teaching practice. Although such transition is unlikely to cease to exist, the amount of studies examining the effects of Web 2.0 tools is rather limited. Wikis are helpful tools for language teachers for they are easy to learn and simple to use. Despite the benefits they offer to language teachers, the present literature about the use of wikis in the language classroom is even less infrequent, and a great majority of the studies examining the use of wikis in language classrooms focuses on their use for the teaching and enhancement of the writing skill. Likewise, there is only one study concentration on the reading skill. However, there has not been a study that reveals whether wikis can be used for the teaching of grammar and vocabulary. This study investigated the perceptions of the ELT students about the use of Web 2.0 tools, particularly wikis, in their future classrooms. The research was conducted at a state university in Turkey with 12 ELT students who were trained to learn to use wikis in a four-hour workshop. Pre- and post-perception questionnaires were administered in order to collect qualitative data which were statistically analyzed after the training. Follow-up interviews were conducted with four students, and these data were qualitatively analyzed. The statistical analysis of data revealed that although these ELT students were digitally literate, and they made use of several Web 2.0 tools in their daily lives, but they believed that their formal education was not enough for their future careers. There was statistically significant difference in their perceptions when their formal education was concerned. Similarly, their perceptions changed significantly for the teaching of reading, writing, and grammar. On the whole, they initially had positively strong feelings towards the use of Web 2.0 tools in their future classrooms. This positive attitude slightly increased after the wiki training. When the qualitative data derived from the follow-up interviews were evaluated, it was found that although the participants of the wiki training (WPs) had perceived wikis as complex Web 2.0 tools at first, their perceptions changed after being introduced to wikis. This change in their perception about wikis helped them to reconsider their opinions and their prejudices were transformed into confidence that they could learn about the contemporary Web 2.0 tools in order to enhance their teaching abilities. While the relevant literature looked for an answer to the question whether wikis were effective tools for writing, this research study focused on finding new ways to improve language learning performance of the students through the employment of wikis. The findings of the study revealed that wikis could be employed in the field of ELT via integrating several other Web 2.0 tools into wikis for different purposes including the teaching of writing, reading, vocabulary and grammar.Item Open Access A review of the "ontology" of photography(Bilkent University, 2004) Sevimli, ÖnderThis study is the culmination of a speculative attempt to understand and restate the enigma of photography. It aims to supplement the thought of photography with a host of concepts that seem to have escaped the scope of the theoretical critique of photography and photographs. In doing so, it follows the lead of the ‘logic’ of the grapheme and of the event of history to review the position of photography in relation to the language of the logic of being, and investigates whether the time of photography can be held in opposition to ‘real time.’ Consequently, the contexts in which contemporary thought on photography restrict the identity of photography are problematized, and the peculiarities involved in the interaction between photographs and viewers are emphasized in this study.Item Restricted Sabahattin Ali'nin dergi ve gazete yazarlığı(1994) Altınkaynak, HikmetItem Restricted Sunu(1996) Burak, AliItem Open Access Yalnızlıktan yazarlığa: Amelie Nothomb(Ürün Yayınları, 2005) Kaya, MümtazBased on the notion that a link can be drawn between a writers work and his/her life, we have attempted to analyse the works of Amélie Nothomb, in the light of the effects of her struggle in the grips of aneroxia and her psychological states, and to determine how these have shaped her writing within the framework of the methodology proposed by psychoanalyst writer Serge André.Item Restricted Yalnızım : Başkaldırıyorum(1992) Nesimi, NecatiItem Restricted Yalnızım : Bekliyorum(1998) Nesimi, NecatiItem Restricted Yalnızım : İğreniyorum(1998) Nesimi, Necati