by Linda Flower (1994)
Based on five years of close observation of students, writing and collaborative planning -- the practice in which student writers take the roles of planner and supporter to help each other develop a more rhetorically sophisticated writing plan --foremost cognitive composition researcher Linda Flower redefines writing in terms of an interactive social and cognitive process and proposes a convincing and compelling theory of the construction of negotiated meaning. Flower seeks to describe how writers construct meaning. Supported by the emerging body of social and cognitive research in rhetoric, education, and psychology, she portrays meaning making as a literate act and a constructive process. She challenges traditional definitions of literacy, adding to that concept the elements of social literate practices and personal literate acts. In Flowerʹs view, this social cognitive process is a source of tension and conflict among the multiple forces that shape meaning: the social and cultural context, the demands of discourse, and the writerʹs own goals and knowledge. -- Publisher description.
Jacquelyn Cranney, Dana S. Dunn
The concepts of psychological literacy and the psychologically literate citizen promise to invigorate a new global approach to psychology education. They pose a basic question: What attributes and capabilities should undergraduate psychology majors acquire?
Jean Marie Stine
The "must have" book by the acknowledged expert for self-help/how-to business, recovery, sports, health, self-improvement, hobby, crafts, health, and New Age writers. "If you follow only a third of her advice, you'll have a successful book." Jeremy Tarcher, publisher Tarcher-Putnam. In this exclusive eBook, author-editor Jean Marie Stine shows writers how to avoid the errors that keep most self-help books from finding publishers and off the bestseller lists if they are published.
C. Nadia Seremetakis
How can culture and experience be conceptualized when theorists drag social meaning back and forth between institutions, objects, or acts, as if the dense communication between persons and things were only a quick exchange between surfaces? This volume challenges mentalist approaches to material culture through the historical and ethnographic analyses of sensory memory. The sensory landscape and its meaning-endowed objects bear within them emotional and historical sedimentation that pose crucial questions: What cultural practices enable the sensory-affective experience of history? How does the history of perception speak to the perception of history? The editor, in her four essays, discusses sensory memory as a cultural form not limited to the psychic apparatus of a monadic, pre-cultural, and ahistorical subject but embedded and embodied in a dispersed surround of created things, surfaces, depths, and densities that are stratigraphic sites of sensory biography and history. The volume demonstrates that any ethnographic discussion of the senses involves a priori claims about modernity. Thus the senses are explored in contemporary political and racial violence, exchange practices, the emotions, national identity, food-ways, spatial organization, leisure activity, and the electronic media. Well-known authors examine personal and social investments in objects and substances as the tip of a submerged collective language of materiality that firmly grasps the mutable structure of contemporary experience. Social memory is treated as a meta-sensory organ and shown to be a culturally mediated performance that is activated by material acts and emotionally tangible artifacts.
Lisa Genova
Two women meet by accident on a Nantucket beach and are drawn into a friendship. Olivia is a young mother whose eight-year-old severely autistic son has recently died. She comes to the island in a trial separation to try and make sense of the tragedy of her Anthony's short life. Beth, a stay-at-home mother of three, is also recently separated after discovering her husband's long-term infidelity.