Whither drifted “The Sailors of Marseilles” in 1917?

The article analyzes the history of lesser-known literary union “The Sailors of Marseilles” that existed in Petrograd in 1917. Mikhail Kuzmin was the central figure and the most popular writer in this union. Other “sailors” were young poets who wanted to reach out the audience and to get the opportunity for publication. Until now, this union has not been studied in the context of Kuzmin’s oeuvre, literary reputation and author’s strategies. Some conclusions have been made in the process of our research. First of all, Kuzmin’s attitude to literary unions has been specified. As we can see, he considered literary groups as a commonwealth of independent authors exploiting shared writing technics. On the other hand, he did not approve ideological unification within such unions. Denying hierarchy in literary groups, Kuzmin strove to create a literary union on an equal footing. He emphasized the individuality of each “sailor” to create to make it real, but in fact, this union was just adopting Kuzmin’s techniques, i.e., it followed the authoritative model. It should be mentioned, that the organization of the group was also the Kuzmin’s endeavour to assert his literary reputation that was in decline during 1917. Moreover, the whole concept of “The Sailors of Marseilles” was carried in accordance with the nautical symbolics developed by Kuzmin in 1917. The sea was the sign of power and war, and the sailors were the image of fraternity capable to contradict this power. “The Sailors of Marseilles” in the final count can be considered as creative-life Kuzmin’s project.

ENHANCING DESCRIPTIVE PARAGRAPH WRITING OF SECONDARY STUDENTS THROUGH SHARED WRITING

The objective of the study is to find out whether or not there was a significant difference in descriptive paragraph writing enhancement of secondary students who were taught through shared writing and those who were not. This study was conducted by using an experimental method. The sample of the study was 35 eighth grade students taken by using convenience sampling technique, 18 students belonged to experimental group and 17 students belonged to control group. The data were collected through pretest and posttest. In order to maintain validity, content validity was applied. Then, two raters were used to maintain reliability of the result. The experimental group was taught for twelve meetings by using Shared Writing. The result showed the students in the experimental getting the mean 14.67 with standard deviation 2.058 and control group getting the mean 12.00 with standard deviation 1.414 got a significant improvement in the posttest. There was a better significant improvement in descriptive paragraph writing in the experimental group who are taught by using Shared Writing if compared to the students in the control group.

Problems and Remedies in Writing Skill

Communication is a process through which meaning is assigned, ascertained and conveyed. It is an attempt to create shared understanding through the replication of tautologies in the universe. This process requires a vast repertoire of skills in interpersonal processing, listening, observing, speaking, questioning, analyzing, gestures, and evaluating enables collaboration and cooperation. Over time the forms and ideas about communication have evolved through the continuing progression of technology. The progression of written communication can be divided into three informative communication revolutions. First the written communication emerged through the use of pictographs. The second happened when writing began to appear on paper and other media with commonly shared writing systems, leading to the mobility in written communication. The final stage is the transfer of information through controlled waves of electromagnetic radiation and other electronic signals. Though there are several means and modes of communication process to establish meaning, it is only the written communication which has been globally recognized to be a powerful means for communicating ideas. But not everyone could communicate easily through written communication. It is hard to achieve and requires a lot of practice and patience. This paper entitled “Problems and Remedies in Writing Skills” deals with the problems that one come across in writing and also suggests some remedial measures to overcome them.

Besant and Collaboration

At the heart of this chapter is the assertion that it is impossible to understand the full complexity of the nineteenth-century literary tradition without acknowledging that as the result of the expansion of the marketplace and the proliferation of collaborative modes of writing, the mid-to-late nineteenth century underwent a re-evaluation of the inherited Romantic constructs of authorship. It examines Walter Besant’s role as a central figure in this re-evaluation through his extended examinations of, and experiments with, collaborative authority, and the status of the author in general. This chapter discusses Walter Besant’s treatments of the topic of literary collaboration with close reference to his public commentary in the press and in his life-writing which expose and examine cultural—and some of Besant’s own—anxieties circulating at the fin de siècle about the perceived negative and disruptive effects of reading collaboratively written works. This chapter unpacks Besant’s ‘spousal’ collaborative model and situates Besant’s attitudes to literary collaboration against its marketplace contexts generally, examining how they compare with other contemporaneous literary and journalistic commentators’ treatments of shared writing across genres.

Optimizing Students’ Ability in Writing Recount Text Through Shared Writing Strategy using Social Media “Facebook” in The Eleventh Grade

In the Era of technology, social media is the most popular one. There are a lot of social media but Facebook has more users than others. Almost all students have Facebook and interested in learning using technology in the class, especially writing recount text. So that, the teacher chose a strategy was combined with the use of technology in teaching and learning process. Shared writing strategy was chosen as the strategy which can combine with social media “Facebook”. Therefore, this strategy is aimed at describing the implementation of shared writing strategy using social media “Facebook”, the students’ working writing recount text, and the students’ response to the use of shared writing strategy using social media “Facebook”. The design of this study was a descriptive qualitative. Field notes, checklist, students’ shared writing strategy using social media “Facebook”, students’ task, and interview were used as instruments of collecting data. To analyze the data, the researcher used data condensation, data display, and drawing conclusion. Some findings obtained from this study indicated the media is very useful and helpful. The students were interested with shared writing strategy using social media “Facebook” have done. The finding showed that the ability of the students was varied. Not all students reached the writing criteria from O’Malley and Pierce’s scoring rubric.

In the Light of Shared Words: Collaborative Writing in a Research Study on Student Voice in Spanish Schools

This article describes the process of collaborative writing between teachers and researchers which constitutes the final phase (results dissemination) of a qualitative-collaborative research project. This study was developed in Cantabria (Spain) with the purpose of promoting and analysing student voice experiences in various schools. The final process of collaborative writing was organised in two parts: one oral, based on an epistemic interview and a second moment of written production based on a shared writing of the report. This process of collegial writing facilitated a new reading and reappropriation of the described student voice experiences by the participants. It also constitutes a way of disseminating the research which challenges traditional social research methodology. The process of collaborative writing presented here has resulted in a book of teacher narrative reports which compiles some of these student voice experiences and is fundamentally aimed at other education professionals, such as teachers or school counsellors.