awej 5 no.4 full issue 2014

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AWEJ Volume.5 Number.3, 2014The Effects of Writing Intervention ProgramSamaranayake & Gabaynowww.spss.comSwales, J. (1990). Genre Analysis. Cambridge: Cambridge University Press.Tessema, K.A. (2005). Stimulating Writing through Project-Based Tasks. English TeachingForum, 43 (4), 22-28.Urzua, C. (1987). “You Stopped Too Soon”: Second Language children Composing andRevising, TESOL Quarterly, 21 (2), 279-303.(http://www.hct.edu.om/about/the-college).Williams, J. (2005). Teaching writing in second and foreign language classrooms. The McGraw-Hill Companies, Inc.Yan, G. (2005). A Process Genre Model for Teaching Writing. English Teaching Forum,43 (3). Retrieved April 24, 2013, fromhttp://exchanges.state.gov/forum/vols/vol43/no3/p18.htmZamel, V. (1983). The Composing Processes of Advanced ESL Students: Six Case Studies.TESOL Quarterly, 17 (2), 165-187.Arab World English JournalISSN: 2229-9327www.awej.org145
AWEJ Volume.5 Number.4, 2014Pp. 146-171Dialogic Signs of Resistance: a Case Study of Reading Joseph Conrad’s Heart ofDarknessAyman Abu-ShomarEnglish Department, Faculty of Language and TranslationImam Muhammad Ibn Saud Islamic University, Riyadh, Saudi ArabiaFatin AbuHilalEnglish Department, Faculty of ArtsYarmouk University, JordanAbstractDialogic criticism constitutes an ideal case for reading and interpreting literary texts as it doesnot talk about the text but to the text or more precisely with the text so that neither voice isexcluded. It, according to Clifford, proposes a reading transaction that is precisely the spacereaders wish to explore as the borderland between „self‟ and „other‟ and a potent location to askquestions and have discussions. Both the reader and the text are opened, exposed, and the „self‟is strengthened rather than diminished. For a further investigation into these claims, a case studythrough the application of participant observer is conducted on four groups of graduate studentsin a „post-colonial‟ educational setting to explore their dialogic engagement with a literary text.We contend that „dialogic readers‟ go through a complex cultural exchange whose identitiesconstructed not as an „archaic survival‟ (Clifford), but as an ongoing process, politicallycontested and historically unfinished. Such a proposal could be taken up as providing sufficientpower to guide literary criticism particularly in post-colonial educational contexts, andcontributes to the field of literary theory and criticism. It also provides readers of an alternativeapproach to textual meanings and analysis.Keywords: Dialogism, dialogic criticism, post-colonialism, literary criticism, classroomliteratureArab World English JournalISSN: 2229-9327www.awej.org146
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