IMPACT : International Journal of Research in Humanities, Arts and Literature

1-14

Authors: MESFIN ABERRA

Currently foreign language learning in general, writing skills development in particular has strong role in solving social problems in the society. Learner-centered writing classes where the principles of modern communication are implemented through active teacher-to-student and student-to-student interaction, a number of deep-rooted misconceptions established in the society for time immemorial can get at least rudimentary remedial solutions. Accordingly, the major objective of this study was to investigate the extent to which both writing instructors and students endavoured in alleviating gender-biased dictions on both impromptu and extemporaneous essays produced for a variety of purposes. The study was designed largely in harmony with the principles of quantitative method. Consequently, the researcher decided to employ sample essays written by the students and questionnaires administered to both Advanced Writing Skills course instructors and students who were taking the course as major data gathering tools. For the purpose of triangulation, however, semistructured interviews conducted with both writing instructors and students were used as additional data collecting tools to get qualitative data. In like manner, 58.3 % of the sample essays which were written by the students consisted of male referenced topics such as “Everyone has his own way”. In using pronouns, 66.6% of the essay writers used masculine pronouns (he/him) more frequently to represent both sexes. Similarly, while they were using common nouns, 82.5% of the writers did not give attention to appropriate gender-fair expressions that suit both sexes. In further investigation, 75.8% of the writers preferred to select male major characters such as Haile Gebresillassie, Tilahun Gessesse, Haylom Araaya, PM Meles Zenawi, inter-alia., in their biographical essays. The other mind striking finding was that 80% of the respondents utilized the occupation titles such as engineer, pilot, president, etc., to refer to only males. When we look into the data from the instructors’ questionnaire, 50% of them confirmed that they did not frequently guide their students how they had to use appropriate gender-fair expressions when they produced various types of essays. In the same way, the data from students’ questionnaires revealed that instructors of the course did not give any guideline as to how they had to use appropriate gender expressions. Further, the data collected through interview indicated that most writing instructors considered genderunfair expressions on students’ writing as merely a problem of diction. In conclusion, the issue of gender in the course, Advanced Writing Skills classes in four of the universities selected for this study, has not yet got full attention

43-56

Authors: ABOSSEDE PAULETTE OKPEICHA-GNANVI

Literature is a similacrum of reality and every work of arts is a product of its social and cultural milieu. Consequently, every writer is a product of his/her social, political and historical environment. In Igbo traditional societies, women face patriarchy. Thus, whether in fiction or in reality, it was the privilege of men to promote their perspective. Moreover, they convey their philosophy instead of highlighting both theirs and that of women. As a reaction to such a situation, women embrace the art of writing leading to the birth of movements such as feminism. Chimamanda’s aim is to correct and improve women’s living conditions in a patriarchal society where they are deprived of their rights and liberty. My aim in this paper is to stress the ideas behind Adichie Chimamanda’s male and female characters through events in Purple Hibiscus and Half of a Yellow Sun. These hidden ideas connote feminism that aims at freeing women from their patriarchal chains

67-76

Authors: JOLLIE N. ALSON

The study determined the Level of Job Satisfaction (JS) and its relation to Sense of Religiosity of the employees. The Range of Affect Theory Model of Edwin Locke was used to find out what an employee looks for in a job, what an employee may found in a job and what the job really offers. Level of Job Satisfaction was measured in five (5) aspects: compensation, promotion, supervision, social climate, and attractiveness of the task consisting of twenty-six (26) items using the Job Descriptive Index (JDI) developed by Smith, Kendall and Hulin. Modifications were derived from the Philosophy of the institution to include questions on sense of religiosity. Ninety-five percent (95%) or sixty-two out of sixty-five regular non-teaching personnel and faculty members in their Summer Incentives (SI) and Enrollment Advisers (EA) Programs actually participated in the study. Four (4) aspects of Job Satisfaction posted a Very Satisfactory (VS) rating. Employees considered the task they are currently assigned as the most attractiveness and satisfying, working for the institution is like working in a big family. Compensation however is moderately satisfying but posted a High Positive Correlation to their Sense of Religiosity