Idea Of Text Research Articles

The origin of centrality deficit in text memory and comprehension by poor comprehenders: a think-aloud study

The present study employed a think-aloud method to explore the origin of a centrality deficit (i.e., poor recall of central ideas) found in poor comprehenders (PC). Moreover, utilizing the diverse think-aloud responses, we examined the overall quality of text processing employed by PC during reading, in order to shed more light on the cognitive underpinnings underlying their poor comprehension and memory after reading. To address these goals, adolescents with good and poor comprehension, matched on reading (decoding) skills, were asked to state aloud whatever comes to their mind during the reading of two expository texts. After reading, the participants freely recalled text ideas and answered multiple-choice questions on the texts. Results indicated that PC exhibited lower performance than good comprehenders (GC) on the recall and comprehension tasks. The think-aloud protocols indicated that PC generated fewer responses than GC that reflect high-level, deep text processing, and more responses that reflect low-level, surface text processing. Furthermore, compared to GC, PC reinstated fewer prior text ideas, with this reduction being significantly greater for central than for peripheral ideas. Finally, the proportions of deep processing responses in general were positively associated with participants’ performance on recall and comprehension tasks. These findings suggest that PC exhibit poor text comprehension and memory, particularly of central ideas, because they construct a low-quality, poorly-connected text representation during reading, and produce fewer, less-elaborated retrieval cues for subsequent text comprehension and memory. This explanation is further illuminated in the context of previous findings and theoretical accounts.

TRANSFORMATION OF THE PARADIGMATIC STRUCTURE OF VOCABULARY OF PRETEXT IN REMAKES (BASED ON THE MATERIAL OF REMAKES OF THE STORY BY A. P. CHEKHOV «THE LADY WITH THE DOG»)

The purpose of this article is to identify and describe the characteristic features of a remake from the pointof view of the paradigmatic organization of its vocabulary in comparison with the organization of the vocabulary of primarytext. The object of analysis is the paradigmatic structure of remakes in comparison with paradigmatic structure of theprimary text and features of the transformation of lexical paradigms in remakes. The subject of this research is remakesof V. S. Tokareva and D. I. Rubina on the story of A. P. Chekhov «A Lady with a Dog». The article uses the methods ofparadigmatic and comparative analysis. The result of the study is the revealed differences in the paradigmatic structureof remakes compared to the primary text, consisting in a partial simplification of the paradigmatic structure, the removalof some paradigms of the primary text, or the merging of several paradigms into one. Also revealed are Features of thetransformation of the paradigmatic structure of the primary text in remakes, which consist in preserving the general featuresof the paradigm configuration, but changing specific methods for constructing this configuration are revealed also.In particular, if the original text has a paradigm contrast, expressed in a sequential alternation of opposed paradigms ele ments, the remake is preserved, however, the elements of opposite paradigms are differently located relative to each other.So, their alternation is not sequential, but chaotic, or the elements of one paradigm are extremely rare with respect to thenumber of elements of another. Thus, the general principle of paradigm configuration is preserved, however, the ways ofimplementing this principle are significantly different. Findings. While maintaining the basic paradigms of the primarytext and the basic principle of their configuration, the remake transforms the paradigms themselves and specific configurationelements. Due to such transformations, the ideas of the primary text can change significantly up to the inversion ofthe original intent of the primary text. The practical application of the research results consists in the ability to identifythe essential features of secondary texts of various types, to more clearly outline the boundaries between them.

The Triad in Dispute: Johannes Lippius, His Audiences, and the Disputatio Genre

AbstractThe reception of Johannes Lippius’s path-breaking conception of the triad chiefly relies upon his treatise Synopsis musicae novae. Yet Lippius first published most of his ideas in texts called “disputations,” whose genre-specific peculiarities have been overlooked. By situating Lippius’s writings within the early-modern university system, this essay reveals an important instance of how demands of audience and genre have shaped music theory and offers tantalizing glimpses of how the oral disputation may have encouraged Lippius to clarify his ideas, particularly in his recasting of the analogy between the triad and the Trinity.

Developing Teaching Instructions through the Practice of Lesson Study in Teaching Passive Voice

Conducting a study to find the best practices in teaching a topic through lesson study procedures provided insight about what to do in planning a lesson and how students learn in a set context. The present study offered strategies in teaching passive voice and explanations about how to deal with some problems in teaching this problematic topic. This study was conducted by following the steps of lesson study and obtained the data from pretest, the notes taken in planning, doing and reflecting. The participants were 40 English Education students at Universitas Papua. The results showed that the possible strategy in teaching passive voice was using text to discuss grammar. Before deciding to use a text, teachers should check the knowledge of students in grammar and students’ prior knowledge of topic in text. In teaching process, drawing students’ attention to the grammatical contsructions, the agent or the recipient of the action should be done after discussing the main idea and information in text in order to understand and use grammar in context.
 Keywords: Teaching Instructions, Lesson Study, Passive Voice

Processing and Memory of Central and Peripheral Ideas in Reading Comprehension by Poor Comprehenders

ABSTRACT This study was designed to examine the ability of poor comprehenders to identify, attend, and remember central and peripheral ideas during and after reading. To address these goals, good and poor comprehenders, matched on reading (word decoding) skills and non-verbal intelligence, read three expository texts, while their eye-movements were monitored during reading. Latencies and frequency of (re)reading central and peripheral ideas were measured to assess attention allocation during reading. After reading the three texts, participants were asked to recall, recognize, and rate the centrality level of text ideas, in order to assess the extent to which they store, retrieve and identify central and peripheral ideas, respectively. Findings indicated that poor comprehenders identified, (re)read and recognized central (as compared to peripheral) ideas to the same extent as good comprehenders, whereas their recall of central ideas was significantly lower than good comprehenders. This specific retrieval deficit is further illuminated in the context of their poor integration skills.

Transformations of a Text: Clive Barker’s Auto-Adaptations

The article focuses on Clive Barker’s strategy of auto-adaptation. Hellraiser (1987), Nightbreed (1990) and Lord of Illusions (1995) strongly correspond with the idea of the fl uid text. Two of these fi lms (Hellraiser and Nightbreed) are examples of transmedia storytelling. The article demonstrates that transformation should be considered as a key element not only of Clive Barker’s characteristic visual style, but also of his concept of text and identity (as well as of his concepts of body as text and text as body).

Reprobación y sátira del <em>gramático</em> en las letras áureas. I. Diálogos y tratados, fines del siglo XVI

En este artículo se analiza el desarrollo progresivo en textos en lengua castellana de una serie de ideas que consolidaron en España, a partir de la segunda mitad del siglo XVI, una visión profundamente negativa del gramático según había sido propuesto por el primer humanismo a finales del siglo XV: como un especialista que podía hacer aportaciones de alto nivel en disciplinas como el derecho, la medicina o la interpretación de las Sagradas Escrituras. Desde el Examen de ingenios, de Huarte de San Juan, o los Diálogos familiares de Pineda, y hasta sendos textos de principios del siglo XVII de Quevedo y Suárez de Figueroa, varios pensadores españoles insistieron en la presunta pedantería, ignorancia, falta de autoridad moral o incluso herejía de los gramáticos para desacreditar toda posible aspiración del uso de la ciencia del lenguaje en las disciplinas consideradas más serias e importantes.

JOYCEOV FINNEGANS WAKE I MCCARTHYJEV REMAINDER: KODIRANJE I JEZIČKO RASLOJAVANJE

JOYCE’S FINNEGANS WAKE AND MCCARTHY’S REMAINDER: CODING AND LANGUAGE STRATIFICATION The purpose of this paper is to consider the terms “code” and “language stratification” by analysing James Joyce’s Finnegans Wake and Tom McCarthy’s Remainder. A code is considered to be a transition from mimesis to meaning. The starting point of the analysis is the genre of Finnegans Wake and Remainder, and the state of fictional characters in these literary works. The paper argues that the fictional characters have a “rhetorically encrypted identity”, and furthermore considers methods with which this identity develops, and their consequences. The paper also shows how the technique of bricolage is used in Finnegans Wake and Remainder, and explains the connection between bricolage and encryption. The last part of the analyses explains the way in which Joyce’s and McCarthy’s texts use their literary language to self-reflect about the code the texts are written in. The code thus stays within the area of mimesis (and does not proceed to the area of meaning). This text also proposes the idea of a literary text as performative, which consequently changes the ontology of fictional characters in their respective literary works.

Validation of strongly presupposed text concepts in reading comprehension: Cleft constructions.

Accumulating evidence indicates that readers monitor the congruence and accuracy of text by processes of "validation." Validation is sometimes thwarted by the embedding of inaccuracies in sentence presuppositions (the ideas assumed by the writer to be previously familiar to the reader). However, we previously demonstrated that inaccurate sentence presuppositions inflate reading time (O'Brien & Albrecht's, 1992, "consistency effect") as much as focussed (nonpresupposed) concepts, which favours successful validation of sentence presuppositions (Singer, Solar, & Spear, 2017). Certain theoretical analyses posit that validation is particularly impeded by grammatical constructions that strongly distinguish presupposed and focussed information. Therefore, in 3 experiments, we scrutinized 1 class of such constructions; namely, clefts and pseudoclefts. Subjects read brief texts that presented cleft or pseudocleft target sentences which had critical ideas that either matched or mismatched a text antecedent. Reading time was uniformly inflated by inconsistencies in sentence presuppositions by margins similar to those of focussed text ideas. This indicates that readers effectively scrutinize strongly presupposed concepts. The outcome is discussed with reference to theories that highlight either successful or unsuccessful validation. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

SOUZA, Lícia Soares de. Pour une Géopoétique interaméricaine. Saint-Denis, Société des écrivains, 2019, 249 p.

Summary : This summary considers Licia Soares de Souza´s research on a new model of Urban Geopoetics. This models departs from the semiotics of culture, with its c enter on Semiosphere (LOTMAN, 1982), in which sign processes operate in a goup of many connected environments. The author proposes an inter-american geopoetics based on contemporary novels by Gervais, Mavrikakis, Segura, Proulx, Arcan, among others, who create genuine Montreal spacial figures. The novels analysed approach globalization in the Americas where the island of Montreal develops as an urban space susceptible of losing its French origin references. From the idea of a chess text whose pieces offer different movements on a hypodynamic board, the author priviledges the « flâneur horse » a figure that unstructures the well designed courses with the aim of superimposing images of the invisible city´s undergounds and of its visible surfaces and through them try to surprise a new geopoetic aesthetics. Key words : Urban geopoetics. Semiosphere. Montreal. Chess text. Flânerie .

Law, Freedom, and “Truth”: Eurasianist Philosophy of Law

ABSTRACT The conception of Eurasianist legal philosophy (1920–1930) represents an interesting but little studied phenomenon. Most researchers consider either the general features of Eurasianism or the individual legal views of Eurasianists without investigating their political and juridical ideas in the multiplicity of their manifestations. The author of this article attempts to fill in this gap by analyzing the concepts like “law,” “freedom,” “right-duty” (pravoobrazovannost’), and “positive law,” which are crucial for the Eurasianist concept of legal philosophy, revealing the contemporary reflection of the Eurasianist legal ideas in academic and publicistic texts.

Inventive formation of teachers in between ethical, aesthetic and political weavings of academic writing

The purpose of this work is to think about the thematics of the inventive formation of teachers crossed by the aesthetic activity of self writing. Therefore, we echo the question made by Maurice Blanchot when we confront the language of research in education linked to the requirement for its discontinuity, so that the written word is plural and involved with the movement of an aesthetic experience: “How to write in such a way that the continuity of the movement of writing might let interruption as meaning, and rupture as form, intervene fundamentally?” Two axes of analysis and intervention were investigated: the notion of self writing of Michel Foucault and the idea of text and outside the text of René Lourau. There are circles that aim to guide the reader in the trajectories of the research on inventive teacher formation and their diaristic fragments. The circles are not separated, but meet each other and resonate with the axes of self writing, of the text and of the outside the text, these being: research with; cartography; research diary and writing restitution. There are inventive resonances, where each diary fragment, more than being a fragment, is the expression of an action that constitutes effective practices open to intensities and differences. However, the work of the diary is reversed by taking it away from the standard, to be able to treat it closer to alterity, to the ethical, aesthetic and political subjectivity processes of inventive teacher formation.

The influence of Hesychast philosophy on the monks’ speech practice (the case of the epistolary texts of the Russian Orthodox monasticism of the 20th century)

This article deals with issues related to the interaction of language and religion, such as the influence of Hesychasm philosophy on the speech of Russian Orthodox monks, which shows itself primarily at the ideological level. Referring to the epistolary texts of Russian Orthodox monks-writers of the XX century, the author shows the features of the fundamental ideas of the religious and philosophical doctrine of Hesychasts represented in the language. It is stated that the main representatives of the Hesychast ideas in the epistolary texts of Russian Orthodox monasticism of the XX century are overwords units and words nominating these ideas, as well as derivatives of nominees. It is noted that representatives of the ideas of salvation, theosis, transfiguration, silence, seclusion, etc. belong to the Orthodox vocabulary corpus of spiritual and moral content. The author refers to the use of words and verwords units from the subject area of Hesychasm and specific etiquette speech formulas of greetings and farewells to the distinctive linguistic features of the epistolary texts of Orthodox monks-writers. The question of the influence of prayer making on monastic speech, which forms its distinctive character, is discussed separately: the monk's speech is unique in its prayerfulness and richness with prayers lexis (which reflects a deep mental immersion in prayer texts of different eras).

Kant e la Rivoluzione Francese: liberali e/o reazionari fra passione e storia

L’articolo nasce dal tentativo di trovare una connessione all’interno di parte della filosofia kantiana fra i tre termini di “passione”, “storia” e “Rivoluzione” (soprattutto francese). La sua intenzione fondamentale è quella di rispondere alle seguenti domande: che ruolo hanno le passioni nel sorgere della storia? E quale significato ha rappresentato la Rivoluzione Francese nel corso delle vicende umane? La ricerca si è occupata principalmente del commento di alcune delle nove tesi del testo kantiano Idea di una storia universale dal punto di vista cosmopolitico ma si è basata anche su altri testi del filosofo di Könisberg, quali Il conflitto delle Facoltà ed i Principi metafisici della dottrina del diritto. Essa si è articolata intorno ai seguenti punti: il ruolo della socievole insocievolezza nel far nascere la società e dunque la storia, il ruolo del popolo nel determinare la storia, la posizione kantiana a favore e poi contro la Rivoluzione Francese. Cercando di determinare se si possa mantenere una linea di sostanziale continuità, nonostante le differenze, nel pensiero kantiano sulla Rivoluzione Francese espresso nei testi sopracitati, l’articolo s’interroga anche sul rapporto fra procedere della ragione nella ricerca della conoscenza e della crescita morale, e filosofia della storia (ragionando particolarmente sul confronto fra l’idea di “fine” della storia e l’uso della ragione, un confronto mediato dal concetto di “organizzazione”).

DEVELOPING “MODERN RUSSIAN” LESSON PLANS FOR INTERNATIONAL STUDENTS SPECIALIZING IN PHILOLOGY

The article presents a plan for a lesson themed ““Orthoepy. Pronunciation norms” for international first-year students specializing in Philology. The teacher`s task is to prepare wouldbe philologists for their professional and pedagogical work. The lesson plan differs greatly from papers on similar topics because the author does not apply grammar-translation method, but introduces a systematic study of written texts and videotexts, as well as uses online services for creating tasks. The structure of the lesson includes the following components: input (introduction to the communicative situation using comprehensible language), doing pre-reading exercises, reading for the main idea of an authentic text, doing during and post-reading exercises, working with an authentic videotext, working with online services wizer.me and worditout. The plan of a 90-minute lesson contains a specially designed set of exercises. These materials can be useful for teachers of Russian as a foreign language who design materials for lessons on their own.

SOME PROBLEMS OF NEWS EDITING

The article deals with the problems of news editing, common errors, shortcomings and the reasons of this kind of mistakes. Use of an incorrect word in a text demonstrates that journalists need to know the meaning of every word they use. If this occurs because a journalist is inexperienced or young, the editor has to shoulder all the responsibility. An incorrect word, a phrase or a sign has been found to be confusing for readers in many circumstances. It is recommended that using words that can cause arguments or change the meaning of the text should be avoided. The phrases such as “the weight of a word, feeling the word” can be utilized in journalistic genres. A journalist, who knows the meaning of words and who can feel the word, can express his or her ideas in brief texts. This ability is developed because of non-stop reading, researching and editing frequently. In many circumstances, a word or a phrase, proverbs are used unsuitably. Correspondents are likely to use them without thinking or not understanding the real meaning. Sometimes, they cannot find words, which are “on the tip of their tongue”, but editors do. In conclusion, being an editor requires a person to have broad horizons, vigilance, attention to detail and high level of literacy and many other qualities. These qualities are formed through hard study. In order to achieve this,The Creative Union of Journalists of Uzbekistan and its regional offices, and relevant funds should work systematically. Apart from that, in order to reduce the number of errors editors make, it is vital to create dictionaries and handbooks for frequently made mistakes.

The Translatability of Some Expressions Used in Food Invitations in the Jordanian Society From Arabic Into English

It is the good translation that conveys the spirit and ideas of the original text in all honesty and accuracy and it is characterized by smoothness and clarity so that the reader does not feel the text as being transferred from another language. This study was conducted to demonstrate if it is possible to translate some expressions used in food invitations in the Jordanian society from Arabic into English and to explain the relationship between language and translation. It was based on the descriptive approach and reference to previous studies. It was concluded that there is difficulty in translating some of the terms used in food invitations and it was recommended by the study to conduct more research in this area.

Educational System Building in a Changing Educational Sector: Environment, Organization, and the Technical Core

The institutional environment of U.S. school systems has changed considerably over a quarter century as standards and test-based accountability became central ideas in policy texts and discourses about improving education. We explore how U.S. school systems are managing in this changed environment by focusing on system leaders’ sense-making about their environments as they attempt to build educational systems to improve instruction, the core technology of schooling. We identify the policy texts and discourses system leaders notice and their framings, interpretations, and uses of these cues as they build educational infrastructures to support more coherent instructional visions. We argue that school systems’ educational infrastructure building efforts were intended at coupling their systems’ formal organization with particular environmental cues in an effort to influence classroom instruction. In turn, we argue that these educational infrastructure building efforts can simultaneously be motivated by, and in pursuit of, institutional ritual and technical rationality.

Responding to a TOEFL iBT integrated speaking task: Mapping task demands and test takers’ use of stimulus content

Integrated speaking tasks requiring test takers to read and/or listen to stimulus texts and to incorporate their content into oral performances are now used in large-scale, high-stakes tests, including the TOEFL iBT. These tasks require test takers to identify, select, and combine relevant source text information to recognize key relationships between source text ideas, and to organize and transform information. Despite being central to evaluations of validity, relationships between stimulus content, task demands, and the oral discourse produced by test takers are yet to be empirically scrutinized to an adequate degree. In this study, we focus on a TOEFL iBT reading–listening–speaking task, applying discourse analytic measures developed by Frost, Elder and Wigglesworth (2012) to 120 oral performances to examine (a) the integration of source text ideas by test takers across three proficiency levels, and (b) the appropriateness of content-related criteria in the TOEFL integrated speaking rubric. We then combine analyses of these aspects of performances with a qualitative analysis of the generic structure and semantic profiles of stimulus texts to explore relationships between stimulus text properties and oral performances. Findings suggest that the extent to which content-related rating scale criteria distinguish between proficiency levels is contingent on stimulus text properties, with important implications for construct definitions and task design.

ANALYSIS OF THEME AND RHEME IN OPINION AND IDEA OF ANALYTICAL EXPOSITION TEXTS WRITTEN BY THE ELEVENTH GRADERS OF SMA N 4 MAGELANG IN THE SCHOOL YEAR OF 2018/2019

One of the important skills to be mastered by the students in learning English is writing skill because it is used to construct an academic text. However, most of the students have difficulties in writing process that will cause them do not produce texts as it should be. The term of textual meaning refers to theme and rheme. Theme and rheme can be used to make a well-organized paragraph in writing.The objectives of this research are to find out the realization of theme and rheme and the types of theme in opinion and idea of analytical exposition texts written by the eleventh graders of SMA N 4 Magelang in the school year of 2018/2019. The subject of this research is the students of XI Science 4 grade of SMA N 4 Magelang in the school year 2018/2019.The type of this research is descriptive qualitative, it allows the writer to make a personal assessment in form of descriptive text. Based on Gerot and Wignell’s theory (1994), there are three types of theme. They are topical theme that consists of marked and unmarked topical theme, then interpersonal theme, and textual theme. The result shows that marked topical theme has the lowest percentage, it is 2.47%. The first mostly applied theme is unmarked topical theme that has 50%. Textual theme has second range that is 38.27%. The last is interpersonal theme, showing the judgment of person, has 9.26% out of 100% percentage of theme.