Text Planning Research Articles

The temporary return to the homeland in Michael Ondaatje’s Running in the Family

Abstract This study concentrates on memory in Michael Ondaatje’s Running in the Family because it is the foundation for the whole novel. Ondaatje’s attempt creates a relationship with the past by performing all acts of the journey in physical and imaginary performances of listening and reproducing. His attempt depends on his own memory; however, his memory does not coincide with stories he has heard, and the historical documents tend to conflict with each other. In the interior of his travels, Ondaatje reveals the extent of his isolation and the impact of his displacement. As he narrates the stories, he faces difficulties in distinguishing between rumors and lies, in organizing fragments of knowledge, and in explaining challenges tied to his methods of cultural revival. These challenges are met in the non-linear and sometimes stunning text plans which he uses.

Child-level factors affecting rate of learning to write in first grade.

Written composition requires handwriting, spelling, and text planning skills, all largely learned through school instruction. Students' rate of learning to compose text in their first months at school will depend, in part, on their literacy-related abilities at school start. These effects have not previously been explored. We aimed to establish the effects of various literacy-related abilities on the learning trajectory of first-grade students as they are taught to write. 179 Spanish first-grade students (94 female, mean age 6.1years) writing 3,512 texts. Students were assessed at start of school for spelling, transcription fluency, letter knowledge, phonological awareness, handwriting accuracy, word reading, and non-verbal reasoning. They were then taught under a curriculum that included researcher-designed instruction in handwriting, spelling, and ideation. Students' composition performance was probed at very regular intervals over their first 13weeks at school. Controlling for age, overall performance was predicted by spelling, transcription fluency, handwriting accuracy, word reading, and non-verbal reasoning. Most students showed rapid initial improvement, but then much slower learning. Weak spellers (and to a lesser extent less fluent hand-writers) showed weaker initial performance, but then steady improvement across the study period. Transcription ability at school entry affects response to writing instruction.

Gêneros e multimodalidade: o papel do plano de texto para o ensino da leitura

Neste artigo, parte-se das propostas de Leal (2019) e de Gonçalves e Jorge (2019), com vista a contribuir para o ensino/ aprendizagem da leitura de textos multimodais. Para tal, articula-se a noção de plano de texto, equacionada como noção teórica e transposta como ferramenta de trabalho válida no âmbito do ensino da língua, com a de composicionalidade, evidenciando a interação entre o linguístico e as outras semioses. A articulação entre as duas noções possibilita trabalhar com textos multimodais, através de uma abordagem macro, para o nível contextual e, de uma abordagem meso/micro, para o nível configuracional. Pretende-se, com o presente contributo, melhorar as práticas de ensino/aprendizagem da leitura, em particular em textos com multiplicidade de linguagens, evidenciando como as diversas formas de interação entre o verbal e o não verbal são complexas e precisam de um trabalho faseado.

Dimensões argumentativas e interacionais da Linguística Textual em ambientes digitais

Esta resenha se propõe a apresentar os conceitos fundamentais discutidos na live intitulada Argumentação e interação em Linguística Textual. A partir de interfaces entre a Linguística Textual e outras abordagens científicas, aspectos como texto, gênero, interação e modalidades argumentativas foram discutidos, em convergência com os novos modos de argumentar em contextos digitais. Apoiadas em autores como Adam (2019), Amossy (2017), Paveau (2015) e Charaudeau (2015), as debatedoras da mesa redonda conseguiram associar os modos de argumentar e de interagir em contextos digitais a critérios como o plano de texto e o contrato de comunicação. Desse modo, a discussão empreendida pelas professoras durante a mesa redonda envolveu aspectos argumentativos, discursivos e interacionais, enfatizando a importância de se trabalhar com uma interdisciplinaridade focada nos atuais estudos em Linguística Textual.

A SURVEY OF CONSUMERS' PURCHASE INTENTIONS IN ADVERTORIALS PROMOTION IN COMMUNITY BUSINESS

Soft text promotion and planning has become one of the key factors in attracting consumers' purchase intentions. Soft text promotion includes the use of posters, videos, online live broadcasts and other related methods to achieve consumer purchase intentions. The most important part of community business is to establish a long-term partnership between buyers and sellers through these soft-text promotion methods. This paper is expected to issue 600 copies through questionnaires to see if consumers see the promotion of soft texts into purchase motives. Or the consumer in the purchase process, fancy a sense of identity with a certain brand. We have found that consumers are promoting their activities through soft papers, resulting in direct purchase intentions. The results show that consumers will look at the introduction of soft paper promotion and share information with other consumers. These factors will cause consumers to motivate to purchase intentions.

Assisting authors to convert raw products into polished prose

Being a notoriously complex problem, writing is generally decomposed into a series of subtasks: idea generation, expression, revision, etc. Given some goal, the author generates a set of ideas (brainstorming), which he integrates into some skeleton (outline, text plan, outline). This leads to a first draft which is submitted then for revision possibly yielding changes at various levels (content, structure, form). Having made a draft, authors usually revise, edit, and proofread their documents. We confine ourselves here only to academic writing, focusing on sentence production. While there has been quite some work on this topic, most writing assistance has mainly dealt with grammatical errors, editing and proofreading, the goal being the correction of surface-level problems such as typography, spelling, or grammatical errors. We broaden the scope by also including cases where the entire sentence needs to be rewritten in order to express properly all of the information planned. Hence, Sentence-level Revision (SentRev) becomes part of our writing assistance task. Obviously, systems performing well in this task can be of considerable help for inexperienced authors by producing fluent, well-formed sentences based on the user’s drafts. In order to evaluate our SentRev model, we have built a new, freely available crowdsourced evaluation dataset which consists of a set of incomplete sentences produced by nonnative writers paired with final version sentences extracted from published academic papers. We also used this dataset to establish baseline performance on SentRev.

The relationship between cognitive skills and reading comprehension of narrative and expository texts: A longitudinal study from Grade 1 to Grade 4

Following the increased emphasis on expository text in early grades, this study examined narrative and expository reading comprehension growth in a sample of children who were followed longitudinally from grades 1 to 4, with the goals of explaining potential differences in childrens overall performance and growth of narrative and expository text comprehension and identifying the cognitive factors that distinctly contribute to comprehension for each text type. We hypothesized that differences in reading comprehension growth of narrative and expository texts would be explained by various cognitive factors, specifically those related to executive functions (EF; e.g., working memory, planning/organization, shifting, and inhibition). At four annual time points, children (n = 94) read, retold (Recall), and answered questions (CompQ) about expository and narrative passages. Growth curve modeling was used to explore reading comprehension development across the two types of text. On average, results showed that children scored better on reading comprehension of narrative passages than they did on expository passages across all time points. After controlling for socioeconomic status (SES), vocabulary in 1st grade predicted 4th grade comprehension scores (Recall) for both narrative and expository passages, while word reading efficiency (WRE) in 1st grade predicted 4th grade comprehension scores (CompQ) for expository passages only. Additionally, WRE was associated with the growth of expository reading comprehension: children with higher WRE showed a faster growth rate for expository CompQ. The contribution of EF to text comprehension was largely confined to expository text, although planning and organization (measured using a direct cognitive assessment) in 1st grade also predicted 4th grade comprehension scores for narrative text Recall. For expository text comprehension, working memory, planning and organization, shifting, and inhibition (measured using a parent rating scale), predicted reading comprehension outcomes. Critically, 1st grade shifting and inhibition not only predicted 4th grade expository text comprehension (CompQ), but also modulated its growth rate: children with stronger shifting and inhibition had faster rates of growth. Together, these findings suggest that expository reading comprehension is (1) more difficult than narrative reading comprehension and (2) is associated with unique cognitive skills.

Underprotected Marine Protected Areas in a Global Biodiversity Hotspot

Summary Ocean health is critical for human well-being but is threatened by multiple stressors. Parties to the Convention on Biological Diversity agreed to protect 10% of their waters by 2020. The scientific evidence supporting the use of marine protected areas (MPAs) to conserve biodiversity stems primarily from knowledge on fully protected areas, but most of what is being established is partially protected. Here, we assess the protection levels of the 1,062 Mediterranean MPAs. While 6.01% of the Mediterranean is covered by protection, 95% of this area shows no difference between the regulations imposed inside the MPAs compared with those outside. Full and high levels of protection, the most effective for biodiversity conservation, represent only 0.23% of the basin and are unevenly distributed across political boundaries and eco-regions. Our current efforts are insufficient at managing human uses of nature at sea, and protection levels should be increased to deliver tangible benefits for biodiversity conservation.

OCENA TELEKOLABORACYJNYCH PROJEKTÓW PISARSKICH REALIZOWANYCH NA PLATFORMACH SYNCHRONICZNYCH

This article deals with the issue of assessment in the context of telecollaborative writing activities conducted on synchronous platforms such as Google Docs. Based on the research conducted by the author among secondary school students learning French, the attempt is made to discuss various areas of participants’ activity which can be subjected to assessment: text planning, text composition, project management through comments, linguistic corrections, etc. A conclusion is reached that the outcome of collaborative writing projects is greatly determined by how L2 students engage in the process of writing using Web-based word processing tools. In our opinion, it is impossible to consider the creation of a universal assessment grid suitable for all teaching contexts. Instead, a teacher willing to integrate such activities in his curriculum has to show a great deal of flexibility and adaptability.

Cognitive-pragmatic concept of artistic discourse (based on the language of Olga Kobylyanska)

The development of linguistics, a multidisciplinary approach to the coverage of linguistic phenomena have led to a change in the scientific paradigm – the discursive paradigm has come instead of text-centric one. In linguistics a philological discipline has been arised – discourse studies aimed at characterizing the speech communication of people in certain situations taking into account the unity of scientific approaches. The purpose of the article is to comprehend the author’s artistic discourse as a philosophical and humanitarian reality, to form a cognitive and pragmatic concept of artistic discourse. The polysemy of the term discourse makes it possible to use the concept of artistic discourse in two meanings – broad and narrow. Discourse1, or author's discourse, is a part of cultural space where semiotic units formed according to the laws of certain genres function, in which the author's knowledge, information, assessments, mentality as a representative of a certain sociocultural community are creatively and verbally reproduced and which have a pragmatic load. In a narrow sense discourse2 means a fragment of text (context). The cognitive aspect (knowledge, information, assessments, mentality in general) is realized in the plan of text – author, pragmatic – in the plane of text – reader, although we are aware that such a division is to some extent conditional. For effective analysis of artistic discourse in cognitive and pragmatic aspects we consider it`s necessary to enter into scientific circulation two abstract units – cognitema and pragmatema. Cognitema is a generalized unit in which a quantum of information about the world is realized (for example, thinking, color, mental state, etc.). Pragmatema is an abstract unit which has influence into the reader.

Obrada Bajke o labudu Desanke Maksimović u drugom razredu osnovne škole

The subject of research in this paper are the methodic possibilities of interpretation of The fairy tale about the swan, which is a compulsory school lesson in the second grade of primary school. More fairy tales by Desanka Maksimović are in the domestic lecturer for this grade, so in the first part of the paper the basics of poetics and methodical significance of fairy tales by our writer are given, and then theoretical topics for interpretation The fairy tale about the swan by Desanka Maksimović are brought. In the first and second grade of primary school when anylizing a fairy tale, it is methodic justified to use logical units that focus students' attention on parts of the text. In addition, during the interpretation, a text plan is created, which serves in the synthesis and for retelling. The aim of the paper is a methodical presentation of the processing of a fairy tale by logical units in the second grade of primary school on the example of The fairy tale about the swan by Desanka Maksimović.

МЕТОДИКА ПОДГОТОВКИ ЭССЕ В ФОРМАТЕ МЕЖДУНАРОДНЫХ ЭКЗАМЕНОВ ПО АНГЛИЙСКОМУ ЯЗЫКУ

Today experts with a high level of proficiency in a foreign language are considered in demand in the labour market. The level of foreign language proficiency is confirmed by a high test result of international exams in a foreign language. The essay is a mandatory part of international English language exams such as TOEFL, IELTS, and Cambridge Advanced English. We examined the requirements and assessment criteria for the essay writing exam task. The task assesses the level of speech skills formation necessary to create your own pieces of writing in a foreign language. As part of the research, we developed a technology for teaching writing based on a product-oriented approach. According to the technology we have identified the following stages of text production: task orientation, text planning, text writing, and text self-editing. We have also proposed a set of exercises aimed at developing following skills: task understanding, formulating the author’s point of view and its proving with relevant examples, planning a cohesive and coherent text, text division into paragraphs, highlighting of the paragraph’s main idea, development of the idea in the text, expressing ideas in the text logically in accordance with the rhetorical structure of English essay, usage of lexical cohesive means, text self-editing. This technology was tested during experimental training; its results prove the effectiveness of the proposed technology for teaching essay writing according to international English language exams requirements.

Organizadores textuais e plano de texto: a forma e

Situated within the theoretical framework of Sociodiscursive Interactionism, this paper focuses on the role of textual organisers as elements that contribute to the identification of the text plan. The notion of textual organisers has been addressed by various authors and there are still several terminological variations and different categorisation proposals. Based on a qualitative textual analysis, this article discusses the functioning of the form and (e in Portuguese), in order to demonstrate that the functions of textual organisers are constituted on the textual level and that their categorisation has fluid boundaries.

SmokefreeTXT for Homeless Smokers: Pilot Randomized Controlled Trial.

BackgroundHomeless smokers want to quit smoking but face numerous barriers to doing so, including pervasive smoking among peers and a lack of social support for quitting. An SMS (short message service) text messaging intervention could address these challenges by providing virtual daily support for homeless smokers who are trying to quit but coping with multiple triggers to smoke.ObjectiveThis study aimed to assess whether a free SMS text messaging program, added to evidence-based pharmacotherapy and counseling, improved smoking abstinence among homeless adult smokers.MethodsFrom October 2015 to June 2016, we conducted an 8-week pilot randomized controlled trial (RCT) of nicotine patch therapy and weekly in-person counseling with (n=25) or without (n=25) SmokefreeTXT, a free SMS text messaging service administered by the National Cancer Institute (NCI) at Boston Health Care for the Homeless Program. All participants were provided with a mobile phone and a 2-month prepaid voice and text plan at no cost. SmokefreeTXT enrollees were sent 1 to 5 automated SMS text messages daily for up to 8 weeks and could receive on-demand tips for managing cravings, mood symptoms, and smoking lapses. The primary outcome was smoking abstinence, defined as an exhaled carbon monoxide count of <8 parts per million, assessed 14 times over 8 weeks of follow-up, and analyzed using repeated-measures logistic regression with generalized estimating equations. Other outcomes were use of SmokefreeTXT, assessed by data obtained from NCI; perceptions of SmokefreeTXT, assessed by surveys and qualitative interviews; and mobile phone retention, assessed by self-report.ResultsOf the SmokefreeTXT arm participants (n=25), 88% (22) enrolled in the program, but only 56% (14) had confirmed enrollment for ≥2 weeks. Among 2-week enrollees, the median response rate to interactive messages from SmokefreeTXT was 2.1% (interquartile range 0-10.5%). Across all time points, smoking abstinence did not differ significantly between SmokefreeTXT and control arm participants (odds ratio 0.92, 95% CI 0.30-2.84). Of SmokefreeTXT enrollees who completed exit surveys (n=15), two-thirds were very or extremely satisfied with the program. However, qualitative interviews (n=14) revealed that many participants preferred in-person intervention formats over phone-based, found the SMS text messages impersonal and robotic, and felt that the messages were too frequent and repetitive. Only 40% (10/25) of SmokefreeTXT arm participants retained their study-supplied mobile phone for the 8-week duration of the trial, with phone theft being common. Storing and charging phones were cited as challenges.ConclusionsSmokefreeTXT, added to nicotine patch therapy and in-person counseling, did not significantly improve smoking abstinence in this 8-week pilot RCT for homeless smokers. SMS text messaging interventions for this population should be better tuned to the unique circumstances of homelessness and coupled with efforts to promote mobile phone retention over time.Trial RegistrationClinicalTrials.gov NCT02565381; https://clinicaltrials.gov/ct2/show/NCT02565381 (Archived by WebCite at http://www.webcitation.org/78PLpDptZ)

Language Inequality and the Use of Standard Language

This paper deals with linguistic inequality and the use of standard language. Language inequality has a wide and multifaceted meaning with several interpretations. It should be noted that the habits of informal use of the language do not define all inequality because the same user in another circumstance may use the language standard and manage to indicate a certain degree of use of the language. From the research with students of Albanian language, it turns out that these students, starting from the first year of the studies, show the efforts, the ability and the skills of using the linguistic standard despite a linguistic conformism. Linguistic individuality highlights the linguistic inequality.&#x0D; Language inequality has linguistic or limited language deficits on written and speech discourse. Meanwhile, the text sublimates the individual skills of writing, brainstorming, text planning, linguistic coherence and cohesion, according to an elaborate linguistic code. Furthermore, we see that language inequality is relative, because everyone who writes or speaks, under certain conditions, has his / her linguistic competence and individuality. In my research on students` texts are noticed some elements dealing with linguistic inequality and use standard language.&#x0D; Key words: Language Competence, Standard Language, Language Inequality, Language Deficit, Restricted Code, Elaborated Code.

A proposta de plano(s) pré-formatado(s) para um gênero aplicada a um caso de intertextualidade

The studies of Jean-Michel Adam have contributed to many analytical distinctions in the field of textual Linguistics in the last decades. Concepts such as sequences and text plans, among others, are frequently taken up by studies mainly related to questions involving discursive genres. In these limits, this article aims at describing the main points presented by the author for the concepts of sequence, text plan, and genre, intersecting a presentation of the author’s reprint (2017) of Les textes, types et prototypes with a post-doctoral investigation that deals with a possible definition of a pre-format plan for a genre. For exemplification and analysis, we use an analytical scheme created on the basis of the concepts of the author and the definition of the genre of discourse by Bakhtin. The created proposal allows for an analysis at different levels, delineating more central aspects to the establishment of a pre-formatted plan for certain genres with fixed text plan marks and/ or indication of intertextuality. Keywords: pre-formatted plans, genres, intertext, fables.

Organizadores textuais e plano de texto: a forma e

Situated within the theoretical framework of Sociodiscursive Interactionism, this paper focuses on the role of textual organisers as elements that contribute to the identification of the text plan. The notion of textual organisers has been addressed by various authors and there are still several terminological variations and different categorisation proposals. Based on a qualitative textual analysis, this article discusses the functioning of the form and (e in Portuguese), in order to demonstrate that the functions of textual organisers are constituted on the textual level and that their categorisation has fluid boundaries.

Complex structures of the virtual in the formation of an associative-figurative plan of a musical work

Complex structures of the virtual in the formation of an associative-figurative plan of a musical work

A escrita na universidade: dificuldades na redação do vestibular e perspectivas para alunos do curso de Direito

Neste artigo, refletimos sobre dificuldades de escrita de alunos ingressantes de uma universidade brasileira. A partir dos dados levantados em resultados de vestibular para curso de Direito e da análise de uma redação, propomos reflexões que orientam o trabalho de escrita na universidade, com vistas à superação das referidas dificuldades. Os procedimentos analíticos que adotamos conjugam noções de plano de texto (ADAM, 2011) e de contexto (VAN DIJK, 2012; 2016), bem como estudos sobre revisão de escrita (PINTO, 2015; HEURLEY, 2006). Para a discussão, recorremos a uma redação retirada de corpus constituído por redações de um processo seletivo de 2017 para o curso de Direito.

Distributed Cognition and Embodiment in Text Planning: A Situated Study of Collaborative Writing in the Workplace

Through a study of collaborative writing at a student advocacy nonprofit, this article explores how writers distribute their text planning across tools, artifacts, and gestures, with a particular focus on how embodied representations of texts are present in text planning. Findings indicate that these and other representations generated by the writers move through a spectrum of durability, from provisional to more persistent representations. The author argues that these findings offer useful insights into the relationships among distributed cognition, materiality, embodiment, and text planning and have implications for practitioners and students of writing. Additionally, the author recommends that scholars further investigate the ways in which embodied representations of texts are generated through lived experiences with the materials of writing.