School Texts Research Articles

The Reception of Cicero in the Early Roman Empire: The Rhetorical Schoolroom and the Creation of a Cultural Legend by Thomas J. Keeline

412 PHOENIX propose that, in spite of wealth, the urbanized Roman lifestyle led to deteriorating health during the empire; he concludes that further evidence and analyses are required. In the final chapter he succinctly summarizes his main arguments and places them in an even broader context, suggesting that the impact of private-order enforcement may have reduced economic performance and stifled innovation. Overall, Terpstra’s work is credible, rational, and particularly stimulating at both the micro- and macro-economic level. While it is well argued, sometimes one wonders whether the broad strokes with which he paints his picture of the ancient Mediterranean economy are adequately served by the theoretical approaches and the quantitative evidence that he uses. Although generally reasonable throughout, in Chapter Five this approach becomes rather more precarious: for instance, “economic trust” should perhaps have been considered in the context of social capital,4 and the links between the destruction of sanctuaries and the trade diasporas who used them are arguably speculative. He may well be correct—admittedly, I suspect there is something in what he says—but the evidence is hardly definitive. Minor quibbles aside, however, this book is a thoughtful and thoughtprovoking addition to the study of ancient Mediterranean economies. MacEwan University Matt Gibbs The Reception of Cicero in the Early Roman Empire: The Rhetorical Schoolroom and the Creation of a Cultural Legend. By Thomas J. Keeline. Cambridge: Cambridge University Press. 2018. Pp. xii, 375. Thomas Keeline's new book is avowedly about a “shadow,” but a “towering shadow” (2): the figure of Cicero as it was created and deployed in schoolrooms (and beyond) in roughly the century and a half following Cicero’s death. Engagingly and entertainingly written, this book synthesizes, and brings a contemporary reception studies approach to, previous scholarship on the legend of Cicero, drawing on underappreciated texts to reconstruct the pedagogy of the rhetor’s classroom—how elite adolescent males learned the arts of oratory and advocacy via a curriculum based on studying the speeches, and a version of the life, of the greatest advocate and orator of all. The introductory chapter expounds the book’s core argument: the rhetorical schoolroom was central to the creation of the Cicero legend starting in the years just after his death, framing what the figure of “Cicero” was and could be. This figuration persisted at least into the age of Trajan, providing “a wealth of material that could be accommodated by enterprising speakers to the demands of the case at hand” (10). In Chapter One, “Pro Milone: Reading Cicero in the Schoolroom,” Keeline shows that, through the first century c.e. and likely beyond, Cicero’s great undelivered speech Pro Milone was a foundational school text studied by students under the tutelage of the rhetor, providing a model of powerful, persuasive, eloquent oratory. Keeline’s demonstration is compelling and novel. Through an extraordinarily careful reading of the surviving commentaries on this speech by Asconius and in the Scholia Bobbiensia, supported by incidental remarks in Quintilian, Keeline reconstructs the concerns and even the curriculum of the rhetor’s classroom. The chapter’s organization follows the structure of the speech itself, as Keeline demonstrates how ancient teachers introduced the speech, and 4 On which, see R. D. Putnum, Making Democracy Work (Princeton 1993) 167. BOOK REVIEWS/COMPTES RENDUS 413 then how they and their students worked with the exordium, praeiudicia, narratio, argumentatio , and peroratio. Teachers were especially interested in the rhetorical strategy and argumentation of the speech, as well as its execution; hence teachers (and commentators) acknowledge Cicero’s lies and deceptions, yet turn them into rhetorical virtues that show how one goes about persuading an audience even when one has a bad case. In Chapter Two, “Eloquence (Dis)embodied: The Textualization of Cicero,” Keeline covers territory that is more familiar. He discusses how the figuration of Cicero that emerged in the rhetorical classroom simplifies and schematizes the highly complicated living orator, person, and politician—producing a kind of cartoon, crafted for student consumption, of “The Apotheosis of Eloquence.” This textualized Cicero was crucial for the second key activity of the rhetor’s classroom, namely declamation—the practice of composing speeches of one’s own on set...

Print or Electronic, Reading Is Indispensable: Case of Ibeku High School Umuahia Abia State

The study examined reading of Print and Electronic information materials among senior secondary school students of Ibeku High School Umuahia Abia State Nigeria. Literature review focused on identification of reading materials in school library of Ibeku High school, the student’s reasons for reading, and challenges that affect student’s reading. The research design used in this study is descriptive survey. The population is 430 which is the entire senior secondary students (one 225 and two 205) respectively. Total sample size of 172 was drawn which is 40% of the total population. 172 copies of questionnaires were administered and 164 copies returned which represent 95.3% return rate. The result was analyzed using tables and simple percentage. The findings of the re-search revealed that school text books are the major library collection 108 (65.9%). Others are magazine 4 (2.4%), Newspapers 16 (9.8%), Electronic in-formation materials 4 (2.4%). Reasons for reading reveal the following: To de-velop communication skill 116 (70.7%). Personal research for self development had 104 (63.4%), to pass examination 85 (51.8%). Among challenges to reading major one the students indicated was lack of personal reading materials 103 (62.8%). From the findings it was obvious that reading culture for pleasure and self development cannot be achieved because the print and non print materials for such are not available. The study made the following recommendations as possibilities in equipping school library with print and electronic information materials: The government being owner of public schools should be committed in funding the school library as well as directly sending print and non print information materials to schools. Teaching and learning are not done in vacuum school principals and teachers should not be less concerned in equipping the school library. They should make the government realize the need for learning materials which include print electronic books and audio visual materials. School administrators should solicit for assistance from parents through the parent teacher forum; the school administrators should as well contact donors to assist; public libraries by their mandate caters for the information need of the entire citizen to which secondary school teachers and students are among. The school administrators should contact the public library to come to their aid because public libraries’ mandate covers provision of information materials to public schools.

Pengembangan Modul Berbasis Proyek Pada Pembelajaran Menulis Siswa Kelas XI Semester Ganjil SMA

This aims reserch (1) to develop a project-based module on writing learning for high school students in class XI odd semester, (2) to describe the feasibility of project-based modules in writing learning for high school students in grade XI odd semester. The method used in this research is R & D. The research was carried out with seven steps in the research procedure through observation, interviews and questionnaires in three schools in Metro City, each of which represented superior, good and sufficient schools in the 2018/2019 Academic Year. . The results of this study are teaching material products in the form of a project-based module and an average rating of 89% with a feasible category to be tested on students. Teachers and students from three schools rated the teaching material products in the form of writing modules as feasible to be used in learning to write odd grade XI high school texts.

El discurso de lo “negro” y lo “afro” en el texto escolar colombiano (1991 – 2008)

This article presents the process in which the black and afro discourse emerges in school texts. The images and texts are taken as primary archives to give an account of its context and structure. Likewise, the surrounding discourses between 1991 and 2018 are highlighted. The research is taken from the archeological and genealogical perspective showing the tensions in social and educational areas. It also shows how school texts has become a device for sustaining the hegemony of racism and discrimination which for years had in teaching the idea of black people anchored to the Colony.

Vocabulary Work in the Process of Analyzing Literary Texts (On the Material of the Modern Textbook for a Multiethnic School)

The purpose of the study is to determine the main directions and prospects of developing vocabulary work based on literary texts in a multi-ethnic school.Research Methods: the systematic method, theoretical and content-analysis. In accordance with its objective, the research was carried out on the basis of the analysis of contents and teaching and learning materials concerned with the study of literary texts in modern textbooks aimed at the learners of multi-ethnic schools belonging to different languages and nations.The necessity for a special work with culturological vocabulary in the course of the comprehensive analysis of literary texts in multi-ethnic schools is justified, the role of culturological commentary in the perception of a literary text by learners for whom Russian is not their first language is defined, examples are given.

Práticas de escrita: diálogos entre ciências da linguagem e ensino/aprendizagem de língua

Este artigo apresenta, inicialmente, o conceito de gêneros do discurso na obra de autores do Círculo de Bakhtin, em relação às noções de diálogo, esfera de atividade e sujeito, destacando seu caráter de heterogeneidade. A seguir, discute a atualização desse conceito na escola, especialmente em práticas de escrita, e defende a necessidade de se buscar a presença do sujeito no texto quando da abordagem dos gêneros do discurso na produção de textos na escola.

‘A estrela cadente da comédia nova” (ap 2. 362): sobre o sucesso de Menandro no período imperial

O presente artigo pretende examinar a recepção de Menandro no período imperial. Para isso, são trazidos exemplos pictográficos e literários que confirmam a popularidade do comediógrafo, argumentando-se que o sucesso e a posterior derrocada de Menandro estão intimamente ligados ao uso escolar que foi feito das comedias. ---DOI: http://dx.doi.org/10.22409/cadletrasuff.2018n56a531

Diversidade e densidade lexical em textos escritos por alunos recém-alfabetizados: um estudo descritivo de produções individuais e em díades

A Diversidade Lexical (DiL) e a Densidade Lexical (DeL) podem caracterizar textos pertencentes a um determinado genero, relacionando-os com sua riqueza lexical e com a quantidade de informacoes que contem. Este estudo pretende analisar a presenca desses dois aspectos em textos produzidos por alunos portugueses de 7 anos de idade na mesma sala de aula (2o ano), estudando textos escritos individualmente e em diades. A partir de oito propostas de producao textual, nas quais o professor pediu a 12 alunos que inventassem historias, constituimos um corpus com 24 producoes individuais e 36 producoes em duplas. A unidade de medida adotada para DiL foi a TTR. Para calcular a DeL, foi dividido o numero total de itens lexicais pelo total de palavras escritas em cada texto produzido. Os resultados obtidos mostraram que a DeL entre os textos individuais e os textos em dupla e estavel, sem variacao significativa. No entanto, para DiL, esses textos mostram uma maior variacao, e uma relacao inversamente proporcional. Comparando apenas as producoes individuais, verificou-se uma tendencia para o aumento da DeL, especialmente nas producoes que tiveram baixa pontuacao na 1a proposta. Foi perceptivel uma tendencia de aumento da quantidade de palavras entre as duas producoes individuais dos alunos. Apesar de esse fato sugerir que os alunos comecaram a escrever textos mais longos, a tendencia decrescente de DiL permaneceu ao longo das producoes.Palavras-chave: texto escolar, escrita colaborativa, densidade lexical, diversidade lexical.

THEME AND THEMATIC PROGRESSION IN STUDENTS’ RECOUNT TEXTS

This study aims to investigate the Theme and Thematic progression patterns in students’ recount text in a state vocational school in Bandung. This study employs a descriptive-qualitative research design. The data were obtained from a collection of students’ texts. This study uses the theory of Theme system developed by Halliday (1994) and the theory of Thematic progression proposed by Eggins (2004) as the framework to analyze the data. The findings showed that the Theme and Thematic progression supports the character of Recount text written by the students to some extents: the Topical Theme represents the students’ ability to deliver what the text is about, the Interpersonal Theme helps students declare their personal comments, while the Textual Theme showed the students’ ability to develop the logical relationship between clauses and make their texts more cohesive and coherent. In terms of thematic progression patterns, the Theme Reiteration pattern signposts that the students tend to make the text focus by repeating the same element as Themes; the Zig Zag pattern showed that the students introduce newly information by promoting the Rheme in a clause to the Theme in the subsequent clause, and the Multiple Theme pattern specifies that the students develop the texts well according to the prior plan before writing those ideas in the text.

RETEXTUALIZAÇÕES MULTIMODAIS: Ensaios com Estudantes do Ensino Médio

A produção de textos na escola sempre se caracterizou como uma atividade complexa, tendo em vista a demanda de se contemplar os usos sociais da linguagem e dos multiletramentos. Por conta dessa dificuldade, infelizmente, o que vemos é um ensino nada sistemático e progressivo da escrita, um ensino que não mobiliza as habilidades que envolvem a competência do escrever e não explora as diversas linguagens e semioses que estão à nossa disposição na contemporaneidade. O texto dissertativo-argumentativo cobrado pelo Enem, tão requisitado atualmente, reforça ainda mais um ensino pragmático e irreflexivo sobre o exercício da escrita. Tendo em vista esse contexto, o presente trabalho apresenta uma discussão e análises a respeito do procedimento de retextualização multimodal na tentativa de verificar como estudantes do Ensino Médio retextualizam um texto predominantemente verbal em textos multimodais. Por fim, constatamos a importância de levar para a sala de aula atividades que mobilizem outros tipos de linguagem para além do texto verbal e a possibilidade de mesclar essas atividades com as demandas exigidas pelos alunos, no caso, a redação do Enem.

Children's Early Decontextualized Talk Predicts Academic Language Proficiency in Midadolescence.

This study examines whether children's decontextualized talk-talk about nonpresent events, explanations, or pretend-at 30months predicts seventh-grade academic language proficiency (age 12). Academic language (AL) refers to the language of school texts. AL proficiency has been identified as an important predictor of adolescent text comprehension. Yet research on precursors to AL proficiency is scarce. Child decontextualized talk is known to be a predictor of early discourse development, but its relation to later language outcomes remains unclear. Forty-two children and their caregivers participated in this study. The proportion of child talk that was decontextualized emerged as a significant predictor of seventh-grade AL proficiency, even after controlling for socioeconomic status, parent decontextualized talk, child total words, child vocabulary, and child syntactic comprehension.

Reading to the soul: narrative imagery and moral education in early to mid-twentieth-century Queensland

This paper examines the way in which narratives, including stories and poetry, have been used in school texts relating to moral instruction. The paper will draw on texts used in Queensland classrooms in the early part of the twentieth century to demonstrate the ways in which description of sights and the experiences of the senses, and of exaggerated consequences, are used in narratives and poems with the intention of imparting moral lessons. The texts analysed include both those used in ‘Civics and Morals’ lessons and the Queensland School Readers, a long-running series of classroom readers designed to suit the unique needs of the state’s children.

حدود النص في الدرس اللساني الغربي

We will study in this paper a reality lesson westerly text, because we found that modern linguistics based text which is the legitimate representative of the language, because it's fertile ground, Open Analysis allows an integrated text, consistent and coherent relationships between governs total sequences, and the interdependent mechanisms make enticing reader, And invites him to access his world harmonic beats. It has become fertile text dynamically, so contemporary language schools appeared most were school texts, which was focused on major linguistic unity as a sentence, Which was focused on linguistic unity as a sentence, overtaken by going up to a larger unit in text.

Primer Congreso Pedagógico Nacional Colombiano de 1917. Una mirada a sus tensiones y avances

El presente artículo recoge, en retrospectiva, la experiencia del Primer Congreso Pedagógico Nacional realizado en Colombia en 1917. Se ubican cuatro tensiones fundamentales: el manejo de las escuelas normales, los métodos de enseñanza, los textos y los programas escolares y, por último, las tensiones entre dos formas de pedagogía, la conservadora y la liberal. Además, se señala como uno de los avances principales la creación, en marzo de 1927, del Instituto Pedagógico Nacional, que al trasegar por el método Montessori y fomentar los principios de la escuela activa contribuyó a la modernización de la pedagogía en el país y, hacia mediados de siglo xx, la conformación de la Universidad Pedagógica Nacional (UPN).

Folk Ideas and Worldview Inscribed in a Selection of Folktales Attributed to the Muslim Community of the East Coast of Sri Lanka

Seeming absence of focused scholarly intervention has not deterred folklorists from considering, orally transmitted imaginative speech acts—such as folktales—as a specific community’s“ autobiographical ethnography” (Dundes,2007) or their own descriptions of themselves(Dundes,2007). In Sri Lanka, (Sinhala) folktales are an essential feature in school texts books, children’s newspapers, mass media, and Sinhala folktale collections are frequently released for public consumption with some prominent bookshops offering exclusive shelf space for this genre. A collection of Sri Lankan folktales attributed to a specific geography and an ethnic community is the focus of this study. The collection is titled Digamadulle Muslim Janakatha and its collector/compiler is Gunasekera Gunasoma, a popular folktale collector in Sri Lanka, and a fiction writer. Gunasoma offers 16 folktales collected from Digamadulle in this book and his endeavor could possibly be the first such collection of folktales attributed to the Muslim ethnic community living in Digamadulle, or for that matter anywhere else in Sri Lanka. The present study attempts to extract the cultural postulates featured in these tales, theoretically identified as ‘folk ideas’ and ‘worldview’ by folklorists. Using definitions of the folklorist Allan Dundes, this study undertakes a close reading of the folktale sample under consideration to comprehend how the Muslim story tellers/creators/listeners of Digamadulle perceived and imagined the ‘world’ and its nature. Scholar Samarsinghe’s (2014) view that folktales facilitate ‘social cohesion’ would also play into the motivations of this study, whose primary objective is cultural comprehension.

Changes in attitude: Evaluative language in secondary school and university history textbooks

There is much disagreement among education specialists about how history textbooks should represent the past and engage with alternative perspectives toward it at different stages of schooling. This article reports findings from a quantitative study comparing the ways explicit evaluative language is used in secondary school and university history textbooks. The study examines various types of evaluative acts including judgments of people, construals of their emotions, and evaluations of inanimate historical entities. It also groups evaluative acts in terms of the discourse entities that are performing them (i.e., historical actors, the authorial voice, or other historians/interpreters of the past). Key findings include a higher overall occurrence of explicit evaluation in the secondary school texts, extensive reliance on emotional language in both groups of texts, and little difference between the two groups in their engagement with other members of the history discipline.

Speaking ‘the Other’?: Youths' regimentation and policing of contemporary urban vernacular

This article analyses youths' commentary on the contemporary urban vernacular Förortssvenska in an inner-city senior high school in Sweden. Combining a linguistic landscape approach with analytical tools from linguistic anthropology, this paper explores how political discourse are articulated in imagery and texts in the high school and refracted in meta-linguistic commentary among the students. The analysis show how the students draw on US-activist discourse as they insert the notion of ‘cultural appropriation’ into discussions on the use, and policing, of Förortssvenska at the high school. This everyday regimentation of urban vernacular is entangled with negotiations of identity, multiculturalism and space.

THE ROMAN KINGS IN OROSIUS’HISTORIAE ADVERSVM PAGANOS

We are ruled by judges whom we know, we enjoy the benefits | Of peace and war, as if the warrior Quirinus, | As if peaceful Numa were governing (Claud.IV Cons. Hon.491–3).With these words the poet Claudian lauds the Emperor Honorius on the occasion of his fourth consulship in 398 by comparing him to Rome's deified founder, Romulus-Quirinus, and to Numa Pompilius, its second king, who was proverbial for wisdom and piety. Claudian's panegyric stands in a long literary tradition in which the legendary Roman kings were depicted as models of statesmanship. This exemplary tradition left its mark on a broad array of late antique works, including historical compendia such as the pseudo-AurelianDe uiris illustribus, which narrates the kings’ deeds as soldiers and statesmen, and the writings of antiquarians such as Macrobius and Servius, who collected information on the kings’ invention of cults and calendars. Servius’ interest in the kings implies that they featured in the teaching provided by other late antiquegrammaticias well, and thus that most literate Latin-speakers would have had some knowledge of their deeds. Advanced education in rhetoric likewise drew on Virgil and other school texts for historicalexemplaincluding Romulus and Numa, who appear in panegyrics and in brief histories, such as Eutropius’Breviary, that probably served as reference texts for the political elite. The kings thus loomed large in Roman perceptions of the founding of their empire, which began with the heroic Romulus, was strengthened by Numa's establishment of the Roman cultic system, and was secured by the later kings’ political and military successes.

高等学校「地理」「地学」教科書の用語問題の分析

高等学校「地理」「地学」教科書の用語問題の分析

LONG TERMS AND READABILITY OF PHYSICS SCHOOL TEXT

This article presents a comparison of two physics school texts from the perspective of readability and use of specific terms. The study uses the survival function to associate the readability of physics school text to the length of terms used in the text. First, the study compares the survival functions of two full texts and that of the terms in these texts, and then analyzes the associated relative readability. Next, the results of two cloze tests involving 150 students are compared. The last step investigates the randomness of the differences between the results. The results show a strong correlation between the test scores and the probability distributions of terms used in the school texts. The difference between the probability distribution of the compared texts corresponds with the differences between the appropriate survival functions, where random fluctuations in the frequency of terms are suppressed.