Text Copying Research Articles

Text Copying as a Culture-Based Learning Strategy: A Case of EFL Grammar Learners in an Arabic Context

As a well-established strategy in the educational traditions of Islam, copying texts (imitating a model) has played a crucial role in learning the Holy Quran and the Arabic language. This study delves into the necessity of understanding how this traditional strategy influences the learning of foreign languages. Using 18 hours of strategy-based instruction, this paper examines the efficacy of text copying in learning grammar (independent variable), as evidenced by a series of grammar tests and surveys assessing learners’ perceptions (dependent variables). The study draws upon data from two groups of college-level English as Foreign Language (EFL) learners, comprising a control group (n=10) and an experimental group (n=11), all categorized at the A2 proficiency level according to the Common European Framework of Reference for Languages (CEFR). The findings suggest that text copying enhances learners’ grammatical understanding and contributes to overall satisfaction in learning a foreign language, as indicated by improved test scores and positive learner feedback.

Exploring Text Highlighting and Copying by Web Users on a Website: A Case Study

Exploring Text Highlighting and Copying by Web Users on a Website: A Case Study

Does Cognitive Training Affect Reading and Writing Skills of Students With Specific Learning Disabilities?

The present study investigated the effects of the cognitive enhancement training (COGENT) program on the reading skills (reading speed, reading errors, and reading comprehension) and writing skills (dictation and text copying) of students with specific learning disabilities (SLD). The study was conducted with an experimental design. The study group consisted of 16 Turkish students. The treatment-group students ( n = 8) were administered COGENT for 6 weeks and 12 sessions. After the training, semi-structured interviews were made with the treatment-group students and their teachers for social validity. The results suggest that the COGENT improved the reading speed, reading comprehension, and dictation skills and reduced reading errors of the treatment-group students. However, there was no significant difference in text copying. Findings obtained from the interviews showed that the students liked the program and wanted it to continue. The teachers stated that they observed improvements in their students’ literacy skills and some social skills.

Plagiarism in Non-Anglophone Countries: a Cross-sectional Survey of Researchers and Journal Editors.

BackgroundPlagiarism is one of the most common violation of publication ethics, and it still remains an area with several misconceptions and uncertainties.MethodsThis online cross-sectional survey was conducted to analyze plagiarism perceptions among researchers and journal editors, particularly from non-Anglophone countries.ResultsAmong 211 respondents (mean age 40 years; M:F, 0.85:1), 26 were scholarly journal editors and 70 were reviewers with a large representation from India (50, 24%), Turkey (28, 13%), Kazakhstan (25, 12%) and Ukraine (24, 11%). Rigid and outdated pre- and post-graduate education was considered as the origin of plagiarism by 63% of respondents. Paraphragiarism was the most commonly encountered type of plagiarism (145, 69%). Students (150, 71%), non-Anglophone researchers with poor English writing skills (117, 55%), and agents of commercial editing agencies (126, 60%) were thought to be prone to plagiarize. There was a significant disagreement on the legitimacy of text copying in scholarly articles, permitted plagiarism limit, and plagiarized text in methods section. More than half (165, 78%) recommended specifically designed courses for plagiarism detection and prevention, and 94.7% (200) thought that social media platforms may be deployed to educate and notify about plagiarism.ConclusionGreat variation exists in the understanding of plagiarism, potentially contributing to unethical publications and even retractions. Bridging the knowledge gap by arranging topical education and widely employing advanced anti-plagiarism software address this unmet need.

“DAVID PSALMS” BY TARAS SHEVCHENKO AND LINA KOSTENKO IN THE ASPECT OF INTERTEXTUALITY

The article discusses intertextuality as a specific feature of fiction of the XIX-XXI centuries, is a peculiar communication code of the author with the reader, helps him to understand not only himself, but also the world in which he lives. Intertext appears in works of literature in the form of citations, allusions, reminiscences, parodies and imitations of other people's stylistic properties. Scientific intelligence analyzes the features of the structure of the Book of Psalms, which is one of the books of the Old Testament of the Bible, addresses the problem of authorship of a monument to world culture. The article analyzes separate poems from the cycle David of Psalms, which both artists have. Of course, each of the poets can trace the interpretation of the biblical text of an outstanding literary and cultural attraction. In the process of analysis, it was found that T. Shevchenko’s works are characterized by deep connections with ancient culture, Slavic mythology, and many European literatures. The “David Psalms” cycle of modern Ukrainian poetess Lina Kostenko is full of modern realities, acute social conflicts, which is a feature of the poetess’s creative manner. It is defined as the original features of the biblical text copying by each writer, and the presence of common features. It is established that in the works of both poets, despite the difference in time, metaphysical ideas take place, reflecting universal moral and ethical principles, opposing the concepts of “good – evil”, “truth – untruth”, “glory – hula”, are widely used Church Slavonic dictionary, there are elements of introspection. The works of Taras Shevchenko and Lina Kostenko are full of deep feelings about contemporary being, creating a unique image of a literary hero, which is a reflection of the author's position. Entering into the main text the motives of intertextuality allows you to create a unique idiostyle of both artists at different levels of literary reception.

Uncovering the Oppenheimer Siddur: using scientific analysis to reveal the production process of a medieval illuminated Hebrew manuscript

The aim of this research was to use non-invasive scientific analysis to uncover evidence of the planning process and relationship between pigments used in text copying and artwork production in the Oppenheimer Siddur (Oxford Bodleian Library MS Opp. 776), an illuminated 15th-century Hebrew prayer book. In many medieval Hebrew illuminated manuscripts, the authorship of the artwork is unknown. This manuscript’s colophon states that it was copied by its scribe-owner for personal family use but does not confirm who was responsible for the artwork. Prior deductive analysis suggested that the scribe-owner may also have been the manuscript’s artist, based on common motifs and an apparent shared colour palette appearing in both texts and artwork. Visual examination using high resolution digital images also identified points of contact between pigments used in the manuscript’s texts and artwork, raising questions about the pigment application sequence, and concurrent versus sequential text copying and artwork production. An in-house developed remote spectral imaging system (PRISMS) with 10 filters spanning the spectral range from 400 to 880 nm was modified for close-range application to image two of the folios to examine the sequence of production, identify the pigments and compare the materials used for the illumination and the text. Optical microscopy and Fourier Transform Infrared spectroscopy in the attenuated total reflection mode (FTIR-ATR) were used directly on the folios to complement the spectral imaging data in binding media and pigment identification. The results revealed close matches in reflectance spectra for the colorants and inks used in both text copying and illuminations, suggesting that the same mixture of colorants and inks have been used. The spectral imaging in the near infrared bands revealed a hidden underdrawing, indicating a design change during production of the manuscript, and the outlining of letters prior to coloured pigment being applied. The pigment use, the variation in the binder for different pigments and some elements of its production were found to be consistent with those described in historical sources. The evidence from this study supports the hypothesis that the scribe applied pigments for the manuscript’s artwork at the same time he did some of the scribal work which has implications for understandings of Jewish medieval visual cultures.

Evaluating the Impact of a Brief Artistic Intervention on Cardiovascular Recovery From Acute Stress

In this study we tested whether drawing and coloring influence cardiovascular recovery and perceived stress following exposure to a stressor. In a mixed experimental design, participants (N = 62) completed an acute stress task before being randomly assigned to one of three brief activities: free-form drawing (full creative control), coloring (limited creative control), or a text copying activity (control group). Results revealed no significant effect of activity type on cardiovascular recovery or perceived stress. Artistic activities, both drawing and coloring, received significantly higher perceived creative control and task enjoyment ratings, but were not accompanied by stress-relieving effects.

Mediatext Language Practices as a Factor in Representation of Reality

The article deals with the theoretical aspects of mediaculture as a sign system with reference to its historic development. The media language as a complex of sign systems (texts) evolved from object script to written language, from text copying (bookprinting) to electronic mediaculture, its visual, audial and audiovisual (screen) kinds. Contemporary me-diaculture that represents reality by means of a screen is related to the frame aesthetics. It is the screen culture that integrates and synthesizes all the previous sign systems due to the fact that new media is a result of technical progress.

Subliminal galvanic-vestibular stimulation influences ego- and object-centred components of visual neglect

Neglect patients show contralesional deficits in egocentric and object-centred visuospatial tasks. The extent to which these different phenomena are modulated by sensory stimulation remains to be clarified. Subliminal galvanic vestibular stimulation (GVS) induces imperceptible, polarity-specific changes in the cortical vestibular systems without the unpleasant side effects (nystagmus, vertigo) induced by caloric vestibular stimulation. While previous studies showed vestibular stimulation effects on egocentric spatial neglect phenomena, such effects were rarely demonstrated in object-centred neglect. Here, we applied bipolar subsensory GVS over the mastoids (mean intensity: 0.7mA) to investigate its influence on egocentric (digit cancellation, text copying), object-centred (copy of symmetrical figures), or both (line bisection) components of visual neglect in 24 patients with unilateral right hemisphere stroke. Patients were assigned to two patient groups (impaired vs. normal in the respective task) on the basis of cut-off scores derived from the literature or from normal controls. Both groups performed all tasks under three experimental conditions carried out on three separate days: (a) sham/baseline GVS where no electric current was applied, (b) left cathodal/right anodal (CL/AR) GVS and (c) left anodal/right cathodal (AL/CR) GVS, for a period of 20min per session. CL/AR GVS significantly improved line bisection and text copying whereas AL/CR GVS significantly ameliorated figure copying and digit cancellation. These GVS effects were selectively observed in the impaired- but not in the unimpaired patient group. In conclusion, subliminal GVS modulates ego- and object-centred components of visual neglect rapidly. Implications for neurorehabilitation are discussed.

Defining and responding to plagiarism

ABSTRACTA clear definition of plagiarism and the ability to classify it into more or less serious forms would help editors and publishers to devise policies to handle this problem. Text‐matching software is a useful tool for measuring the extent of text copying but it cannot detect plagiarized tables or figures, plagiarism of ideas, or plagiarism in translation. Furthermore, a working definition of plagiarism in relation to research reports needs to take into account factors such as the originality of the copied material, its position in the report, the adequacy of referencing, and the intention of the authors as well as the extent of the copying. This article considers all these factors and proposes possible definitions of major and minor plagiarism in relation to scholarly publications which might be used as the basis for anti‐plagiarism policies in conjunction with resources such as the COPE flowcharts.

Spelling Errors in Text Copying by Children With Dyslexia and ADHD Symptoms

Spelling errors are usually studied in dictations, but teachers report that children with school difficulties often make spelling mistakes when they copy a text too. The present study examines the performance on a text copying task and a text dictation task of two groups of children known for their difficulties in spelling, that is, 22 with symptoms of ADHD and 13 with dyslexia, comparing them with matched controls to see whether children with spelling difficulties make more copying task errors than do controls, whether they make fewer mistakes when copying than when writing under dictation, and whether the pattern of errors remains the same or differs in copy and dictation tasks. Our results show that although children with spelling difficulties made fewer errors in the copying task than under dictation, they still made phonological errors and mistakes relating to accents and duplicates. The pattern of errors differed slightly between the children with dyslexia and those with ADHD, presumably as a consequence of their different underlying weaknesses—related mainly to phonology and orthographic representation in the case of dyslexia and to attentional control in the case of ADHD.

Characterization of Triphenylamino‐Based Polymethine Dyes

In this high‐technology application, age functional dyes especially polymethine dyes have captured much attention of the researchers due to their immense potential for high‐tech uses. Polymethine dyes show promising absorption spectra in the visible range, which can be easily exploited for the use of written text copying, photographic imaging, or photothermographic recording materials. Keeping this in mind, our research is composed of an investigation of two triphenylamino‐based polymethine dyes, a known polymethine dye 3 and a new one polymethine dye 5, which have been synthesized by the reaction of 4‐(diphenylamino) benzaldehyde 2 and 4,4′‐(phenylazanediyl) dibenzaldehyde 4 with 4,4′‐vinylidene‐bis(N, N‐dimethylaniline) 1. Based on bis‐dimethylaminophenylethylene moiety, the new polymethine dye showed more high absorption spectra in the range of 600–700 nm than that of the known polymethine dye based on bis‐dimethylaminophenylethylene moiety. Their maximum spectra were exhibited at 637 nm and 653 nm, respectively. Their leuco‐converted reversible colored forms were also investigated.

Comparison of speed and accuracy for selected electronic communication devices and input methods

Four brands of electronic communication devices and three input selection methods were compared in terms of speed and accuracy. Sixteen able-bodied subjects (college students) used one of eight possible device/input method combinations to copy text or engage in a scripted interactive communication task. The printed outputs were analyzed for the number of words generated and the number of errors made. The electronic communication devices included the Equalizer, the EvalPAC, the ScanWRITER, and the Apple Macintosh with Screentyper software. The input selection methods included row-column scanning with a single switch, directed scanning using a joystick, and direct selection/access using head control. Analyses of the subjects' printed outputs, produced following short-term training, showed that the input selection method was a significant factor in text input rate for both text copying and interactive communication. The input method had no significant effect, however, on accuracy during either text copying o...