Textual Integration Research Articles

Кореферентные структуры, используемые для представления экономических субъектов в медийном дискурсе

The subject of study in the article is the discourse specifics of representation of economic entities in German newspaper and magazine texts of the last two decades. The purpose of the analysis is to elucidate the factors that stimulate univerbation in connection with the generation and textual integration of co-referential structures different in genesis, structural properties, semantic characteristics and stylistic potential.
 The study, conducted on the basis of a functional-communicative approach to language, relies on methods and results of studies on text linguistics considering text as a whole structural-semantic unit.
 Conclusions. 1) Mentioning of a company name is accompanied by integration of the univerb indicating the relevant industry into the text. Along with a two-member chain of co-referential nominations, a three-member chain is also possible (the location of a company is mentioned). 2) Co-referential pairs of the type “company name ‒ collective designation of employees according to headquarters location” (Siemens ‒ Münchener) are characteristic, which demonstrates the lability of univerb toponym semantics. 3) The integration of a proper name into the text requires the usage of characterizing common nouns in order to prepare the reader for the perception of unique names, which is a factor motivating univerbation. 4) Synthetic compounds of the nomina agentis type (Autobauer, Stromversorger) are widely used to describe the kind of activity of an enterprise. In such cases a lexeme with the expected semantics is eliminated (Unternehmen ‘company’, Konzern ‘concern’ etc.). The reduction of the base lexeme of a compound as well as representation of the verb lexeme in the form of nomen agentis has an impact on the semantics and stylistics of the univerb.
 The results of the study can be used both in research activities on problems of word-formation, semantics and in the training of business translators.

LINGUISTIC AND STYLISTIC DOMINANTS OF YEVHEN HUTSALOʼS BIZARRE DISCOURSE

Purpose. The article is devoted to the study of the authorʼs stylistics by Yevhen Hutsalo, in particular to the identification of the linguistic and stylistic dominants of the writerʼs bizarre tdiscourse. The material of the study was a bizarre trilogy of the writer «Borrowed Man», «Private Life of the Phenomenon», «Parade of Planets». Research methods. The research is based on general scientific methods, using inductive and descriptive-analytical methods – for the accumulation, systematization and analysis of factual material; method of phraseological analysis – to identify the phraseology of the phrase; structural and semantic methods – for the analysis of textual integration of phraseology; the method of comparative analysis is used to compare casual and occasional phraseological units; the method of contextual analysis was used to establish the authorʼs intentions and text-forming potentials of transformed phraseology. Results. The authorʼs linguistic and stylistic organization of Yevhen Hutsaloʼs bizarre trilogy is analyzed, its linguistic and stylistic dominants, which appear as text-forming, plotforming and genre-forming factors of Yevhen Hutsaloʼs bizarre discourse, are determined. Their typological manifestations and expressive-pragmatic functions in the text space of the studied chimera are determined. It is revealed that the writer uses structural-semantic transformations and semantic modifications of phraseology, occasional phraseology, synonymization of phraseological units, authorʼs aphorisms, authorʼs paraphrasing and title creation productively to create a chimerical modality of the literary-art text. Conclusions. Itʼs established that the verbalizers of the authorʼs pretentiousness by Yevhen Hutsalo are a complex system of lexical and phraseological means with the dominance of different manifestations of the authorʼs modification of phraseological units. The most significant in the context of the stylistic dominance of pretentiousness are the semantic modification of phraseology, in particular the reception of double actualization, expanded phraseological metaphor, and structural-semantic transformation of phraseology, in particular the reception of phraseological hints, capable of directing. In order to enhance the linguistic-art expressiveness of bizarre novels, the writer productively uses the synonymization of phraseology, to realize the harmony of form and content uses the authorʼs paraphrasing and authorʼs aphorisms.

The objective contents of an artistic text: from phenomenology towards mereology

Textual semantics is studied on the basis of subjective — objective reciprocal feedback, where the objective field is reconstructed from the eidetic images with the inversion of their inner relations. The priority belongs to the textual inner world, and the objective field is determined with an epoch's concrete historical conditions. Mereology is developed within the framework of phenomenology as the logical theory dealing with the relation of "part –whole" that in difference to hermeneutics is based on the irreducibility of the whole to the parts and the reciprocity of this relation. The parts are divided into the autonomous and dependent, inner and outer ones. A text is regarded as a hologram where each part represents its functions within the whole. It is the textual frameworks that play the decisive role in textual integration together with reciprocal references of the distant parts and complementary relations. The paragon of framework is to be found in the cues of a role of a dramatic persona. It is due to distanced relations that the dimensionality of a text grows, it surpasses linear and planar limits, its depth and volume are revealed. Such means of frameworks as anaphora procure the textual division onto closed cycles.

An Analysis of Intertextuality in William Blake’s Companion Poems: The Lamb and The Tyger

This study undertakes a thorough analysis of the aspects of intertextuality and their undertones in William Blake’s companion poems:The Lamb (1789) from the Songs of Innocence and The Tyger (1794) from the Songs of Experience. These poems are often read side by side since they are described as counterparts to one another reflecting Blake’s dualistic ideology on the conflicting states of the human soul (good vs. evil). The researchers adopted Charles Bazerman’s(2004) theory in analyzing intertextuality within texts. The analysis of the poems revealed that there are 22 instances of religious and literary intertextual allusions within both poems and their type of textual integration was mainly description. In addition, a great percentage of those allusions consist of religious undertones which help reflect the dualistic approach that Blake adopted in his volumes of poetry.

Investigating effects of reading medium and reading purpose on behavioral engagement and textual integration in a multiple text context

The study addressed to what extent behavioral engagement and textual integration may differ when undergraduate readers work with identical printed versus digital texts in preparation for an exam versus for pleasure. We expected that working with printed texts would lead to greater engagement and better integration than working with digital texts, but that reading purpose would moderate this effect of reading medium because those reading in preparation for an exam would display greater engagement and better integration regardless of reading medium. Results showed interaction effects of reading medium with reading purpose on the behavioral engagement indicators of reading time and the length of the post-reading written products. For reading time, the interaction involved that students used longer time when reading digital and mixed texts for an exam, compared to reading for pleasure, whereas there were no difference between exam and pleasure oriented reading when reading printed texts. For the length of the written responses, students produced more text when reading printed texts for an exam than when reading printed texts for pleasure, whereas there were no differences in text production between reading for an exam and reading for pleasure when reading digital or mixed texts. Finally, there was an indirect effect of reading purpose on textual integration via text production when students read printed texts: students who read printed texts in preparation for an exam produced longer written responses compared to those who read for pleasure and, in turn, gained a more integrated understanding of the issue in question. These results are discussed in terms of the implications they offer and the avenues they suggest for future research.

An exploratory study in the use of direct quotation by L2 entry level Bachelor students

This study examines the use of direct quotation in essays on English literary analysis written by entry level L2 (Czech) Bachelor students. A corpus of 188 student essays was compiled, tagged and interrogated to explore the lexical and typographic form of the direct quotations as well as the students' surrounding co-text. The five areas studied were: frequency, source, typographic accuracy, citation accuracy and method of textual integration including reporting verbs. The results show that L2 Bachelor students with no previous experience with EAP do use direct quotation extensively in their academic writing and most cite their source appropriately at least once per essay. There were however, issues regarding textual integration. As well as the usual integration methods of embedding and introductory constructions, most students use an idiosyncratic and non-standard form of free-standing quotation, and/or ‘shoehorned’ quotations. Shoehorned direct quotations are defined in this article as typographically embedded quotations that are contextually free-standing. Because these forms of integration lack any original lexis written by the student which cohesively links the quotation to the co-text, coherence and rhetorical function are at risk of being compromised. The use of such methods can be considered part of the L2 EAP writing development stage.

Text Integration and Speaking Proficiency: Linguistic, Individual Differences, and Strategy Use Considerations

ABSTRACTThe current study examined the effects of text-based relational (i.e., cohesion), propositional-specific (i.e., lexical), and syntactic features in a source text on subsequent integration of the source text in spoken responses. It further investigated the effects of word integration on human ratings of speaking performance while taking into consideration individual characteristics in test-takers (e.g., listening proficiency, age, grade point average, working memory capacity) and test-taker strategy use (e.g., note-taking strategies). A total of 263 test-takers’ speaking samples were collected using TOEFL-iBT research forms of integrated listen/speak items. This data and, individual characteristics measures and note-taking data were collected over two days. These spoken samples were transcribed and analyzed in terms of textual integration at lexical, cohesion, and syntactic levels. The linguistic features along with the individual characteristics and note-taking data were used to predict human scores of speaking proficiency. The results indicate that the linguistic properties of the source text are almost perfect predicators of which words test-takers will integrate into their response. Moreover, it was found that text integration is an important factor that affects human ratings of speaking proficiency that goes beyond individual test takers’ characteristics and note-taking strategies.

Citations from Theodor Lepner’s “Prūsų lietuvis” in Simonas Daukantas work “Būdas senovės lietuvių, kalnėnų ir žemaičių”

[full article and abstract in Lithuanian; abstract in English]
 This article analyses the citations from the ethnographic study “Der Preuſche Littauer” (1744; later cited as PL) by the Prussian priest Theodor Lepner which appear in the work of Simonas Daukantas (1793–1864) “BUDĄ Senowęs–Lëtuwiû Kalnienû ir Ƶámajtiû ĩszraszę […] Jokyb’s Łaukys” (later cited as “Būdas”).
 The object of this article is the 31 references to PL in S. Daukantas’s “Būdas”. Looking at the previous scholarly research on “Būdas” and its sources along with the subsequent questions they pose, this article formulates a goal to research the methods with which PL source citations were presented in Būdas. This goal was completed by setting and meeting the following tasks: 1) to determine the importance of PL as a source for S. Daukantas’s research into the history of Lithuanian culture; 2) to exhibit S. Daukantas’s use of citations instead of research into firsthand sources and 3) to discuss the reliability and fidelity with which these citations and references are presented. In order to analyze the text, this article employs the following methods: comparative analysis; textology; intertextuality.
 By examining these citations and references, it was discovered that Daukantas encountered this text indirectly sometime between 1818 and 1825 when he was writing his first history “Darbay senuju Lituwiu yr Zemaycziu” (around 1822–1825). This article determines that Daukantas found these quotations from Lepner’s book in Martin L. Rhesa’s addenddum (“Anmerkungen”) of “Das Jahr in vier Geſängen” (1818). Daukantas used this addenddum to recite Lepner in his second historical work “Istorija Žemaitiška” (1831–1834). Later he found the fragments of Lepner’s “Der Preuſche Littauer” in one of his most important sources – Johannes Voigt’s “Geschichte Preußens” (Bd. 1, 1827). Daukantas had used this book by Voigt to recite an older source several times before. This article demonstrates that Daukantas used Voigt’s book to recite the fragments of Matthäus Prätorius’s (c.1635–c.1704) „Deliciae Prussicae, oder Preussische Schaubühne“ manuscript. It somewhat changes the previous opinion about Daukantas’s comprehensive historiographical knowledge, diminishing his image as a researcher familiar with many of the old or primary sources.
 This article concludes that Daukantas read “Der Preuſche Littauer” around 1836 or 1837 when he was already residing in Saint Petersburg.
 The quotes from “Der Preuſche Littauer” contained in Daukantas’s Būdas are grouped according to the nature of their textual integration. “Būdas” contains 31 quotes and references from “Der Preuſche Littauer”. None of the citations from “Der Preuſche Littauer” that Daukantas had used were distinguished with quotation marks or a different font, and they could only be recognized from their content. Quite often, Daukantas quotes “Der Preuſche Littauer” in several sentences without marking the beginning of the quotation and giving the indication only at the endof the sentence using small letters with brackets, eg.: a), b), c), e), d). Daukantas quite accurately reproduces the text of “Der Preuſche Littauer” and gives the exact reference only 17 times out of31. 8 times his references are incorrect: both in terms of the content and the page numbers. 6 referencescontain accurate content cited from “Der Preuſche Littauer” but give erroneous page and section numbers. Daukantas was the first of 19th century Lithuanian writers who had his unique writing style and historical perspective. This original prism determined the use of indirect citations of “Der Preuſche Littauer”. I determined that because no firsthand Lithuanian historical sources existed Daukantas was forced to use foreign sources such as PL which marginalized Lithuanians as members of an ethnic minority and strange satyre-worthy objects thus requiring for him to engage in historical revisionism by factual reconstruction and reinterpretation from a Lithuanian perspective. He used these secondhand sources to deobjectify Lithuanians and make them into subjects and agents of their own history and destiny by describing their past and character through their eyes. This historical revisionism determined the way Daukantas cited and referenced T. Lepner’s text as a source. Daukantas avoided marking citations in quotation marks since they would then have to be translated as close to the original as possible which would have impeded with his historical vision. To make his narration and perspective congruous with his values and style he edited not only the language of the citations from “Der Preuſche Littauer” but also their content. Most of the information obtained from “Der Preuſche Littauer” was paraphrased, processed, and rewritten in such a way as to incorporate the new text into Daukantas’s own style and ideas. However, it may also be that Daukantas sometimes misquoted the text because he did not understand how the item described in German could look and how he should describe it in Lithuanian. Daukantas often sacrificed the fidelity to the text of “Der Preuſche Littauer” in favour of emotional and expressive speech.
 Translated from the Lithuanian by Ieva Poškutė, BA (Hons) in Film and Literature at University of Warwick.

English

Citation, as a central and integral issue in academic writing, has been the focus of many recent scholarly articles to highlight the significant role of this discursive practice in the realm of research article writing. Nonetheless, most of the previous studies, with notable exceptions, examined disciplinary influences on citation practices independently of ethnolinguistic influences, and vice versa. The present study investigates the doubly contrastive language-discipline perspective on the one hand and draws a distinction between disciplinary cultures and national cultures on the other. A corpus of 240 research articles sampled from leading Persian and English language medium journals of applied linguistics and psychology as representatives of soft sciences, and computer engineering and mechanical engineering as representatives of hard sciences, was examined drawing on Coffin’s (2009) integrative analytic framework. Quantitative and qualitative analyses of the several aspects of citation features of Bakhtinian dialogism demonstrated some cross-disciplinary and cross-linguistic similarities and differences. Pedagogical implications derived from these findings are discussed. Keywords: Citations; Persian and English Academic writing; writer stance; author integration; textual integration

The Role of Lexical Properties and Cohesive Devices in Text Integration and Their Effect on Human Ratings of Speaking Proficiency

There has been a growing interest in the use of integrated tasks in the field of second language testing to enhance the authenticity of language tests. However, the role of text integration in test takers’ performance has not been widely investigated. The purpose of the current study is to examine the effects of text-based relational (i.e., cohesion) and propositional-specific (i.e., lexical) features on subsequent source text integration in spoken responses. In addition, the current study investigates the effects of word integration on human ratings of speaking performance. Sixty test-takers’ speaking samples from the listen/speak section of the TOEFL-iBT were analyzed in terms of textual integration at the lexical and cohesion level and how this integration predicted human scores of speaking proficiency. The results indicate that the properties of the source text are strongly predicative of which words test takers will integrate into their response. Moreover, it was found that text integration is an important factor that affects human ratings of speaking proficiency. The findings of the study are discussed in terms of item difficulty and construct representation.

Writing Material in Chemical Physics Research: The Laboratory Notebook as Locus of Technical and Textual Integration

This article, drawing on ethnographic study in a chemical physics research facility, explores how notebooks are used and produced in the conduct of laboratory science. Data include written field notes of laboratory activity; visual documentation of in situ writing processes; analysis of inscriptions, texts, and material artifacts produced in the laboratory and assembled in notebooks; and an in-depth interview with an expert chemist whose research and writing formed the basis of this investigation. Findings from this study suggest that the notebook occupies a negotiated space between the scientist’s contingent response to exigency in the laboratory and the genre-specific strategies that he or she deploys to communicate his or her work outside the laboratory. This text, the author argues, might therefore be understood as a locus in the sense that it facilitates a reflexive process whereby inscriptions are used both to interpret a-perceptual chemical phenomena in time, and, through their inclusion and integration in the notebook, to discipline that interpretation over time. Tracing the way inscriptions move between material synthesis, on the one hand, and text production, on the other, this article ultimately offers a methodical approach for investigating how the material, technical, and symbolic dimensions of writing and text converge in a modern scientific workplace.

The relation of knowledge of textual integration devices to expository text comprehension under different assessment conditions

In this study we propose a theoretical construct (called rhetorical competence) that represents the ability of readers to detect, understand, and use the linguistic cues or discourse markers that texts contain. We measure one of the three postulated components of rhetorical competence (knowledge of textual integration markers), assessing whether readers correctly interpret these markers while reading. The influence of this skill on reading competence is examined in a correlational study of 185 sixth-grade pupils (aged 11–12 years) using different assessment materials (a standardized test and an academic text) and reading conditions (habitual and aided). Multiple regression analyses of the data indicate that knowledge of textual integration devices makes a significant independent contribution to expository text comprehension under most assessment conditions when the effects of working memory, prior knowledge, and word recognition skills are controlled.

Evaluación de metaconocimientos sobre la comprensión de textos: análisis de un instrumentos de medida en un estudio descriptivo

We want with this paper to give to know an instrument of metaknowlegde assessment about the understanding of texts. It is a questionnaire of múltiple selection that consists of 26 questions that are contained in seven blocks of processes: metaknowlegde on the meaning and sense of the reading, metaknowlegde about planning strategies, supervisión, self-assessment, transfer and generalization, textual integration and integration text-previous knowledge. A brief qualitative analysis is exposed on the content of the test, as well as a quantitative analysis on relative aspects to the ítems, the validity and the reliability. They are picked up some results of a recent investigation equally, with a sample of 1006 fellows, in which you applies the instrument.

Scientific writing and scientific discovery.

7W HEN SCIENTISTS REFER to the "literature" of their fields, they have in mind something very different from what we mean when we talk of literature in general. The literature of a scientific specialty area is the accumulated corpus of research articles contained in the journals of the field, and it is regarded as the primary repository of the knowledge that defines the state of that field. Rarely is that literature examined in the same way as "literature" proper is examined, for its form as well as its content, its style as well as its meaning. A scientific paper may be treated as presenting a creative achievement but is not itself taken as a creative achievement. Works that fall within the traditional

Latin for Lawyers: Degrees of Textual Integration

This paper is concerned with the occurrence of Latin words and phrases in English legal texts, with particular reference to possible obstacles facing the lawyer and EALP (English for Academic Legal Purposes) student in their reading. The degree of integration of the Latin in selected English texts is analysed, and it is shown how this varies from the lowest degree of integration (where the Latin occurs as a separate sentence) through instances in which parts of phrases, especially nominal phrases, are in Latin, to the highest degree of integration which covers Latin words and phrases also found in non-legal texts. The paper concludes with a brief discussion of the possible implications of these findings for the language training of lawyers and EALP students.

Lavoisier and Krebs: The Individual Scientist in the Near and Deeper Past

Previous articleNext article No AccessCritiques & ContentionsLavoisier and Krebs: The Individual Scientist in the Near and Deeper PastFrederic L. HolmesFrederic L. Holmes Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Isis Volume 75, Number 1Mar., 1984Sarton, Science, and History Publication of the History of Science Society Article DOIhttps://doi.org/10.1086/353437 Views: 7Total views on this site Citations: 2Citations are reported from Crossref Copyright 1984 History of Science Society, Inc.PDF download Crossref reports the following articles citing this article:Chad Wickman Writing Material in Chemical Physics Research: The Laboratory Notebook as Locus of Technical and Textual Integration, Written Communication 27, no.33 (Jun 2010): 259–292.https://doi.org/10.1177/0741088310371777 John Neu One Hundred Ninth Critical Bibliography of the History of Science and Its Cultural Influences, Isis 75, no.55 (Oct 2015): 5–206.https://doi.org/10.1086/353733