Search

Aim: Writing is a multifaceted skill involving planning, transcription, and revision that is challenging for students with intellectual disabilities. Some studies have examined reading abilities. However, there needs to be more research on writing proficiency in this population. Especially concerning writing with the assistance of technologies such as speech-to-text (STT). To contribute to filling the research gap, this study aimed to investigate whether tailored speech-to-text interventions enhance text production for students with intellectual disabilities. Methods: The research utilised a single-subject design involving the participation of four students (three girls and one boy) aged 10–13 years with mild intellectual disabilities in a rural municipality in Sweden. Results: The results of this study revealed significant improvement post-intervention for all four students in word, sentence and text qualities. Conclusions: The findings suggest that STT offers a valuable tool for students with intellectual disabilities struggling with handwriting, providing new opportunities for self-expression. Pedagogical implications are discussed. IMPLICATIONS FOR REHABILITATION: This study investigates speech-to-text technology for students with intellectual disabilities. Previous research on writing among students with intellectual disabilities is very limited and almost missing with the support of assistive technology such as speech-to-text. The results show improvements for all participants. Speech-to-text technology appears to be valuable for enhancing text production among students with intellectual disabilities. [ABSTRACT FROM AUTHOR]

Introduction: Analytical essays are a fundamental discourse practice within educational settings. These essays are topic-oriented texts that aim to inform readers about a specific matter while persuading them of the writer's perspective. This study investigates how students' linguistic condition (monolingual vs. bilingual) affects their ability to meet the social and discursive expectations of analytical essays. This is examined both over a broad developmental span, from elementary to higher education, and microdevelopmentally, through a sequence of genre-oriented classroom activities. Methods: A corpus of 1,179 essays, written by Spanish monolingual and Catalan/Spanish bilingual students across elementary, secondary, and university levels, was analyzed. Participants were tasked with producing texts on both same and different topics. The analysis focused on lexical, syntactic-discursive and structural features identified as indicators of writing proficiency in the Developing Analytical Writing (DAW) model developed in previous studies. Pedagogical input was controlled by the researchers, and an external evaluation of text quality was performed by teachers from the different school levels. Results: Results indicate that students' linguistic condition influenced most, but not all, the linguistic and structural indicators of writing proficiency but always in interaction with age/school level and pedagogical input. Improvements were observed across school levels and with pedagogical input. Additionally, teachers varied in their appreciation of different facets of writing performance as a function of the participants' age/school level and pedagogical input. However, the linguistic condition of students alone did not significantly impact external evaluations of text quality. Discussion: Our findings reveal a complex interplay between factors such as writers' linguistic condition, their age/school level, and pedagogical input, which jointly shape the quality of analytical essays. [ABSTRACT FROM AUTHOR]

Este estudio examinó la efectividad del método de enseñanza bilingüe en la comprensión lectora y la producción de texto. Se formaron dos grupos, el grupo experimental (GE) y el grupo control (GC), de un total de 52 estudiantes de cuarto grado de secundaria la Institución Educativa Inca Garcilaso de la Vega en Ayacucho (Perú). Se emplearon diversas técnicas e instrumentos de investigación y se utilizó el análisis descriptivo e inferencial para el procesamiento de datos. El grupo experimental, que utilizó el método de enseñanza bilingüe, demostró una mayor efectividad en la comprensión lectora y la producción de texto tanto en español como en quechua, en comparación con el grupo control. Estos resultados sugieren que la implementación de metodologías adecuadas para estudiantes bilingües facilita un mayor desarrollo en la adquisición de habilidades para la comprensión y producción de textos.

This paper responds to some of the fears regarding the future of lexicography. By referring to a number of paradigm shifts in the history of lexicography, some of the innovative endeavours currently occurring in lexicography and a number of exciting future possibilities, the paper tries to show that there is hope for a bright lexicographical future. This paper maintains the division of lexicography into two components, namely dictionography and glossography, and places special emphasis on glossography and the role of glosses. It is shown that glosses played a significant role in the early phases of lexicography and have re-emerged in the digital era where their use leads to innovative lexicographical procedures. It is argued that new challenges demand new ways of thinking about lexicography. [ABSTRACT FROM AUTHOR]

In this study, based on the theoretical-methodological assumptions of the so-called "State of the Art", we compare analytical gestures relating to written questions prepared in the classroom. Assuming its importance in the teaching-learning processes, the reflections will be outlined based on the selection, analysis and understanding of academic research that has recently focused on the issue. Our focus is on the Portuguese Language discipline, mainly in relation to the actions developed during the pandemic period, that is, in the context of Emergency Remote Teaching. We therefore aim to understand how teachers enabled the active maintenance of writing practices amid the context of distancing imposed by the health and social crisis of the Covid-19 pandemic. In this aspect, we consider the setbacks faced with the didactic-pedagogical changes resulting from the transition from face-to-face teaching to the digital environment. Therefore, we designed a systematic review, based on searches in the Brazilian Digital Library of Theses and Dissertations (BDTD) database and the Capes Periodicals Portal. These searches were carried out using the descriptors "writing", "Portuguese language classes", "remote teaching" and "pandemic". Our results indicate that, during the pandemic, teachers used different methodologies, seeking to minimize the impacts of the sociohistorical context in question and, thus, opening up margins for maintaining contact with the act of writing. [ABSTRACT FROM AUTHOR]

IntroductionAnalytical essays are a fundamental discourse practice within educational settings. These essays are topic-oriented texts that aim to inform readers about a specific matter while persuading them of the writer's perspective. This study investigates how students' linguistic condition (monolingual vs. bilingual) affects their ability to meet the social and discursive expectations of analytical essays. This is examined both over a broad developmental span, from elementary to higher education, and microdevelopmentally, through a sequence of genre-oriented classroom activities.MethodsA corpus of 1,179 essays, written by Spanish monolingual and Catalan/Spanish bilingual students across elementary, secondary, and university levels, was analyzed. Participants were tasked with producing texts on both same and different topics. The analysis focused on lexical, syntactic-discursive and structural features identified as indicators of writing proficiency in the Developing Analytical Writing (DAW) model developed in previous studies. Pedagogical input was controlled by the researchers, and an external evaluation of text quality was performed by teachers from the different school levels.ResultsResults indicate that students' linguistic condition influenced most, but not all, the linguistic and structural indicators of writing proficiency but always in interaction with age/school level and pedagogical input. Improvements were observed across school levels and with pedagogical input. Additionally, teachers varied in their appreciation of different facets of writing performance as a function of the participants' age/school level and pedagogical input. However, the linguistic condition of students alone did not significantly impact external evaluations of text quality.DiscussionOur findings reveal a complex interplay between factors such as writers' linguistic condition, their age/school level, and pedagogical input, which jointly shape the quality of analytical essays.

Copyright of Linguistica (1132-0214) is the property of Asociacion de Linguistica y Filologia de la America Latina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Based on the assumption that the process of understanding is partly narrative, this study explores the potential benefits and limitations of using narrative writing in biology education. We investigate what contribution a student-centered narrative intervention can make to the conceptual understanding of protein biosynthesis in the context of viral infections and virus replication. After a teaching sequence on this topic, 68 secondary school students (M = 15.7 years, SD = 0.57 years) explained virus replication in a written text. One subsample (n = 46) was instructed to write a narrative text, while the other one (n = 22) was asked to write an expository (non-fictional) text. Our data analysis encompassed an analysis of the structural narrativity in the student texts, as well as a concept-related rating of the level of scientific correctness in three categories. A post-test questionnaire (35 items) was used to depict the learners' viewpoints on their respective text production and the learning process that they experienced. Our findings indicate that most learners actually produced the text type they were supposed to, with exceptions in both sub-samples. As to the level of concept-related scientific correctness, we found no major differences between the two interventions. However, for two concepts, compartmentalization and levels of organization, the data indicate the significant advantage of the narrative intervention. We conclude from our results that to some extent, the effective learning properties of narrative texts, derived from the theoretical foundations, could indeed successfully be demonstrated in the field of virus replication. However, narrative text production is not equally beneficial for all aspects of the biological topic, and it also poses specific problems for some learners. [ABSTRACT FROM AUTHOR]

Copyright of Mendive - Revista de Educacion is the property of Universidad de Pinar del Rio and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Australian educators teaching in the early years of formal schooling find themselves grappling with the dilemmas of preparing learners to sit performance-based assessments in later years and their sense of pedagogic responsibility towards designing competency-based assessment. Studies have explored this tension in the primary and middle years where learners sit national standardised assessments, but there is limited research in the earliest years. Therefore, this article aims to share an educator's experience of using an inquiry-based approach named LAUNCH to act agentically within government assessment systems. Design-based research in an exploratory case study of an Australian Preparatory classroom investigates an educator's pedagogic orientations to the assessment of 14 five- and six-year-old learners' writing and text production. Qualitative data generated from video and audio recordings and learner-generated artefacts captures these pedagogies over a four-week time frame. Sociologist Basil Bernstein's two pedagogic orientations to assessment – competence and performance – provide the theoretical framework for the study. The findings reveal that a mix of orientations allows learners to achieve the expected knowledge and skills that they need to do well in performance-based assessments, as well as unexpected knowledge and skills. For those committed to discussions about professional ethics and assessments, it is crucial that archetypes of pedagogic orientations to assessment are shared to illuminate a close study of practice. [ABSTRACT FROM AUTHOR]

The understanding of the cognitive processes that underlie written composition requires analysis of moment-by-moment fluctuation in the rate of output that go beyond traditional approaches to writing time-course analysis based on, for example, counting pauses. This special issue includes 10 papers that provide important new tools and methods for extracting and analyzing writing timecourse data that go beyond traditional approaches. The papers in this special issue divide into three groups: papers that describe methods for capturing and coding writing timecourse data from writers producing text either by hand or by keyboard, papers that describe new statistical approaches to describing and drawing inferences from these data, and papers that focus on analysis of how a text develops over time as the writer makes changes to what they have already written. [ABSTRACT FROM AUTHOR]

The rise of AI has raised concerns about texts generated by this technology. Given this, this article explores the collaborative creation of text between humans and AI, discussing limitations, potential and ethical implications. Qualitative research was carried out using generative AI tools. The methodology included data generation, qualitative analysis of texts and interpretation of results. The study focused on comparing authorship, linguistic differences between AI and human-generated texts, and collaboration with AI. The results showed a tendency towards simplification in writing by AI, resulting in leaner texts and less academic language. AI proves to be an effective auxiliary instrument in human production. [ABSTRACT FROM AUTHOR]

This research seeks to analyze the teaching of textual production in high school, in the argumentative context, addressing the theme of the teaching-learning process in the student's role. It is possible to understand that the teaching process of the Writing subject, currently considered an elective component in the state network, after the reformulation of the New High School, started to need several points of support to be well developed, among them the relationship between history and geography. Therefore, it is necessary to address the role of the teacher in teaching textual production, as a contributor to the process of understanding and interpreting the subject in question. During the work, the contributions of the use of active methodologies in the student learning process are also discussed, since the entire state and private network has high-quality devices and internet to assist them in the teachinglearning process. In this way, it is proposed to emphasize the different possibilities that teaching the language area, together with the humanities area, has to provide quality and equitable education, which allows for more fruitful and meaningful teaching. The present work is analyzed in more depth through a discussion carried out in this research on pedagogical practices and methods linked to active methodologies in the school institution, bringing the main objective to work on the difficulties encountered in teaching textual production, in addition to discussing components and their relationships. Our theoretical basis is based on renowned authors, such as: Ambrosio (2017), Freire (1995), Gadim (2017), Gil (2008), Rey (2011) and other researchers. However, to prepare a text for school or academic use it is necessary to master the Portuguese language, understand the characteristics of the chosen textual genre, have a target audience and clear communication objectives. Additionally, it is important to adhere to guidelines (including consistency and regency), use appropriate language, and avoid linguistic errors (such as duplication). It is important in written communication dedication, practice and linguistic and cognitive skills to function effectively and appropriately in the context. [ABSTRACT FROM AUTHOR]

The Work investigates how a teacher conducts the text production teaching process in a 3rd year class of the literacy cycle, taking into account the heterogeneitv of the class. For this, we discussed the production of texts in the early years of alementary shool I and heterogeneity. We opted for the case study, of a qualitative nature. We carry out word and text diagnostic activities, interviews, observations and document analysis. We relied on the methodological techniques of contente analysis (BARDIN, 2016) for data analysis. The results indicated that, with regard to the teacher's practice, she tries, in her own way, to encourage her students to advance in relation to the Alphabetic Writing System, as well as in relation to text production. For this, he uses specific methodologies for each group, according to the groupings he make in his class, based on the levels of writing and textual production that the students present. The teacher presents a practice that is configured as "mixed. [ABSTRACT FROM AUTHOR]

Copyright of Mendive - Revista de Educacion is the property of Universidad de Pinar del Rio and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Artificial intelligence is overhauling the publication and textual production. Textual production with Large Language Models (LLMs) is more sophisticated and closer to human knowledge production thanks to its autoregressive nature. AI models by OpenAI such as the Generative Pre-trained Transformer 3 (GPT-3) and its iterations use deep learning to produce more human-like text. Such texts invite all kinds of problems that are not new to the human text-production system. Research shows that the output of such models tends to be biased towards a particular gender, race and ethnicity. This paper explores substantial texts produced by AI including articles, fiction, columns, opinion pieces etc. published in major journals and magazines to understand the nuances of such texts. Moreover, the paper will attempt to understand such features of AI-generated text by presenting the results of a particular set of instructions (prompt) to the LLM. These text outputs will be studied to demonstrate how AI-generated texts pave the way for a "postpost author" era, echoing Barthes' notion of the "Death of the Author". The scope, usability and limitations of the AI's textual production will also be investigated. [ABSTRACT FROM AUTHOR]

This paper is devoted to the topic of coherence formation in three languages. In doing so, it presents an analysis procedure that aims to explore the interplay between text depth structure and text surface in comprehension. The paper investigates which text grammatical means are important in establishing text coherence in different languages and what influence they have on coherence formation in text comprehension. In coherence formation, the cohesion-creating linguistic devices visible on the text surface play a significant role. In this paper, resumption structure, conjunction, article use, and tense use are investigated in terms of their importance for coherence formation in text production in several languages. The investigation is based on student texts produced in a pilot study during the paraphrasing of source texts in three languages (Hungarian, German, English). These texts are subjected to an analysis procedure in this paper. The aim of the study is to record the conscious use of text grammatical devices and to describe similarities or differences between texts in the three languages. In the present paper, the question is addressed whether the text analysis procedure used to analyse the student texts proves to be purposeful and suitable in exploring the specifics of individual multilingualism among prospective teachers.

This protocol article describes the background, theoretical framework, and methods for two intervention studies using assistive technology to produce text. The participants will be 15 10–12-year-old students with dyslexia from Denmark, Norway, and Sweden. The first study aims to examine how an intervention focusing on using speech-to-text technology influences texts written by students with dyslexia, and the second study aims to investigate the writing process when students with dyslexia use speech-to-text technology. Study 1 uses a multiple baseline design, whereas Study 2 uses verbal protocols.

Copyright of Revista Educa UMCH is the property of Universidad Marcelino Champagnat and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This protocol article describes the background, theoretical framework, and methods for two intervention studies using assistive technology to produce text. The participants will be 15 10-12-yearold students with dyslexia from Denmark, Norway, and Sweden. The first study aims to examine how an intervention focusing on using speech-to-text technology influences texts written by students with dyslexia, and the second study aims to investigate the writing process when students with dyslexia use speech-to-text technology. Study 1 uses a multiple baseline design, whereas Study 2 uses verbal protocols. [ABSTRACT FROM AUTHOR]

Based on the assumption that the process of understanding is partly narrative, this study explores the potential benefits and limitations of using narrative writing in biology education. We investigate what contribution a student-centered narrative intervention can make to the conceptual understanding of protein biosynthesis in the context of viral infections and virus replication. After a teaching sequence on this topic, 68 secondary school students (M = 15.7 years, SD = 0.57 years) explained virus replication in a written text. One subsample (n = 46) was instructed to write a narrative text, while the other one (n = 22) was asked to write an expository (non-fictional) text. Our data analysis encompassed an analysis of the structural narrativity in the student texts, as well as a concept-related rating of the level of scientific correctness in three categories. A post-test questionnaire (35 items) was used to depict the learners’ viewpoints on their respective text production and the learning process that they experienced. Our findings indicate that most learners actually produced the text type they were supposed to, with exceptions in both sub-samples. As to the level of concept-related scientific correctness, we found no major differences between the two interventions. However, for two concepts, compartmentalization and levels of organization, the data indicate the significant advantage of the narrative intervention. We conclude from our results that to some extent, the effective learning properties of narrative texts, derived from the theoretical foundations, could indeed successfully be demonstrated in the field of virus replication. However, narrative text production is not equally beneficial for all aspects of the biological topic, and it also poses specific problems for some learners.

We studied the compositional written skills and spelling competence of individuals with a severe hearing impairment, examining qualitative and quantitative characteristics of their texts, the psycholinguistic variables modulating their productions, and writing errors following a fine-grained analysis. Sixteen deaf young adults, educated in bilingual settings, were examined and compared to a group of control hearing subjects matched for gender, age, and education. Writing skills were examined through both written composition and written picture-naming tasks. Concerning compositional skills, deaf participants produced shorter and less informative texts, with fewer adjectives and subordinates, and were qualitatively worse with respect to texts produced by hearing controls. Words produced by deaf participants were those acquired earlier and facilitated by a higher lexical neighbourhood. Errors were mainly semantic, morphological, and syntactic errors, reflecting general linguistic weakness. Spelling errors were few, with phonologically nonplausible misspellings relative to controls, and with phonologically plausible ones being quite rare. In the picture-naming task, deaf people had a greater number of all types of errors with respect to their text, including semantic and morphological errors. Their spelling performance featured mainly phonologically nonplausible misspellings, while phonologically plausible ones were relatively few and comparable to controls. Overall, the writing of deaf adults reveal limitations in grammar and lexical-sematic linguistic competence. This was associated with spelling deficits characterized mainly by the poorer use of phonological sublexical spelling procedures. However, in an ecologic context, their spelling deficits appear not so important as has been claimed in the literature. [ABSTRACT FROM AUTHOR]

In Peru, there is an arduous task to improve the development of communication skills, especially during the pandemic, in order to reverse the CMU figures. Therefore, the objective of this study was to determine the relationship between reading habits and communication skills in students in the sixth grade of primary education (Puno). The methodology was basic, correlational, non-experimental, cross-sectional design. A documentary analysis guide and a reading habits questionnaire were applied to 71 students. The results indicated a regular level in reading habits (91.5%), and a very good level (73.2%) in the development of competencies. There is a positive relationship between reading habits and oral expression competence (Rho=0.801), reading comprehension (Rho= 0.739) and text production (Rho = 0.733). In conclusion, a direct and significant relationship was demonstrated between reading habits and competencies in the area of communication (Spearman's Rho 0.828). The promotion of these habits is positively associated with the strengthening of competencies in the area of communication, allowing the production of pertinent texts, with adequate levels of reading comprehension and better levels of oral expression. [ABSTRACT FROM AUTHOR]

The present work had its basic principles guided by bibliographic, documentary and field research, through observations made in the classroom, in the discipline Portuguese Language, in Elementary School, at the State School of Elementary and High School Professor Onésima Pereira de Barros, on reading as an instrument for the construction of written text and development of orality. Through this investigation, it is possible to reflect and glimpse pedagogical actions successfully practiced by the educator in elementary school, within the scope of the public school, since it offered a privileged moment in which the student learns and the teacher exercises his role as an educator in classroom. In this way, during the observations, the daily practice of teaching was coexisted, where the diagnosis / characterization of the Portuguese language classes was made possible, investigating their educational context of the practice of reading, textual production and the oral exposition of the students, culminating in the elaboration of the results of this research. Thus, the work has as general objective to show the process that involves reading with essential support for the construction of the written text and for the development of orality. The research has as specific objectives to know the principles that guide reading; as well as, understand the process that involves the construction of the written text; and to identify the contextualization that guides orality and oral exposure in elementary education. Thus, we sought to show the importance of innovative teaching focused on reading, textual production and orality of students. Observing and participating in this research process on the educational teaching of a Public Elementary School in Northern Brazil. [ABSTRACT FROM AUTHOR]

In this article, we will work on the notions of enunciation and subjectivity, from the letter genre, produced as a complement to Dalton Trevisan's short story, entitled: "Apelo". For this purpose, we used the responses to the text made by students of the 1st period of the Languages English/Portuguese course at UNEAL (3 responses), which are characterized as an exercise in the discipline of Reading and Text Production. Methodologically, this analysis stands as a way to be worked qualitatively in the classroom, namely: through the use of textual complement exercises for reading literary genres (epics, narratives and lyrical poetry), as well as for discursive genres (letter, short story, string etc.). Thus, this article seeks to theoretically define, within the discursive genre letter, what would be the interaction in language, producing a sense of enunciation. As well as the importance of awareness of the 'I' for the production and reading of the text, constituting the fundamental reality of language. [ABSTRACT FROM AUTHOR]

This article presents the results of a research that investigated the conception of text and textual production in High School. The study identified limitations and potentialities in students' writing through observation in the classroom, interviews, analysis of textual productions and other methodological approaches. The research used a qualitative methodology that involved bibliographic, documentary, and field research. The results revealed that pedagogical practices in textual production classes still reproduce an environment of teaching-learning with artificial and decontextualized production conditions, typical of school writing activities. [ABSTRACT FROM AUTHOR]

ChatGPT adds to the list of artificial intelligence-based systems designed to perform specific tasks and answer questions by interacting with users (Apple's Siri, Amazon's Alexa, Google's Assistant and Bard, Microsoft's Cortana, IBM's Watson, Bixby from Samsung, among others). ChatGPT works using OpenAI's GPT (Generative Pretrained Transformer) language model and is capable of learning from users' preferences and behavior patterns to customize its response. ChatGPT has the potential to be applied in different fields, including education, journalism, scientific writing, communication, cell biology, and biotechnology, where there is already evidence. The aim of this work was to analyze the possible applications of ChatGPT in the agricultural and livestock industry. First, a scientometric analysis was performed with VosViewer and Bibliometrix (Bliblioshiny). 3 clusters were identified: (a) Main characteristics; (b) learning systems you use; and (c) applications. To the question: What are the main applications in which ChatGTP will revolutionize agriculture (or livestock) in the world? ChatGPT responded: (a) in the agricultural field: improvement of agricultural decision-making, optimization of agricultural production, detection and prevention of plant diseases, climate management, and supply chain management; and (b) in the livestock field: improvement of animal health and welfare, optimization of animal production, supply chain management, detection and prevention of zoonotic diseases, and climate management for animal production. ChatGPT does not scientifically support its answer, but from the analysis carried out, we find that there is enough scientific evidence to conclude, in this case, that its answers were correct. While ChatGPT does not necessarily scientifically substantiate its answers, users should. There is a lack of studies on the use of Artificial Intelligence and its relationship with ethics. [ABSTRACT FROM AUTHOR]

The material that guides the work of the Portuguese Language teacher plays a decisive role in the way this professional will approach the contents in the classroom. In this way, the analysis and reanalysis of these materials are necessary to verify the alignment with theoretical updates. With this in mind, this research analyzed, from the perspective of Multiliteracy Pedagogy (GRUPO NOVA LONDRES, 2021), two proposals for the textual production of teaching materials from a private school in Londrina/PR, in order to verify whether that forms the concepts of diversity of textual genres and multiliteracies are present in these proposals. It could be concluded that multiliteracies and technologies are being introduced to the context, although still timidly. [ABSTRACT FROM AUTHOR]

Articulating and composing the concept of integrating Literacy and Literacy is an attribution of Magda Soares' brilliant mind. The author gathered terms that are connected to broad and specific fields of experience, that are intrinsically interconnected, and which she creatively named Alfaletrar. That implies hearing the author's voice announcing a new perspective for the field of education studies in an original way. In this review, we try to reveal synthetically the author's thought to understand not only the integration of interconnected literacy but also the literacy in the same child's learning process. Recognizing that writing, reading and interpreting texts are skills that cannot be conceived in a static or separate way, but organized and in a continuous way. The experiences and results of years of research that the author carried out on literacy and textual genres in various supports, situations and social uses are gathered in the work and exposed in a planned and oriented way. [ABSTRACT FROM AUTHOR]

Copyright of Letras de Hoje is the property of EDIPUCRS - Editora Universitaria da PUCRS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Societies that need to deal with diversity also need to deal with the ways in which their members use texts, conventions for different text types and, consequently, with the production of texts itself. As societies change and become more diverse, texts will have to reflect this change eventually. Yet, how exactly does this social diversity affect our minds? How does the awareness of diversity influence our texts and their production? In this article, I will examine - primarily on the basis of general observations in the press and the media - the current developments in changes in German society. I will discuss social diversity and illustrate the different ways in which these factors influence speakers of German when they produce texts. By using examples from three categories of texts - oral texts, forms of address, job advertisements - I will show changes in text types and their conventions. The result of this study will be that a mix of different denominations or labels can increase the number of people reached, that language can perform substantially more functions and be substantially less discriminatory than is usually assumed, and that at the end of the day, generic masculine forms almost always address male persons exclusively. We will see that text types and their conventions are subject to change, and that this change is still evolving. Where this evolution of text types and their conventions will lead, remains to be seen. [ABSTRACT FROM AUTHOR]

This descriptive study examined differences in children's text production as a function of the advanced planning strategies they used. A sample of 117 third-grade children engaged in independent advanced planning and then composed a compare-and-contrast essay both before and after receiving a six-week text production fluency intervention. Analyses of variance showed that engaging in advanced planning was associated with higher rates of text production pre-intervention when basic writing skills were not automatized; however, as the children developed greater fluency with text production over the course of intervention, their planning processes shifted, and the advanced planning they engaged in was no longer associated with their writing outcomes post-intervention. These results have implications for the capacity theory of writing, extend theoretical work on the relationship between advanced planning and text production among early elementary children, and present several opportunities for future research. [ABSTRACT FROM AUTHOR]

There are 13 types of texts in English, but English teachers rarely teach spoof texts because most teachers are more focused on descriptive text, procedure text, etc. So, students' understanding of spoof texts was very low, even most students don’t know what the spoof text is, and they are not accustomed to producing texts. The Problem Based Learning approach was chosen to make it easier for teachers to help students produce texts. Therefore, this present study aims to analyze students’ abilities in producing spoof texts by using a problem-based learning approach. This research used qualitative descriptive and selected class XI students as a sample of this research. Data collection in this study used the following instruments: observation, interviews, and questionnaires to analyze the data in descriptive qualitative form. Based on the results, this study can conclude that the level of students’ ability to produce spoof texts after applying the Problem Based Learning Approach at the post-test is a complete category. It was proved that an average score of 73.9 and the highest score of 86. The percentage test of students' completeness was 78%, i.e., 14 of 22 students are included in the complete category. In comparison, 22% are not included in the complete category, meaning that students still need improvement.

IntroductionThe critical discourse approach as a emerging discourse trying to link between power and the dominant ideologies of actors in social contexts. Problematic settlements as a serious challenge to countries, have been hidden power relations objective experience of actors that the contribution of each of them in the production of these space have been different. therefore the purpose of the present study is explain the effects of actors' activities on the production of the text of problematic urban settlements with a critical discourse and right-to-city approaches.Data and MethodResearch method of the present study in terms of nature is qualitative and in terms of the type is analysis method.For explaining the text / space in problematic settlements was used a combination of qualitative-quantitative methods.Then the research variables were extracted and tested with Delphi technique that the 50 experts selected them.The effects of the indicators were evaluated by a one- sample t-test in Spss software and for the link the power and ideology of the actors was used in the production of text /space of problematic settlements with Mactor software.Results and DiscussionAccording to experts idea, findings showed that life experience of residents in the form of concepts such as poverty, neglect, backwardness, invisible forces, conflict of interest, ambiguity in fate, distance between claim and action, distance between us and them, duality and conflict and personal interests not common good, has found meaning. Concepts show the confrontation of government/urban management space strategies against the space tactics of weak people with naturalization of the dominant ideologies and the lack of awareness and economic weakness of the rsidents of these settlements. The role of middle management as a link between government and local management have been significant in the production of text / space of problematic settlements.Conclusion recognizing the rights of the users of these settlements with decryption of hidden meaning behind the apparent meaning, it can be increased the conditions of domination of the main actors at different levels in the form of self-Administered and self-management.

The purpose of the paper is to outline the components of the existential intertext of J. Fowles’ novel “The Collector”; consider those aspects that remain outside / on the periphery of researchers' attention, focusing on the authenticity of Miranda’s image; identify semantic transformations of pretexts in the mentioned discourse; consider intertextuality and intermediality as the main methods of creating an existential intertext. The image of Miranda Grey, close to the “alter ego” of the writer, is considered as an intertextual-composite construct. We consider its existentiality to be the semantic dominant of an image that absorbs other discourses. It was found that Miranda as an authentic person is defined by a tendency to self-identification; the desire for freedom and transcendence in various dimensions; ability to individualize creative activity and thinking; awareness of personal mortality. The innovativeness of the existential personality created by J. Fowles, which is represented in the gender aspect of “female power” as a marker of its authenticity, is emphasized. J. Fowles’ skill in “balancing” between the external and internal in creating the existential intertext of the work, which is manifested in its figurative system, is proved. The author models the relationship between Miranda, Clegg and Peston as a rivalry for power and the girl’s struggle for the authenticity of the female personality against the “masculine dictate”. Interpretation of a number of situations (“persecutor – victim”; “teacher – student”, “Madonna – fornicatress”, “Higgins – Galatea”, pattern of “lost paradise”, illusory embodiment of fantasies such as “princesse lointaine”, etc.) shows a paradoxical convergence of these opposites of the same axiology. The implicit use of the technique of intertextuality (allusions, quotations) marks J.P. and Clegg as ambivalent characters, demonstrating their duality in the external / internal model. To create an existential intertext, J. Fowles uses different types of ekphrasis (implicit, attributive, imaginary), which perform characterological, metapoetic, aesthetic, symbolic and allegorical functions. Intertextuality (intermediality) promotes text production and generation of meanings.

Introduction Rapid urbanization poses a significant challenge to accommodating the poor particularly in developing countries. To address this issue, affordable housing has become the agenda for many governments in a bid to improve the living condition of low income households. The exclusivity of government agencies in dealing with the provision of affordable housing and ensuring a revolving stock to the public can add significant pressure on available limited budget and resources. To redress the investment shortfall (current and future), and more so for the construction of infrastructure and housing development, most governments in developing countries are turning to PPPs. The first step in achieving an appropriate model of public-private partnerships is to identify, analyze, and classify the various factors that are necessary to ensure the success of these projects. In order to achieve this important, the present study aims to examine experts' perceptions of the "Critical Success Factors (CSFs)" for public-private partnership (PPP) projects in the housing sector of developing countries. It therefore has an international approach. Data and Method The present paper is applied in terms of purpose and descriptive - analytical in terms of method. In the first step, the content analysis method was used to conceptualize public-private partnerships and identify success factors. Then, in a survey process in the form of a questionnaire, experts in this field were asked to rank each of the identified success factors according to the level of critical or degree of importance. The data gathered through the relevant documents and respondents were analysed respectively with NVivo and Statistical Package for Social Science (SPSS). In this context, one sample t test was used to compare the average of factors, the Normalization function in order to standardize and identify the critical factors and Path Analysis in order to determine the direct and indirect effects of the indicators and also to identify the main dimension in explaining the Public-Private Partnership model. Results and Discussion The findings showed that from the preliminary list of 24 key indicators that was identified through an extensive literature review, 16 CSFs were finally highlighted. "Efficient legal framework ", "Political will and commitment to PPP housing ", "Equitable risk sharing", " Stable political system " and " Access to low interest housing loan to developers" are five factors that have the highest degree of critical according to experts in different countries. The findings of factor analysis also clarified that the four factors of "political-institutional dimension", "economic dimension", "reasonable contract" and "incentives", respectively, with the explanation of 30.29, 17.31, 11.69 and 9.650 % of the variance are the most influential factors in achieving the appropriate model of public-private partnerships for affordable housing. Conclusion Identifying Critical Success Factors plays a fundamental role in the scientific literature of public-private partnerships and achieving an appropriate PPP for affordable housing model in developing countries requires, above all, reforming the macro-political, legal and economic conditions prevailing in these countries.

The present study is an experience report on which we carried out an evaluation of the extension experience in the context of teaching philosophy in an interdisciplinary perspective, with the areas of Letters and Arts, built from the development of an extension project on a Greek mythological narrative. The objective of the project was to promote, through the stimulation of textual and theatrical production, the reading and interpretation of classic texts, such as those related to Greek mythology. The project took place in a public school, where high school students were the target audience of the activities and was articulated in three stages. Before the construction of the extension experience, we made a diagnosis, through a questionnaire, about the difficulties of the participants in terms of reading and textual production. After this experience, we evaluated the perception of the project participants, using another questionnaire. As a result, we identified that this experience enabled the participants to develop three main skills. Therefore, we recognize that promoting these interdisciplinary aesthetic experiences, as philosophy teaching strategies, is relevant for the learning of Higher Education and High School students. [ABSTRACT FROM AUTHOR]

Copyright of Linguistische Treffen in Wrocław is the property of Oficyna Wydawnicza ATUT and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Language entails many nested time scales, ranging from therelatively slow scale of cultural evolution to the rapid scale ofindividual cognition. The nested, multiscale nature oflanguage implies that even simple acts of text production,such as typing a sentence, entail complex interactionsinvolving multiple concurrent processes. As such, textproduction may have much in common with other cognitivephenomena thought to emerge from multiplicativeinteractions across temporal scales, namely those that exhibitfractal properties. We investigated the relationship betweenfractal scaling and the quality of produced text. Participants(N=131) wrote essays while their keystrokes were recorded.Fractal analyses were then performed on time series ofinterkeystroke intervals (IKIs). Results showed that fractalproperties characterizing IKIs positively predicted expertratings of essay quality, even after accounting for essaylength. The results support our hypotheses concerningmultiscale coordination and text production.

The generative mechanism of the Book of Songs, the Classic of Music, the Book of Changes, the Spring and Autumn Annals and other texts attracted the attention of learned men during the Warring States period and the Qin and Han dynasties. Two views gradually took shape. One emphasized that texts display natural human emotions, and the generation of the text participates in the generation process in a natural, irrational way; the text is thus something natural. This view can be called the "sounds of nature" theory. The other emphasized that the text is the carrier of humankind's rational spirit and independent character, and that the generation of text is a highly individualized, rational and technical process, so the resulting text is something man-made. This view can be called the "works of authorship" theory. The two conceptions of text production present different textual values and aesthetics. As seminal ideas, they have had a significant influence on the development of Chinese literary history, and their competition and convergence have constituted one of the driving forces behind its development. [ABSTRACT FROM AUTHOR]

Copyright of Pensares em Revista is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

El presente Editorial analiza algunos aspectos poco abordados acerca de las “formas admitidas” por las revistas científicas en la producción de textos. El trabajo, circunscripto a la subjetividad de la opinión personal, no pretende poner en duda las morfologías discursivas de los artículos académicos ni las prácticas y usos de presentar las investigaciones. Por el contrario, a partir de la consolidación de dichas “formalidades”, se plantea la necesidad de no ceñirse con exclusividad a esas expresiones del discurso, con el objetivo de recrear la escritura académica desde otros ángulos que han sido parcialmente abordados o no tenidos en cuenta. Se señala, entonces, la posibilidad de apelar a otras formas retóricas y discursivas no tan fuertemente estructuradas en su redacción y que pueden aportar novedosas aproximaciones a los objetos de estudio de las Humanidades y las Ciencias Sociales. = The following editorial analyzes some aspects that have been little addressed about the "accepted forms" by scientific journals in the production of texts. The present article, circumscribed to the subjectivity of personal opinion, is not intended to question the discursive morphologies of academic articles, neither the practices nor the uses of publishing researches. On the contrary, based on the consolidation of these "formalities", the need arises not to adhere exclusively to those expressions of discourse with the aim proposed to recreate academic writing from other angles that have not been considered so far. Therefore, it is suggested the possibility of appealing to other rhetorical and discursive forms not so strongly structured in their wording, which can provide novel approaches to the objects of study of the Humanities and Social Sciences.

Regional head election in Indonesia has successfully conducted in June 27, 2018. It is a kind of people democratic party which is held in most parts of Indonesia regions. Many ways have been conducted by those who were nominated to the position. Language as a means of communication takes important role in this agenda. Regional head election becomes popular theme in several songs to promote candidates. This language phenomenon is interesting since the songs does not merely show its lyrics but it also display power. Critical Discourse Analysis gives makes it possible to reveal the relation between language and power. This article shows how language exhibit power through three levels of CDA that contain linguistic feature, text production, and social practice.