Age and text genre effects on capacity expended while reading

1991 ◽  
Author(s):  
Thomas V. Petros ◽  
Barb K. Bentz ◽  
Tara Miller ◽  
David Tupa
Keyword(s):  
Text Genre

Text Genre and Science Content: Ease of Reading, Comprehension, and Reader Preference

2009 ◽  
Vol 30 (6) ◽  
pp. 487-511 ◽  
Author(s):  
Gina N. Cervetti ◽  
Marco A. Bravo ◽  
Elfrieda H. Hiebert ◽  
P. David Pearson ◽  
Carolyn A. Jaynes
Keyword(s):  
Reading Comprehension ◽  
Science Content ◽  
Text Genre ◽  
Reader Preference

Comparing Middle School Students’ Responses to Narrative Versus Expository Texts on Situational and Individual Interest

2014 ◽  
Author(s):  
Amanda Durik ◽  
◽  
Steven McGee ◽  
Edward Hansen ◽  
Jennifer Duck ◽  
...  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Situational Interest ◽  
Expository Texts ◽  
Individual Interest ◽  
School Students ◽  
Web Based ◽  
Web Based Learning ◽  
Before And After ◽  
Text Genre

This project examined the effects of text genre on both situational and individual interest. Middle school students completed a three-session web-based learning module in the domain of ecology wherein they were randomly assigned to either narrative or expository readings that were matched on key idea units and other variables. Students reported individual interest in ecology on the day before and after their exposure to the module. Affective and cognitive situational interest was measured after the readings on each day of the module. The results showed that expository readings were perceived as more helpful for learning than were narrative readings, but this varied somewhat by initial individual interest. Although the narrative versions did not facilitate situational interest, there was a small effect on individual interest suggesting that learners exposed to narrative readings came to perceive the domain of ecology as a more meaningful discipline than did those exposed to expository readings.

Comprehension and Text Genre: An Analysis of Secondary School Foreign Language Readers

1988 ◽  
Vol 72 (2) ◽  
pp. 163-172 ◽  
Author(s):  
EDWARD D. ALLEN ◽  
ELIZABETH B. BERNHARDT ◽  
MARY THERESE BERRY ◽  
MARJORIE DEMEL
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Text Genre

scholarly journals From the original article to the summary for patients: Reformulation procedures in intralingual translation

2021 ◽  
Vol 11 ◽  
Author(s):  
Ana Muñoz-Miquel
Keyword(s):  
Patient Education ◽  
Exploratory Study ◽  
Medical Knowledge ◽  
Access To Information ◽  
Medical Texts ◽  
Specialized Knowledge ◽  
Text Genre

The wider access to information and the tendency toward patient education have increased the demand for medical texts aimed at a wide, non-specialized, heterogeneous audience. In this context, it is essential to know what procedures are required to make specialized knowledge accessible to non-experts. This paper presents a corpus-based exploratory study that describes the procedures employed to reformulate, intralingually, medical knowledge from a highly specialized genre, the original article (OA), into a genre derived directly from it but addressed to laymen, namely, the summary for patients (SP). The linguistic and textual changes that take place when translating an OA into an SP are taken as the basis for explaining the reformulation procedures used. The results of the study contribute to the characterization of the SP from a text genre perspective, and provide keys to writing and reformulating for both medical translators and experts in the field, who are often called upon to carry out these intralingual translations.

scholarly journals Desenvolvimento de capacidades de linguagem no trabalho pedagógico com gênero textual

2016 ◽  
Vol 2 (2) ◽  
pp. 43
Author(s):  
Paulo Da Silva Lima
Keyword(s):  
High School ◽  
Public School ◽  
Text Production ◽  
Language Research ◽  
Text Genre

Neste artigo abordamos a produção de gêneros textuais, mediada pela Sequência Didática, metodologia por meio da qual é possível ensinar modularmente um gênero. Nosso objetivo é demonstrar que o ensino de gêneros desenvolvido de forma modularpode auxiliar os estudantes na construçãode textos de forma adequada. Assim, descrevemos parte de uma experiência desenvolvida em uma escola pública de ensino médio, na qual os alunos do 2º ano produziram uma resenha de filme a ser veiculada na escola e em um blog. Para isso, nos embasamos em autores como Dolz et al., (2010) e Bronckart(2007), que consideram a linguagem como forma de interação e o gênero textual como instrumento por meio do qual os alunos são capazes de desenvolver as capacidades de linguagem. A pesquisa demonstra que a Sequência Didática possibilitou aos estudantes apreenderem os conhecimentos necessários para a escrita adequada do gênero abordado. Palavras-chave: produção textual; reescrita; gênero textual; modelo didático ABSTRACTIn this article we discuss the production of genres, mediated Didactic Sequence methodology through which to teach modularly a genre. Our goal is to demonstrate that the teaching of genres developed modularly can assist students in building properly texts. Thus, we describe part of an experiment carried out in a high school public school, in which students of 2nd year produced a movie review to be published in school and in a blog. For this, we base in authors like (Dolz et al., 2010) and (Bronckart, 2007), who consider language as a form of interaction and the genre as a tool through which students are able to develop the capabilities of language. Research shows that the Didactic sequence enabled the students grasp the knowledge required for proper writing addressed genre.Keywords: text production; rewriting; text genre; didactic model

scholarly journals FEATURE SELECTION FOR AUTOMATIC DETECTION OF TEXT GENRE

2021 ◽  
pp. 84-90
Author(s):  
S. Sh. Shanshar ◽  
I. M. Ualiyeva
Keyword(s):  
Feature Selection ◽  
Random Forest ◽  
Information Society ◽  
Automatic Detection ◽  
Practical Method ◽  
Automatic Recognition ◽  
Logistics Regression ◽  
Text Genre ◽  
Selection For

This article discusses the algorithms that can be used in the study and analysis of symbols to determine the genre of texts. There are differences in defining the genre of texts. Algorithm is also defined by describing the text, removing unnecessary characters, leaving only the text, and comparing it with the database. The article describes a practical method of automatic recognition of the text genre based on all parameters. Comparing the logistics regression, solution tree, random forest, MLPClassifier, AdaBoostClassifier, svm, GaussianNB algorithms, the choice of the most important parameters for the texts was considered. Defining the genre of texts is now relevant in all areas of the information society.

A Genre-Register Analysis of a Tourism Brochure Written by Students in an EMI University Context

2018 ◽  
pp. 246-263
Author(s):  
María del Mar Sánchez Pérez ◽  
María Enriqueta Cortés de los Ríos
Keyword(s):  
Higher Education ◽  
University Students ◽  
Rating Scale ◽  
Native Language ◽  
Explicit Teaching ◽  
Text Genre ◽  
English Medium Instruction ◽  
Register Analysis ◽  
Specialized Texts ◽  
University Classrooms

Research conducted at university level reveals that students usually have difficulties in performing cognitive and discursive operations involved in the production of academic and specialized texts, which aggravate when these activities are developed in non-native language. The purpose of this chapter is to analyze a tourism brochure written by students in an English-Medium Instruction (EMI) higher education context from a combined genre-register approach. Particularly, it aims to examine the students' main strengths and weaknesses when writing this particular text genre. A compilation of 37 tourism brochures written in English by Spanish university students is analyzed qualitatively according to an analytic rating scale inspired by Friedl and Auer (2007). Results show that students perform better in terms of register, whereas significant deficiencies regarding genre and discourse are found. This reveals that explicit teaching of discourse and genre issues in university classrooms is necessary in order to help students produce higher-quality specialized texts.

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