scholarly journals Djupläsning och lässtrategier

2018 ◽  
Vol 12 (2) ◽  
pp. 8
Author(s):  
Mary Ingemansson
Keyword(s):  
Reading Strategies ◽  
Deep Understanding ◽  
Read Aloud ◽  
Reading Process ◽  
Close Reading ◽  
Text Interpretation ◽  
The Social ◽  
Reading Text ◽  
Empirical Material ◽  
Primary And Secondary School

SammanfattningTexten behandlar hur elever på svensk grundskolenivå i årskurs 1–8, med hjälp av olika lässtrategier, kan skaffa sig förmåga att djupläsa texter för att nå förståelse av både läsningen och det lästa. Den teoretiska och metodologiska basen hänvisar till den amerikanska läsforskning som har bedrivits av Judith A. Langer med ett stort forskarteam vid Albany University, USA. Djupläsningsmetoder förklaras och diskuteras. Artikeln diskuterar Langers “envisionment-building” begrepp och presenterar ett empiriskt material taget från en undersökning av lässtrategier hos elever i åldrarna 7–13. I Sverige har teorin operationaliserats av författaren i fortsättningsforskning i skolor. Den didaktiska läsutvecklingen från svenska skolor beskrivs. Resultat och diskussion handlar om hur barn och ungdomar kan skapa djup förståelse av text. De autentiska fasbaserade frågorna som används både muntligt och skriftligt vid djupläsning gör att innehållet blir grundligt diskuterat i samtal med lärare och kamrater. Omläsning visar sig vara viktigt. Genomförda textsamtal resulterar i ett mycket fördjupat läsande för eleverna. Motivationshöjande är att eleverna får agera socialt genom textsamtal vid tolkningen och att det ständigt sker en återkoppling från lärarens och kamraternas sida. Motivationen kan även öka om eleverna lyckas med alltmer utmanande texter. Djupläsning med fas¬baserade frågor är en effektiv lässtrategi för att skapa förutsättningar för djupläsning, som i sin tur ger förutsättning för bästa möjliga förståelse av läsningen såväl som det lästa. Läsmarkeringar under läsningens gång gör att läsningen blir långsammare och mer grundlig. Läsandets förutsättning, villkor och process kan sammanfattas i en modell skapad utifrån operationaliseringsprocessen.Nyckelord: djupläsning, textsamtal, lässtrategier, didaktik, läsmotivationClose reading and reading strategiesAbstractThe text discusses how Swedish pupils in primary and secondary school, aged 7–13, with the aid of different reading strategies, can improve their ability to close-read texts in order to gain a better understanding not only of the text but also of the reading process. The study is theoretically and methodologically anchored in the reading research of Judith A. Langer, University of Albany, USA. The study adapts and develops Langer’s concept of envisionment building. The empirical material includes a study of the reading strategies of Swedish pupils aged 7–13. In Sweden, these findings have been operationalized by the author as part of her continuing research in schools. The results and discussion address how children can acquire a deep understanding of texts. The authentic, stance-based questions, which are used both when students read aloud and silently, ensure that the content is properly discussed in text talks with teachers and other pupils. Re-reading is important. The text talks result in a close reading of the texts. The social interaction that is part of text interpretation, as well as the feedback students receive from one another and from their teacher, boost motivation. Motivation can also increase if the students succeed with more challenging texts. Close reading with stance-based questions is a very effective reading strategy, which enables the students to understand the text and the reading process. Taking notes while reading makes the reading slower and more thorough. The conditions, terms and process of reading are summed up in a model that describes what happens.Keywords: close reading, text talks, reading strategies, didactics, motivation for reading

Phenomenon of reading: temporal and praxeological asects

2018 ◽  
pp. 16-23
Author(s):  
S. V. Shevtsov
Keyword(s):  
Primary Memory ◽  
Close Reading ◽  
Human Being ◽  
Reading Text ◽  
New Phase

The creative character of reading is revealed through the elucidation of its temporal constitutions and consideration of some practical aspects of this phenomenon. Reading isn’t intellectual, aesthetical procedure, but co-being between a text and a reader. Reading is one of the ways of becoming and forming in human being specific metaphysical organs. Thanks to them there are some actual conditions of freedom, love, faith, virtue, responsibility etc. Impression as point-wise part of time, orienting on presence and changing with every new phase of reading text is shown. Impression isn’t feeling, but invasion, that includes intensity, completeness of action. That’s why reading text should impress and invade in limits of being of a reader, catch them, hold them by its energy his attention. Retention as primary memory of read text and holding some information during its distancing from the point of impression is researched. Possibilities of using of some technics of reading – reading out loud of dialogues of Plato, reflexive reading, close reading etc.

SOCIAL HUMAN RIGHTS: GENERAL THEORETICAL CHARACTERISTIC

2017 ◽  
Author(s):  
Lyudmyla Bogachova ◽  
◽  
Tetiana Herhulenko ◽  
Keyword(s):  
Human Rights ◽  
Negative Impact ◽  
Deep Understanding ◽  
Social Rights ◽  
Historical Aspect ◽  
Social Sphere ◽  
The Social ◽  
Housing Rights ◽  
Social Code ◽  
The Welfare State

In the article, within the framework of the general exploration of human rights was made an attempt to substantiate the importance of social rights as a separate category of rights that belongs to the «second generation» of human rights and needs analysis within the state and legal reality. Attention was paid to the historical aspect of the development of social rights. The events, that inevitably influenced the emergence, development and ideological justification of the need for recognition of social rights are analyzed, the causal links involved in their formation are also indicated. In publication the connection of social rights with the concept of the welfare state is revealed, the main purpose of this state is to promote the realization of these rights. The fundamental features of this form of organization of government and society make it possible to evaluate the great dependence of the realization of social rights on socially oriented policy and economy of the country. For a deep understanding of the essence and ideas embedded in the content of social rights, the features and characteristics of this category of rights are studied. Attention is also paid to the different approaches to the concept of social rights expressed by researchers in this issue. The sources in which social human rights are legally fixed are considered (the Universal Declaration of Human Rights, the European Social Charter, the Constitution of Ukraine, the German Social Code). Also there is a comparative analysis of the enshrinement of these rights in courses mentioned above. Particular attention is paid to the characteristics of social rights listed in the German Social Code, as well as to the content of the agreement between Ukraine and Germany about cooperation in the social sphere. Great attention in the publication is paid to the studying of events in Ukraine that hinder the realization of social rights. The coronavirus pandemic and military events in the East of the country have negative impact on the implementation of social rights. The statistical data confirming the violation of the housing rights and medical care at present are given. Conclusion is formulated about the need of analyzing social rights as a specialized group of human rights, which have passed a significant historical path of formation and have unique characteristics and features.

scholarly journals IDENTITAS DIASPORIS TIGA GENERASI PEREMPUAN CINA DALAM ONLY A GIRL KARYA LIAN GOUW (Diasporic Identity of Three Generations of Chinese Females in Only A Girl Written by Lian Gouw)

ATAVISME ◽  
2019 ◽  
Vol 22 (1) ◽  
pp. 15-31
Author(s):  
Ratna Asmarani
Keyword(s):  
Literary Analysis ◽  
Close Reading ◽  
Female Characters ◽  
Great Role ◽  
Two Cultures ◽  
Three Generations ◽  
Library Research ◽  
Diasporic Identity ◽  
The Social ◽  
Family House

Identity is crucial in a person’s life. Diasporic identity is much more complicated because it involves at least two cultures. The focus of this paper is to analyze the diasporic identity of three generations of diasporic Chinese females as represented in Lian Gouw’s novel entitled Only a Girl. The data and supporting concepts are compiled using library research and close reading. The qualitative analysis is used to support the contextual literary analysis combining the intrinsic aspect focusing on the female characters and the extrinsic aspects concerning diaspora and identity. The results shows that each Chinese female character has tried to construct her own diasporic identity. However, the social, cultural, political, educational, and economic contexts play a great role in the struggles to construct the diasporic identity. It can be concluded that the younger the generation, the braver their effort to construct their diasporic identity and the braver their decision to take a distance with the big family house eventhough they have to face stronger and more complicated conflicts to realize and actualize their personal construction of diasporic identity.

scholarly journals Perlawanan Visual Perempuan dalam Poster

2018 ◽  
Vol 1 (2) ◽  
pp. 147
Author(s):  
Misbah Zulfa Elizabeth
Keyword(s):  
Qualitative Research ◽  
Social Context ◽  
Gender Inequality ◽  
Social Life ◽  
Men And Women ◽  
Text Interpretation ◽  
Religious Text ◽  
The Social ◽  
Visual Expression ◽  
And Gender

<p>Visual expression is something un-denayable in social life because the viasuality is the expression of the social life. This article has the purpose to explore how visual expression of women resistance toward gender inequality. Applying qualitative research with the method of documentation study this article in detail analyses the interpretation of religious text as the source of inequality and gender reality in social context. It is revealed that visual expression of the poster suggesting to treat men and women respectfully is the resistance toward religious text interpretation which is inequally treat men and women.</p>

scholarly journals Talking About the “Misunderstanding” in the Process of Literary Accepting

2008 ◽  
Vol 2 (2) ◽  
pp. 204
Author(s):  
Xu Junliu
Keyword(s):  
Error Correction ◽  
Literary Work ◽  
Reading Process ◽  
Main Body ◽  
Demarcation Line ◽  
Artistic Value ◽  
Original Meaning ◽  
Reading Text ◽  
Angle Of View ◽  
Fuzzy Regions

The “misunderstanding” in the process of literary accepting refers to the receiver in the reading text process with the creation main body, creation motive, the work implication, as well as between the works artistic value constitutes the situation which “the dialog” in the complex relations produces contradicts. But, in the concrete reading process, the “misunderstanding” may divide in “the error correction” and “instead harms” kind of situations. Although “the error correction” refers to reader's understanding in line with author's creation original meaning which produces contradicts, but the work itself actually has demonstrated reader’s understood connotation, thus causes this kind of the “misunderstanding” seems cuts with actual and persuasiveness. “Instead harms” refers to the reader unconscious determination to carry on the far-fetched cognition and the appraisal to the literary work, including to literary work non-artistic angle of view twisting. “The error correction” should advocate that “instead harms” should deny, this does not dispute. But, “the error correction” and “instead harms” between has certain fuzzy regions, between them the strict demarcation line, some literary work in such time, possibly has not had “the error correction” in such receiver, but in another time, possibly has the different understanding in other receivers, to “instead harms” direction transformation. The “misunderstanding” is the literature accepts the necessity, because just having the “misunderstanding”, the different sound, between the literature mutual exchanges and collides, the literature only then had prosperously, the vigorous development aspect.

scholarly journals The Tricky ’True Object’: Bourdieu’s Masculine Domination and Historicity

2016 ◽  
Vol 5 (3) ◽  
pp. 210
Author(s):  
Miklos Hadas
Keyword(s):  
Social Practice ◽  
Physical Violence ◽  
Symbolic Violence ◽  
Close Reading ◽  
French Version ◽  
Long Run ◽  
The Social ◽  
The Family ◽  
The Church

Pierre Bourdieu’s Masculine Domination was published in English in 2001, three years after the appearance of the French version. In order to deconstruct in vivo the working of sociological paradigm-alchemy, a close reading of the Bourdieusian argument is offered. After summing up the main thesis of the book, Bourdieu’s statements will be intended to be questioned, according to which the school, the family, the state and the church would reproduce, in the long run, masculine domination. The paper will also seek to identify the methodological trick of the Bourdieusian vision on history, namely that, metaphorically speaking, he compares the streaming river to the riverside cliffs. It will be argued that when Bourdieu discusses ‘the constancy of habitus’, the ‘permanence in and through change’, or the ‘strength of the structure’, he extends his paradigm about the displacement of the social structure to the displacement of the men/women relationship. Hence, it will be suggested that, in opposition to Bourdieu’s thesis, masculine domination is not of universal validity but its structural weight and character have fundamentally changed in the long run, i.e. the masculine habitual centre gradually shifted from a social practice governed by the drives of physical violence to symbolic violence.

scholarly journals Social constructivism in the field of education and learning

2011 ◽  
Vol 43 (2) ◽  
pp. 177-194
Author(s):  
Jovana Milutinovic
Keyword(s):  
Social Constructivism ◽  
Teaching And Learning ◽  
School Context ◽  
Deep Understanding ◽  
Educational Practice ◽  
Theory And Practice ◽  
Educational Values ◽  
The Social ◽  
Constructivist Perspective ◽  
Context Of Learning

Social constructivism is, first and foremost, the theory of knowledge focused on the role of social processes in knowledge creation. Its proponents are interested in interactions among people which are observed as the ways through which shared versions of knowledge are constructed. Starting from the widely acknowledged need for learning with deep understanding and increased interest in the social context of learning, the paper theoretically analyses social constructivism and its influence on educational practice. The goal is to critically re-examine the social constructivist perspective as a theory of teaching and learning and point out to its educational values based on certain conclusions mentioned in the literature. The paper also explores and highlights the basic starting points of social constructivism as well as its different interpretations. In addition, the paper studies relevant issues for education and learning suitable for applying social constructivism, both at the institutional and interpersonal level. It is concluded that social constructivism, applied in practice as a culture rather than as a set of isolated activities, is highly significant for understanding the complexity of the phenomenon of teaching and learning in school context, as well as for providing concrete guiding ideas (learning through cooperation, discovering and solving problems, joint exploration of knowledge and world reinterpretation) for enhancing educational theory and practice.

Commending a freedman. Virtues and masculinities in the recommendation letters of Cicero and Pliny the Younger

2021 ◽  
Vol 14 ◽  
pp. 401-418
Author(s):  
Lisa Hagelin
Keyword(s):  
Social Complexity ◽  
Hegemonic Masculinity ◽  
Close Reading ◽  
Imperial Rome ◽  
Gender Discourse ◽  
Pliny The Younger ◽  
Roman Society ◽  
Roman World ◽  
The Social ◽  
Cardinal Virtue

This article explores Roman freedmen’s masculine positions expressed as virtues, qualities, and ideals in the recommendation letters of Cicero and Pliny the Younger. It discusses whether there were specific freedman virtues, qualities, and ideals and what consequences their existence or absence had for freedmen’s constructions of masculinity. A critical close reading of the texts is applied, combined with theories of masculinity, where hegemonic masculinity is a key concept. It is concluded that there were no virtues or qualities that were specific or exclusive to freedmen. A distinct set of virtues for freedmen did not exist in Late Republican and Early Imperial Rome, since much the same behaviour and qualities are seen as manly and desirable for freedmen as for freeborn male citizens of high birth. However, freedmen cannot comply with the hegemonic masculinity in full, since they cannot embody the Roman masculine ideal of the vir bonus and cannot be associated with the Roman cardinal virtue virtus, which was central in the construction of masculinity in the Roman world. This illustrates the complex Roman gender discourse and, on the whole, the social complexity of Roman society.

Reading in Mandarin and English: Using Reading Miscue Inventory and Retrospective Miscue Analysis with Adult English Language Learners

2014 ◽  
Author(s):  
◽  
Yang Wang
Keyword(s):  
Second Language ◽  
Reading Strategies ◽  
English Language ◽  
Native Language ◽  
First Language ◽  
Case Analysis ◽  
Reading Process ◽  
Instructional Tool ◽  
Evaluation Tool

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This qualitative case study explored five college ELLs' reading processes in their native Mandarin language and the English language. The purpose of this case study is 1) to discover the reading process of five native-Mandarin-speaking adult ELLs at a large Midwestern university; 2) to learn their perceptions of reading; and 3) to learn about their strategy use in reading the selected materials in both Mandarin and English. I met with each participant individually. In the beginning I did the reading interests inventory and the Burke Reading Interview in Mandarin and in English to learn about their beliefs in the two languages. I surveyed their reading metacognition in both languages. Then I selected four pieces of texts (two in Mandarin and two in English) for RMI and RMA with each reader. At the end, I did post-interviews and post-surveys. Through the study, I kept a double entry journal. Then I conducted within-case analysis and cross-case analysis. This study found 1) by the end the participants believed reading was to know the meaning in both languages and helping them to examine their reading in their first language makes them more successful in their second language; 2) the readers used all linguistic and pragmatic language cueing systems to construct meaning in both languages, and they relied more on linguistic cueing systems in English; 3) they used all natural reading strategies and other similar strategies in both languages, and applied unique strategies to construct meaning in English; 4) the RMA sessions helped the participants build their confidence and revalue their reading, especially in English; 5) the participants became more metacognitive through the RMA sessions, and highly proficient readers may not be the most metacognitive ones. This study suggests RMI is an effective reading evaluation tool for the reading process of the first language as well as the second language. Reading teachers and ELL teachers could use RMI to understand their students' reading process and re-evaluate their students' reading comprehension. This study also suggests RMA is an effective instructional tool. The RMA sessions could build the students' confidence, focus more on meaning, and uncover their reading strategies, as well as their strengths and weaknesses. ELLs need to read actively and closely for meaning; use their successful native language reading strategies and unique strategies in their English reading; experience aesthetic reading for pleasure and read various genres and different topics; and read aloud as long as it is meaningful. ELL teachers need to help the learners establish their belief about reading; use RMI as an evaluation tool; use RMA as an instructional tool and help readers embrace their good reading strategies; encourage them to use their successful native language reading strategies and unique English language reading strategies; and encourage readers to read widely outside of classroom.

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