scholarly journals La relación epistolar de Claudio Magris y Biagio Marin

2019 ◽  
Vol 28 ◽  
pp. 65-76
Author(s):  
Encarna Esteban Bernabé

En 2014 la editorial Garzanti publica la totalidad de las cartas existentes que durante veintisiete años intercambiaron el germanista y escritor Claudio Magris y el poeta Biagio Marin. La literatura epistolar es un género muy cercano a la psicología o incluso a la filosofía, ya que en la comunicación escrita que se establece entre los interlocutores suele aparecer el yo más profundo de cada uno de los implicados. Este es el caso de la obra que nos ocupa, Ti devo tanto di ciò che sono. Carteggio Magris-Marin. En esas cartas, los dos grandes literatos discuten de filosofía, literatura, teología, historia y política, al tiempo que intercambian noticias y anécdotas de la propia vida. Tanto el estudioso como el lector curioso encontrará en este trabajo claves de comprensión de la obra de estos dos grandes hombres de las letras italianas. In 2014, Garzanti publishes all the existing letters exchanged for 27 years by the Germanist and writer Claudio Magris and the poet Biagio Marin. The epistolary literature is a genre very close to psychology or even to philosophy, since in the written communication that is established between the interlocutors usually appears the deepest ego of each one of those involved. This is the case of the work that concerns us, Ti devo tanto di ciò che sono. Carteggio Magris-Marin. In these letters, the two great writers discuss philosophy, literature, theology, history and politics, Egeria, witness of the correspondence between women of Christian antiquitywhile exchanging news and anecdotes of their own lives. Both the scholar and the curious reader will find in this work keys of understanding of the work of these two great men of the Italian letters.

1997 ◽  
Vol 6 (3) ◽  
pp. 57-65 ◽  
Author(s):  
Lisa A. Wood ◽  
Joan L. Rankin ◽  
David R. Beukelman

Word prompt programs are computer software programs or program features that are used in addition to basic word processing. These programs provide word lists from which a user selects a desired word and inserts it into a line of text. This software is used to support individuals with severe speech, physical, and learning disabilities. This tutorial describes the features of a variety of word prompt programs and reviews the current literature on the use of these programs by people with oral and written language needs. In addition, a matrix that identifies the features contained in eight sample word prompt programs is provided. The descriptions of features and the matrix are designed to assist speech-language pathologists and teachers in evaluating and selecting word prompt programs to support their clients' oral and written communication.


2012 ◽  
Vol 21 (3) ◽  
pp. 74-81 ◽  
Author(s):  
Debbie Witkowski ◽  
Bruce Baker

Abstract In the early elementary grades, the primary emphasis is on developing skills crucial to future academic and personal success—specifically oral and written communication skills. These skills are vital to student success as well as to meaningful participation in the classroom and interaction with peers. Children with complex communication needs (CCN) may require the use of high-performance speech generating devices (SGDs). The challenges for these students are further complicated by the task of learning language at a time when they are expected to apply their linguistic skills to academic tasks. However, by focusing on core vocabulary as a primary vehicle for instruction, educators can equip students who use SGDs to develop language skills and be competitive in the classroom. In this article, we will define core vocabulary and provide theoretical and practical insights into integrating it into the classroom routine for developing oral and written communication skills.


2019 ◽  
Author(s):  
Lucas Busta ◽  
Sabrina E. Russo

Here, we describe a hands-on medicinal plant chemistry laboratory module (Phytochemical Laboratory Activities for iNtegrative Thinking and Enhanced Competencies; PLANTEC) for undergraduates that targets the development of core competencies in (i) critical thinking and analysis of text and data, (ii) interdisciplinary and systems thinking, (iii) oral and written communication of science, and (iv) teamwork and collaboration.<br>


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