II Channels of Communication

2006 ◽  
Vol 36 ◽  
pp. 25-43
Author(s):  
Catherine Steel
Keyword(s):  
Read Aloud ◽  
Classical Literature ◽  
Specific Time ◽  
Ancient Rhetoric ◽  
Written Text ◽  
Roman Literature ◽  
Roman People ◽  
Specific Outcome ◽  
Broad Framework ◽  
Individual Reading

The oral dimension to classical literature as a whole has, rightly, become an object of increasing interest to interpreters. The process of composition of any text usually involved a spoken element; public or private readings could be a medium by which a text was disseminated; and individual reading could involve audible speech, or having another person read aloud. All Roman literature involves some oral dimension. Within this broad framework, however, oratory occupies a distinctive space. A speech is prepared for a specific time and place, to be directed at a specific audience and, in the case of forensic and deliberative oratory, with the aim of securing a specific outcome. Moreover, this first performance is, logically, oral and does not imply the existence of a written text; indeed, there was a strong convention within ancient rhetoric that speeches were delivered from memory, and even though written texts might well feature in preparation, orators would often find themselves in situations where improvisation was necessary. The sense of being created for a particular time and place is a characteristic which oratory shares with drama but, unlike drama, subsequent performances in a similar manner are difficult to envisage. Plays in both Greece and Rome were revived after the festival for which they had been initially composed; but the circumstances in front of the Roman people, in the Senate, or in a court which demanded a speech would never be repeated.

Personification Allegory in the Aeneid and Ovid's Metamorphoses

Mnemosyne ◽  
2008 ◽  
Vol 61 (3) ◽  
pp. 414-435 ◽  
Author(s):  
Dunstan Lowe
Keyword(s):  
Proper Names ◽  
First Century ◽  
Classical Literature ◽  
Reading Practices ◽  
Literary Traditions ◽  
Important Stage ◽  
Roman Literature ◽  
Depth And Complexity ◽  
Roman Epic ◽  
Narrative Role

AbstractThis article will show that Ovid's well-known innovations in the use of personification allegory combine closely with those of Virgil, to form a distinctive 'Augustan' phase in the development of allegory in classical literature. Both Ovid and Virgil make fictional abstractions concrete and ontologically ambiguous. Innovations common to both the Aeneid and Metamorphoses constitute an important stage in the emergence of 'compositional allegory', in the wake of the Roman adoption of Stoicising interpretative reading practices in the course of the first century BC. Both epics involve Furies as models for their major personified abstractions, both in narrative role and in concrete detail. Uniquely in and to Roman literature, Furies changed from supernatural beings into personified abstractions. This change, enabled by the semantic replacement of proper names such as Erinys or Eumenis with the word Furia ('frenzy'), produced new depth and complexity in the form and metaliterary function of personifications in Roman epic and later literary traditions.

Classical Literature: The Critical Task Ramus Ten Years

Ramus ◽  
1981 ◽  
Vol 10 (2) ◽  
pp. 105-111
Author(s):  
A. J. Boyle
Keyword(s):  
Subject Matter ◽  
Necessary Conditions ◽  
Literary Work ◽  
Classical Literature ◽  
Historical Scholarship ◽  
Its Analysis ◽  
Roman Literature ◽  
Casual Reader ◽  
Critical Task ◽  
First Time

We shall not cease from explorationAnd the end of all our exploringWill be to arrive where we startedAnd to know the place for the first time.T. S. Eliot, Little Gidding (1942)It has been a busy decade. Approximately a hundred essays on Greek and Roman literature, from Homer to Nonnus, from Plautus to Claudian, a monograph on Euripides, thematic issues on Ancient Pastoral and Virgil's Georgics, work informed by a vigorous — and one hopes invigorating — sense of the humane value of classical literature and its analysis, but exhibiting in discussion of the ancient texts themselves considerable diversity of approach, emphasis, method. It would be obvious to the most casual reader that Ramus has eschewed the sterile path of the construction of its own methodological orthodoxy. The formal parameters for inclusion have been far more demanding — and important — than methodological consonance: substantiality of subject-matter and treatment; stringency, relevancy and coherence of argumentation; centrality and concentration of critical focus; significant and significantly original illumination of text; soundness of philological and historical scholarship; judiciousness of critical eye. The issue of critical focus, that is to say, of discrimination, merits emphasis. It is a truism to say that relegation of the peripheral to the peripheral, of the ancillary to the ancillary, are necessary conditions for the elucidation of any literary work. But it is a truism often ignored.

Evaluating two ways for marking Swedish phonological length in written text

2020 ◽  
Author(s):  
Bosse Thorén ◽  
Hyeseung Jeong
Keyword(s):  
Native Speakers ◽  
The Other ◽  
Read Aloud ◽  
Control Group ◽  
Written Text ◽  
System A ◽  
Short Vowels ◽  
L2 Learners ◽  
Phonological Length ◽  
The Way

Abstract The study compares two different graphic marking systems designed to help L2 learners of Swedish notice and realize phonological length. In System A, 22 L2 learners read aloud three /VːC/ words with length marked under long vowels and three /VCː/words with dots under short vowels. Twenty-two other L2 learners read the same words marked by the other system (System B) that underlines long vowels and long consonants. As a control group, 20 native Swedish speakers read the same words without any marking. We measured and compared the temporal realizations of the six words by all the three groups. System B readers realized Swedish phonological length more closely to the way that native speakers did, compared to System A readers. These results suggest that prompting both long vowels and long consonants can be more effective than marking long and short vowels.

Importations in Preschoolers' Emergent Readings

1995 ◽  
Vol 27 (1) ◽  
pp. 65-84 ◽  
Author(s):  
Charles Elster
Keyword(s):  
Read Aloud ◽  
Original Text ◽  
Sources Of Information ◽  
Emergent Readers ◽  
Emergent Reading ◽  
Written Text ◽  
Book Illustrations ◽  
Memory For Text ◽  
Types Of Information ◽  
Text Language

Emergent readers draw on a variety of information sources, most notably book illustrations and memory for text that has been read aloud by adults. The present study examines material imported into emergent readings—material that is not contained in the original written text of a book—as evidence of the types of information emergent readers use. Emergent readings of three different books were collected from 33 preschool children after they had heard the stories read repeatedly in class. Imported information in emergent readings was identified, classified, and counted. Results showed four sources of nontext importations in the emergent readings: material from illustrations, from prior read-aloud sessions, from personal experience and background knowledge, and from other texts. Furthermore, readings that were closest to the original text language and content contained the most, rather than the fewest, importations, suggesting that importation of nontextual information is not an indicator of immature emergent reading. Emergent readers' integration of visual and nonvisual sources of information highlights the continuity from emergent to alphabetic reading. A call is made for further research on importations in emergent and alphabetic reading.

scholarly journals … til Rusin-Strutar och Tortebotnar: Översättningars nytta enligt förord till svenska översättningar av antik litteratur under 1700-talets första hälft

2010 ◽  
Vol 7 ◽  
pp. 50 ◽  
Author(s):  
Johanna Akujärvi
Keyword(s):  
Eighteenth Century ◽  
Subject Matter ◽  
18Th Century ◽  
Classical Literature ◽  
Moral Value ◽  
Roman Literature ◽  
The Subject

<p>For candy cones and layer cakes: The use of translations according to Swedish translators of classical literature from the first fifty years of the 18th century.</p><p>This is a study of prefaces and dedications to Swedish translations of Greek and Roman literature from the first fifty years of the eighteenth century. The introductory paratexts of this period are highly homogenous. Most cover the following five topoi: the importance of the chosen text is specified; the text and author are introduced; the usefulness of the translation is discussed; the principles of translation are touched upon; and, in conclusion, translators anticipate and try to deflect criticism of their work. Not only are the same topoi found in most translatory prefaces and dedications, but are moreover often filled with very similar arguments. The focus of this study is on the most central topos, that of the usefulness of the translation. As a rule, during this period translators tended toward utilitarian arguments to justify their translations. The use could be argued (1) to be the moral value of the text, (2) to help students to learn Latin and, to a lesser extent, Greek, (3) to make the subject-matter of the texts available to readers with no Greek or Latin, or (4) to further the development of the Swedish language and poetry. These utilitarian arguments are illustrated with quotations from the translatory paratexts and discussed with reference to contemporary debates.</p>

Assessing outcomes and value: it’s all a matter of perspective

2015 ◽  
Vol 16 (3) ◽  
pp. 211-233 ◽  
Author(s):  
Joseph Matthews
Keyword(s):  
Outcome Measures ◽  
Performance Measures ◽  
Design Methodology ◽  
Library Services ◽  
Late Outcome ◽  
Content Type ◽  
Wide Range ◽  
Specific Outcome ◽  
Broad Framework ◽  
The Impact

Purpose – The purpose of this paper is to explore a wide range of performance measures, while acknowledging that of late, outcome measures have become increasingly important. Several initiatives are underway to develop a broad framework and suggest approaches to developing outcome measures for all types of libraries. However, while outcomes may be increasingly used, determining the value of a specific outcome is complicated by the reality that value is determined by a combination of perspective and each individual experiencing a specific library service. Design/methodology/approach – This paper reviews the literature about outcomes and determining the value of outcomes as a foundation for exploring these two inter-related issues – outcomes and value. Findings – The findings of a number of reports and studies are reported. Originality/value – Separating the question of identifying the outcomes associated with library services and the value of these outcomes are shaped by the perspective of value and determining value will assist libraries in attempting to measure the impact of the services they provide.

scholarly journals Does Use of Text-to-Speech and Related Read-Aloud Tools Improve Reading Comprehension for Students With Reading Disabilities? A Meta-Analysis

2017 ◽  
Vol 51 (1) ◽  
pp. 73-84 ◽  
Author(s):  
Sarah G. Wood ◽  
Jerad H. Moxley ◽  
Elizabeth L. Tighe ◽  
Richard K. Wagner
Keyword(s):  
Reading Comprehension ◽  
Meta Analysis ◽  
Read Aloud ◽  
Future Research ◽  
Text To Speech ◽  
Speech Technology ◽  
Random Effects Models ◽  
Written Text ◽  
Moderating Variables ◽  
Weighted Effect Size

Text-to-speech and related read-aloud tools are being widely implemented in an attempt to assist students’ reading comprehension skills. Read-aloud software, including text-to-speech, is used to translate written text into spoken text, enabling one to listen to written text while reading along. It is not clear how effective text-to-speech is at improving reading comprehension. This study addresses this gap in the research by conducting a meta-analysis on the effects of text-to-speech technology and related read-aloud tools on reading comprehension for students with reading difficulties. Random effects models yielded an average weighted effect size of ([Formula: see text] = .35, with a 95% confidence interval of .14 to .56, p < .01). Moderator effects of study design were found to explain some of the variance. Taken together, this suggests that text-to-speech technologies may assist students with reading comprehension. However, more studies are needed to further explore the moderating variables of text-to-speech and read-aloud tools’ effectiveness for improving reading comprehension. Implications and recommendations for future research are discussed.

Thomas Campbell, Scholar-Poet

2019 ◽  
pp. 91-117
Author(s):  
Sarah Zimmerman
Keyword(s):  
Literary Tradition ◽  
Read Aloud ◽  
Classical Literature ◽  
Revolutionary Era ◽  
The Public ◽  
Public Campaign ◽  
Romantic Era ◽  
Thomas Campbell

Among Romantic-era literary lecturers, Thomas Campbell had the distinction of having his own poetry treated by his primary competitors, Thelwall, Coleridge, and Hazlitt. Coleridge and Hazlitt attacked him in gendered critiques as the representative of a spurious popular poetry that pandered to the public, particularly women, and to periodical critics, thereby forfeiting lasting fame. As a literary lecturer Campbell performed the qualities that had made him an overnight success as a poet. Acculturated in Enlightenment Scotland, Campbell adhered to literary tradition and came to specialize in classical literature. He read aloud from polished scripts and presented himself appealingly in an effort to render his literary lessons accessible. He was willing to enter into a mutually beneficial exchange with auditors, especially the women whose patronage could advance his professional and social ambitions. He also viewed education as a viable means of reform in a counter-revolutionary era and launched a successful public campaign for a university in London.

1993

1994 ◽  
Author(s):  
Annemarie Schimmel
Keyword(s):  
Coastal Area ◽  
German Literature ◽  
Rio Grande ◽  
Read Aloud ◽  
Classical Literature ◽  
Outdoor Activities ◽  
Central Germany ◽  
Meister Eckhart ◽  
The North ◽  
Mystical Literature

Once upon a time there lived a little girl in Erfurt, a beautiful town in central Germany—a town that boasted a number of Gothic cathedrals and was a center of horticulture. The great medieval mystic Meister Eckhart had preached there; Luther had taken his vow to become a monk there and spent years in the Augustine monastery in its walls; and Goethe had met Napoleon in Erfurt, for the town’s distance from the centers of classical German literature, Weimar and Jena, was only a few hours by horseback or coach. The little girl loved reading and drawing but hated outdoor activities. As she was the only child, born rather late in her parents’ lives, they surrounded her with measureless love and care. Her father, hailing from central Germany, not far from the Erzgebirge, was an employee in the post and telegraph service; her mother, however, had grown up in the north not far from the Dutch border, daughter of a family with a centuries-long tradition of seafaring. The father was mild and gentle, and his love of mystical literature from all religions complemented the religious bent of the mother, grown up in the rigid tradition of northern German protestantism, but also endowed with strong psychic faculties as is not rare in people living close to the unpredictable ocean. To spend the summer vacations in grandmother’s village was wonderful: the stories of relatives who had performed dangerous voyages around Cape Horn or to India, of grandfather losing his frail clipper near Rio Grande del Sul after more than a hundred days of sailing with precious goods—all these stories were in the air. Mother’s younger sister was later to weave them into a novel and to capture the life in the coastal area in numerous radio plays. Both parents loved poetry, and the father used to read aloud German and, later, French classical literature to us on Sunday afternoons.

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