Comprehension and metacomprehension of negated text

2020 ◽  
Vol 23 (1) ◽  
pp. 92-108
Author(s):  
Sara J. Margolin ◽  
Timothy Brackins
Keyword(s):  
Text Construction

Abstract Previous research has demonstrated that negated text is a particularly difficult text construction, and often leads to readers having difficulty understanding and remembering what they have read. To date, attempts at identifying a strategy that would aid in readers’ comprehension of negation have not been successful. However, in studies focused on affirmative text, readers practicing retrieving information from a text showed improvements in comprehension and more accurate metacomprehension judgments. The present study aimed to determine whether this strategy also benefits readers of passages in which a critical concept has been negated. Interestingly, results demonstrated that while readers judged their comprehension to be better when practicing retrieval, their comprehension was not actually better. These results suggest that simply practicing retrieval information is not necessarily enough to enhance comprehension or metacomprehension of this text construction.

scholarly journals «Z lupoyu literaturnoho detektyva» (Do problemy identyfikatsiyi utayemnychenykh tekstiv)

2021 ◽  
Vol 8 ◽  
pp. 212-225
Author(s):  
Mykola Krupach
Keyword(s):  
Literary Criticism ◽  
Interwar Period ◽  
Subject Matter ◽  
General Concept ◽  
The State ◽  
National Literature ◽  
Western Countries ◽  
The Status ◽  
Text Construction

The article “Contemporary Ukrainian Poetry” by Oleh Olzhych has been given the status of an authoritative source in domestic literary criticism in recent decades, in particular, in the study of the genesis of emigrant poetry of 1920-1930 and in general on the interpretation of the state of national literature in eastern and western countries, which in the interwar period were respectively under the rule of Russia and Poland. Only the “textual coincidences, general concept and intonation” of the article and Olzhych’s related texts were taken as the basis of identification. Such a technique contains elements of pre-programming of the final result and can lead to erroneous conclusions in identifying the author of the publication. It draws attention to the analogies of text construction, subject matter, lexical and stylistic coincidences, etc., but distracts from what is the main in the objective establishment of the publication of a particular person - the (internal) content of the text. The example of Olzhych’s attitude to the process of development of national literature in the interwar period and especially to the work of his father (Oleksandr Oles) shows that he can’t be the author of a politically quite controversial article “Contemporary Ukrainian Poetry”.

The interaction of discipline and culture in academic writing

2002 ◽  
Vol 25 (2) ◽  
pp. 59-71 ◽  
Author(s):  
Zosia Golebiowski ◽  
Anthony J. Liddicoat
Keyword(s):  
Cultural Differences ◽  
Academic Writing ◽  
Contrastive Rhetoric ◽  
Just Culture ◽  
Academic Texts ◽  
Text Production ◽  
Culturally Based ◽  
The Impact ◽  
Different Levels ◽  
Text Construction

Abstract Work in contrastive rhetoric has often sought to examine the impact of culturally-based writing conventions on text production and has outlined cultural differences in texts in different languages. At the same time, the study of specialised languages has often claimed a degree of uniformity in text construction both at the level of culture and at the level of the discipline. It appears however that approaches which consider just culture or just discipline miss part of the picture. This paper argues that considerations of discipline and culture are complex and interrelated and that this complexity and interrelationship can be seen at several different levels in specialised academic texts.

scholarly journals Toward a Sociomaterial Understanding of Writing Experiences Incorporating Digital Technology in an Early Childhood Classroom

2017 ◽  
Vol 66 (1) ◽  
pp. 183-197 ◽  
Author(s):  
Lisa Kervin ◽  
Barbara Comber ◽  
Annette Woods
Keyword(s):  
Computer Vision ◽  
Early Childhood ◽  
Optical Flow ◽  
Digital Technology ◽  
Early Childhood Classroom ◽  
Use Of Space ◽  
Independent Writing ◽  
Classroom Space ◽  
Multimodal Text ◽  
Text Construction

This article examines the resources, tools, and opportunities children enact as they engage with teacher-devised writing experiences within their classroom space. We begin with discussion about classroom writing time from the perspective of both the teacher and children of one Grade 1/2 composite class. We also reveal resources within the classroom space to consider the expertise available during writing times. We then examine a 5-week unit that focused on multimodal text construction. Using optical flow computer vision analysis to examine the movement of children during four video-recorded independent writing instances, we provide commentary about how the classroom writing experiences have been interpreted as the use of space, resources, and interactions come to the forefront. In taking this approach, this article will explore learning to write from a sociomaterial perspective, as we investigate the operation of the classroom.

AN EXPERIMENT IN TEXT CONSTRUCTION

2008 ◽  
Vol 34 (1) ◽  
pp. 23-42
Author(s):  
Margareta Westman
Keyword(s):  
Text Construction
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