Contemplation in Coleridge’s Poetry

2017 ◽  
Author(s):  
J. C. C. Mays
Keyword(s):  
Reading And Writing ◽  
Analytical Process ◽  
Mental Powers

Chapter 1 follows the ascent from the technical understanding of a poem and its processes toward a sense of ‘spiritual contemplation’. Slow-reading a short Coleridge poem, ‘First Advent of Love’, representing lifelong concerns, Mays describes the meditation involved in both reading and writing the poem. He contrasts such meditation with the different, analytical process involved in Coleridge’s prose writing. He reveals how in ‘First Advent’ feelings adjust through a web of sounds, images, and allusions (to neo-Platonic ideas about love mediated through Renaissance and contemporary German authors). Inquiry into what is most important in the poem involves the matter of how the poem works: a matter of ‘Understanding’. Mays then looks to higher, numinous qualities in the poem that go beyond the understanding, and are properly imaginative in terms of Coleridge’s diagram of the ‘Order of the Mental Powers’, mediating between ‘Understanding’ and ‘Reason’ in terms of enérgeia.

The Book Market, the Good Reader, and the Rise of Fan Fiction

2019 ◽  
pp. 29-67
Author(s):  
Matthew H. Birkhold
Keyword(s):  
New Products ◽  
Book Trade ◽  
Good Reader ◽  
Fan Fiction ◽  
Book Market ◽  
Reading And Writing ◽  
For Profit ◽  
Educational Framework ◽  
The Creation

Chapter 1 documents the rise of fan fiction in the decades after 1760, as it transformed from something radically unexpected to an accepted, if hotly debated, literary practice. This chapter argues that widespread changes in reading and writing habits, as well as the emergence of new aesthetic theories, provided a social and educational framework that primed readers to write fan fiction. The attendant writing revolution modified the book trade in ways that further spurred the creation of fan fiction. As the market became saturated with novels, publishers and booksellers looked for promising new products. Because works of fan fiction had established audiences, these texts became a safe bet for profit-hungry publishers and authors. The result was the proliferation of fan fiction.

Learning to Write Like a Chemist

2008 ◽  
Author(s):  
Marin S Robinson ◽  
Fredricka L Stoller ◽  
Molly Constanza-Robinson ◽  
James K Jones
Keyword(s):  
Organizational Structure ◽  
Writing Skills ◽  
Genre Analysis ◽  
Basic Approach ◽  
Reading And Writing ◽  
Essential Components ◽  
Writing Genres ◽  
Used Car

Chapter 1 introduces the basic approach to reading and writing in chemistry used in this textbook. It also provides a brief orientation to the textbook. By the end of this chapter, you should be able to do the following: ■ Identify common writing genres in chemistry and in this textbook ■ Describe the five essential components of genre analysis and explain why genre analysis is so useful for developing writers ■ Explain what is meant by audience, and identify the audiences addressed in this textbook ■ Differentiate between broad and fine organizational structure ■ Explain the meaning and significance of a move and a move structure ■ Understand how the textbook is organized and the approach it takes to help you improve your chemistry writing skills Many effective writers develop their discipline-specific writing skills by reading and analyzing the works of others in their fields. Learning to write in chemistry is no exception; chemistry-specific writing skills are developed by reading and analyzing the writing of chemists. We coined the phrase “read-analyze-write” to describe this approach and promote this process throughout the textbook. In this chapter, we lay the foundation for the read-analyze-write approach by analyzing a few common, nonscientific examples of writing. We use these everyday examples (e.g., letters, recipes, jokes, used-car ads, poems) to introduce you to the process of analyzing writing and to share with you the tools that you will need to analyze chemistry writing in subsequent chapters.

Reading and Writing of First-Grade Students in a Restructured Chapter 1 Program

1992 ◽  
Vol 29 (3) ◽  
pp. 545-572 ◽  
Author(s):  
Elfrieda H. Hiebert ◽  
Jacalyn M. Colt ◽  
Sharon L. Catto ◽  
Ellen C. Gury
Keyword(s):  
First Grade ◽  
Reading And Writing

scholarly journals Buku Ajar Micro Teaching

2021 ◽  
Author(s):  
Fika Megawati ◽  
Keyword(s):  
Teaching Strategies ◽  
Lesson Plan ◽  
Lesson Planning ◽  
Reading And Writing

Alhamdulillah, puji syukur kepada Allah SWT, sehingga Buku Ajar Micro Teaching ini dapat disusun dengan baik meskipun perlu penyempurnaan lebih lanjut. Micro Teaching merupakan mata wajib kuliah di Program Studi Pendidikan Bahasa Inggris. Buku ajar Micro Teaching ini dikhususkan untuk pegangan Mahasiswa semester 6. Tidak terdapat mata kuliah prasarat yang harus diselesaikan sebelum mengambil mata kuliah ini. Penulisan buku ajar Micro Teaching ini ditulis dalam 4 bab yang berisi: Chapter 1 Micro Teaching Dalam bab 1 ini dijelaskan tentang definisi Micro Teaching dan perbedaannya dengan real teaching. Chapter 2 Lesson Planning Dalam bab 2 dijelaskan cara menyusun lesson plan mata pelajaran Bahasa Inggris pada level SMP dan SMA/SMK. Chapter 3 Teaching Strategies Dalam bab 3 ini dijelaskan tentang variasi strategi pembelajaran Bahasa Inggris yang meliputi empat keterampilan, Listening, Speaking, Reading, and Writing dan diintegrasikan dengan teknologi. Penulis menyampaikan terima kasih khususnya kepada: Hidayatulloh, M.Si yaitu Rektor Universitas Muhammadiyah Sidoarjo yang telah memberikan dan memfasilitasi dalam penulisan buku ajar ini. DRPM Universitas Muhammadiyah Sidoarjo yang telah memfasilitasi dan mengkoordinasi dalam penulisan buku ajar ini. Akhtim Wahyuni, M.Ag. sebagai Dekan Fakultas Psikologi dan Ilmu Pendidikan, Universitas Universitas Muhammadiyah Sidoarjo. Akhir kata, saran perbaikan sangat diharapkan untuk penyempurnaan buku ajar ini. Harapan kami semoga buku ajar ini dapat digunakan sebagai tambahan informasi dan bermanfaat bagi aktivitas pembelajaran mata kuliah Micro Teaching di Program Studi Pendidikan Bahasa Inggris, Universitas Muhammadiyah Sidoarjo.

Writing in Aphasia Rehabilitation: Cursive vs Manuscript

1976 ◽  
Vol 41 (4) ◽  
pp. 523-529 ◽  
Author(s):  
Daniel R. Boone ◽  
Harold M. Friedman
Keyword(s):  
Correct Response ◽  
The Other ◽  
Read Aloud ◽  
Writing Style ◽  
Reading And Writing ◽  
Manual Responses ◽  
Significant Difference ◽  
Written Form ◽  
The Individual ◽  
Read Number

Reading and writing performance was observed in 30 adult aphasic patients to determine whether there was a significant difference when stimuli and manual responses were varied in the written form: cursive versus manuscript. Patients were asked to read aloud 10 words written cursively and 10 words written in manuscript form. They were then asked to write on dictation 10 word responses using cursive writing and 10 words using manuscript writing. Number of words correctly read, number of words correctly written, and number of letters correctly written in the proper sequence were tallied for both cursive and manuscript writing tasks for each patient. Results indicated no significant difference in correct response between cursive and manuscript writing style for these aphasic patients as a group; however, it was noted that individual patients varied widely in their success using one writing form over the other. It appeared that since neither writing form showed better facilitation of performance, the writing style used should be determined according to the individual patient’s own preference and best performance.

Research on Reading: What SLPs Want (or Need) to Know

2009 ◽  
Vol 10 (2) ◽  
pp. 65-68 ◽  
Author(s):  
Judy Montgomery
Keyword(s):  
Spoken Language ◽  
Cognitive Skill ◽  
Language Intervention ◽  
Reading Teachers ◽  
Successful Therapy ◽  
Speech Language Pathologists ◽  
Reading Research ◽  
Reading And Writing ◽  
Language Problems

Abstract As increasing numbers of speech language pathologists (SLPs) have embraced their burgeoning roles in written as well as spoken language intervention, they have recognized that there is much to be gained from the research in reading. While some SLPs reportedly fear they will “morph” into reading teachers, many more are confidently aware that SLPs who work with adult clients routinely use reading as one of their rehabilitation modalities. Reading functions as both a tool to reach language in adults, and as a measure of successful therapy. This advanced cognitive skill can serve the same purpose for children. Language is the foundational support to reading. Consequently spoken language problems are often predictors of reading and writing challenges that may be ahead for the student (Juel & Deffes, 2004; Moats, 2001; Wallach, 2004). A targeted review of reading research may assist the SLP to appreciate the language/reading interface.

Quick Reference: Chapter 1: The Musculoskeletal System: The Hand and Upper Extremity

2000 ◽  
Vol 5 (5) ◽  
pp. 4-5
Keyword(s):  
Dorsal Column ◽  
Persistent Pain ◽  
Illness Behavior ◽  
Abnormal Illness Behavior ◽  
Organ Systems ◽  
Spinal Cord Dorsal ◽  
Objective Basis ◽  
Dorsal Column Stimulation ◽  
Underlying Pathology

Abstract Spinal cord (dorsal column) stimulation (SCS) and intraspinal opioids (ISO) are treatments for patients in whom abnormal illness behavior is absent but who have an objective basis for severe, persistent pain that has not been adequately relieved by other interventions. Usually, physicians prescribe these treatments in cancer pain or noncancer-related neuropathic pain settings. A survey of academic centers showed that 87% of responding centers use SCS and 84% use ISO. These treatments are performed frequently in nonacademic settings, so evaluators likely will encounter patients who were treated with SCS and ISO. Does SCS or ISO change the impairment associated with the underlying conditions for which these treatments are performed? Although the AMA Guides to the Evaluation of Permanent Impairment (AMA Guides) does not specifically address this question, the answer follows directly from the principles on which the AMA Guides impairment rating methodology is based. Specifically, “the impairment percents shown in the chapters that consider the various organ systems make allowance for the pain that may accompany the impairing condition.” Thus, impairment is neither increased due to persistent pain nor is it decreased in the absence of pain. In summary, in the absence of complications, the evaluator should rate the underlying pathology or injury without making an adjustment in the impairment for SCS or ISO.

Fifth Edition: the New Standard

2000 ◽  
Vol 5 (6) ◽  
pp. 1-7
Author(s):  
Christopher R. Brigham ◽  
James B. Talmage ◽  
Leon H. Ensalada
Keyword(s):  
Musculoskeletal System ◽  
Medical Information ◽  
Objective Assessment ◽  
Scientific Data ◽  
Practical Application ◽  
Fourth Edition ◽  
Appropriate Use ◽  
Medical Evaluation ◽  
Single Set

Abstract The AMA Guides to the Evaluation of Permanent Impairment (AMA Guides), Fifth Edition, is available and includes numerous changes that will affect both evaluators who and systems that use the AMA Guides. The Fifth Edition is nearly twice the size of its predecessor (613 pages vs 339 pages) and contains three additional chapters (the musculoskeletal system now is split into three chapters and the cardiovascular system into two). Table 1 shows how chapters in the Fifth Edition were reorganized from the Fourth Edition. In addition, each of the chapters is presented in a consistent format, as shown in Table 2. This article and subsequent issues of The Guides Newsletter will examine these changes, and the present discussion focuses on major revisions, particularly those in the first two chapters. (See Table 3 for a summary of the revisions to the musculoskeletal and pain chapters.) Chapter 1, Philosophy, Purpose, and Appropriate Use of the AMA Guides, emphasizes objective assessment necessitating a medical evaluation. Most impairment percentages in the Fifth Edition are unchanged from the Fourth because the majority of ratings currently are accepted, there is limited scientific data to support changes, and ratings should not be changed arbitrarily. Chapter 2, Practical Application of the AMA Guides, describes how to use the AMA Guides for consistent and reliable acquisition, analysis, communication, and utilization of medical information through a single set of standards.

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