Learning history by composing synthesis texts: Effects of an instructional programme on learning, reading and writing processes, and text quality

Data management has experienced three stages: labor management, file systems, and database systems. In this paper, manage equipment data using a combination of HDFS file system and HBase database: the principles of HBase data management is studied; equipment data’s reading and writing processes is established; data model of equipment database is designed based on HBase.

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Mobile Technologies and Web 2.0

Information and Technology Literacy ◽

10.4018/978-1-5225-3417-4.ch082 ◽

2017 ◽

pp. 1617-1632

Author(s):

Peggy Semingson

Keyword(s):

Web 2.0 ◽

Social Networking ◽

Literacy Practices ◽

New Literacies ◽

Mobile Technologies ◽

Reading And Writing ◽

Writing Processes ◽

Key Concepts ◽

Prerequisite Skills ◽

Collaborative Literacy

This chapter explores changing definitions of literacy that build on the key concepts of New Literacies and existing Web 2.0 practices such as blogging, social networking, and other shared and collaborative media spaces (Davies & Merchant, 2009). The chapter also describes concrete examples of mobile-based literacy ideas that build on such a framework. The focus on teacher education, and literacy education in particular, examines and considers new definitions of literacy practices with connections to mobile technologies. Although mobile technologies offer possibilities for multi-modal and collaborative literacy practices, it is suggested that we should also stay grounded in some of the principles of print literacies (the prerequisite skills of the reading and writing processes), while also fostering Web 2.0 and New Literacies (as defined and discussed by Lankshear & Knobel, 2003, 2006). Specific examples of Web 2.0 technologies that can be implemented with mobile tools are shared and discussed.

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Comparative study of the neuropsychological and neuroimaging evaluations in children with dyslexia

Arquivos de Neuro-Psiquiatria ◽

10.1590/s0004-282x2006000300004 ◽

2006 ◽

Vol 64 (2b) ◽

pp. 369-375 ◽

Cited By ~ 11

Author(s):

Rodrigo Genaro Arduini ◽

Simone Aparecida Capellini ◽

Sylvia Maria Ciasca

Keyword(s):

Comparative Study ◽

Temporal Lobe ◽

Neuropsychological Evaluation ◽

Reading And Writing ◽

Writing Processes ◽

Functional Areas ◽

Cortical Functions

We analyzed retrospectively the neuroimaging exams of children with a confirmed diagnosis of dyslexia and correlated our findings with the evaluation of higher cortical functions. We studied 34 medical files of patients of the Ambulatory of Neuro-difficulties in Learning, FCM/UNICAMP. All of them had been sent to the ambulatory with primary or secondary complaints of difficulties at school and were submitted to neuropsychological evaluation and imaging exam (SPECT). From the children evaluated 58.8% had exams presenting dysfunction with 47% presenting hypoperfusion in the temporal lobe. As for the higher cortical functions, the most affected abilities were reading, writing and memory. There was significance between the hypoperfused areas and the variables schooling, reading, writing, memory and mathematic reasoning. The SPECTs showed hypoperfusion in areas involved in the reading and writing processes. Both are equivalent in terms of involved functional areas and are similar in children with or without specific dysfunctions in neuroimaging.

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Intra- en Intertalige Transfer Van Schrijfvaardig-Heidsonderwijs

Toegepaste Taalwetenschap in Artikelen ◽

10.1075/ttwia.40.02rij ◽

1991 ◽

Vol 40 ◽

pp. 9-22

Author(s):

Gert Rijlaarsdam

Keyword(s):

L2 Writing ◽

The Other ◽

Teaching Writing ◽

Writing Processes ◽

Text Quality ◽

Cognitive Activities ◽

The Relationship ◽

Writing Curricula

The results of two studies on writing processes are discussed. One study is about the relationship between cognitive activities and text quality in L1, the other on the relationship between Ll-writing profiency and cognitive activities during L2-writing tasks. It is argued that writing tasks in L2 should be more than mere formulating tasks and that both in L1 and in L2 teaching writing curricula should be organized around cognitive and meta-cognitive activities as generating, organizing, monitoring and evaluating in order to, reach intralingual and interlingual transfer of those activities.

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Coordination of reading and writing processes in translation

American Translators Association Scholarly Monograph Series - Translation and Cognition ◽

10.1075/ata.xv.04dra ◽

2010 ◽

pp. 41-62 ◽

Cited By ~ 39

Author(s):

Barbara Dragsted

Keyword(s):

Reading And Writing ◽

Writing Processes

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Chapter 2.02.04: Relationship Between Text Quality and Management of the Writing Processes

Learning to Write Effectively: Current Trends in European Research ◽

10.1163/9781780529295_042 ◽

2012 ◽

pp. 187-189

Keyword(s):

Writing Processes ◽

Text Quality

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The bakhtinian concepts of ideology and dialogue as input to promote the development of ideas in academic literacy processes

Comunicación Cultura y Política ◽

10.21158/21451494.n0.2016.1762 ◽

2017 ◽

Vol 7 ◽

Author(s):

Héctor Manuel Serna Dimas

Keyword(s):

Learning Environments ◽

Academic Literacy ◽

Reading And Writing ◽

Important Resource ◽

Writing Processes ◽

Writing Genres ◽

Guiding Principles

This theoretical essay works around the changing place of reading and writing, not only in the learning environments but in the society. It brings into consideration the development of ideas as an extremelly important resource when it comes to presenting reading and writing in these contexts. Such development can arise when Bakhtin's concepts around ideology (system of ideas) and dialogue become the guiding principles of any pedagogy that is interested in reading and writing processes.This text addresses the different ideologies of the writing processes (traditional, cognitive expressivist, and socio-epistemic), and it concludes that the socio-epistemic posture expressed through the pedagogy of the writing genres responds better to the concepts of ideology and dialogue, being this one the most solvent to assume processes of reading and writing concerned with the development of ideas.

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The invisible supporters

AILA Review ◽

10.1075/aila.00028.jak ◽

2020 ◽

Vol 33 ◽

pp. 21-46

Author(s):

Eva-Maria Jakobs ◽

Claas Digmayer

Keyword(s):

Written Feedback ◽

Feedback Process ◽

University Of Texas ◽

Staff Members ◽

Writing Processes ◽

Text Quality ◽

The Us ◽

The University

Abstract This article examines how written feedback is used to support the production of texts for purposes of reuse. The case study refers to an entrepreneur training program at the University of Texas at Austin. In the program, Korean startups are trained in understanding the US market, and developing pitches that convince US investors. They are supported by Quicklook® reports. A Quicklook report delivers snapshots of the market receptivity for the startup’s product. Market analysts write the reports. In the final stage of drafting, program staff members supervise the report author. This study investigates how supervisors use commenting and how the goal of creating a highly reusable text source guides the feedback process. The database was examined quantitatively (frequency of drafting and commenting) and qualitatively (functional comment types). The results offer valuable insights into actual writing processes in business settings and how professionals interact to ensure a reusable product. The findings indicate a broad range of comment functions. Overall, we distinguish two main categories: feedback activities focusing on Quicklook reports as reusable resource, and feedback activities focusing on collaboration and workflow. Each category includes functional comment types. Further research is needed to learn more about professional strategies of reflecting on text quality, the quality of assessments, or the ratio between detected and real deficiencies of a document.

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ALFABETIZAÇÃO E LETRAMENTO DE ESTUDANTES COM SURDEZ: ANÁLISE DAS PROVAS DE AVALIAÇÃO DOS PROCESSOS DE LEITURA E SUAS CONTRIBUIÇÕES

Colloquium Vitae ◽

10.5747/cv.2018.v10.nesp5.000334 ◽

2018 ◽

Vol 10 (Especial 5) ◽

pp. 62-68

Author(s):

Érica Farias Silva ◽

Tamiris Santana da Silva ◽

Danielle Aparecida do Nascimento dos Santos ◽

Sandra Silva Lustosa Dearo

Keyword(s):

School Education ◽

Research Approach ◽

Deaf Students ◽

Reading Processes ◽

Reading And Writing ◽

Writing Processes

The importance of literacy in literacy of deaf students involves the ability to read and write to accomplish diverse goals such as informing, interacting with others, telling a story, expanding knowledge, orienting oneself, having fun, among others . In this perspective, the objective of the research was to analyze the PROLEC - ASSESSMENT PROOF OF THE READING PROCESSES and their contributions to the literacy of students with deafness. The research approach is qualitative. The analysis was performed using criteria such as the organization and classification of the material. The analytical categories were generated from the axes: contextualization of PROLEC, Studies on PROLEC, description of the tests and application standards. The results indicate that it is possible to use PROLEC for the deaf student's school education. It is concluded that the material can contribute in the context of the inclusion of deaf students in an approach to their reading and writing processes.

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Struggling with historical significance: Reasoning, reading, and writing processes

European Journal of Applied Linguistics ◽

10.1515/eujal-2021-0004 ◽

2021 ◽

Vol 0 (0) ◽

Author(s):

Johan van Driel ◽

Jannet van Drie ◽

Carla van Boxtel

Keyword(s):

Historical Context ◽

Think Aloud ◽

Christopher Columbus ◽

Thinking Aloud ◽

History Teachers ◽

Reading And Writing ◽

Historical Significance ◽

Writing Processes ◽

Think Aloud Protocols ◽

Historical Accounts

Abstract The concept of historical significance is seen as a key concept of historical reasoning. Assigning significance is based on criteria and related to the identity of who assigns significance. However, little is known about reasoning-, reading-, and writing processes when students attribute significance. The aim of this study is to investigate how students and experienced history teachers with a master’s degree reason, read, and write about historical significance while thinking aloud. We analyzed the think-aloud protocols of twelve 10th-grade students and four history teachers on reasoning, reading, and writing processes. While thinking aloud, participants read two contrasting accounts after which they wrote an argumentative text about the historical significance of Christopher Columbus. Analysis of participants’ think-aloud protocols and their written texts showed that students did not recognize historical accounts as perspectives—influenced by the historical context. In contrast, teachers looked for the authors’ judgement, evidence, and context. In addition, students’ limited use of metaknowledge regarding texts and the concept of historical significance hampered them. These out-comes provide direction for teaching reasoning, reading, and writing with respect to historical significance.

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