A Study on Chinese Newspaper Reading and Writing Dual Purpose Class Design Aimed to Korean Student

2014 ◽  
Vol 19 ◽  
pp. 23
Author(s):  
Yong-Jin Park
Keyword(s):  
Korean Student ◽  
Dual Purpose ◽  
Reading And Writing

scholarly journals Faded Ink: The Material Trace of Handwriting in Neo-Victorian Fiction

2019 ◽  
Vol 9 (3) ◽  
pp. 242-258
Author(s):  
Kym Brindle
Keyword(s):  
Nineteenth Century ◽  
Sensory Experience ◽  
Dual Purpose ◽  
Handwritten Documents ◽  
Reading And Writing ◽  
Victorian Fiction ◽  
Writing Processes ◽  
The Past ◽  
Contemporary Writing ◽  
Relationship Of

Neo-Victorian novelists reimagine handwritten documents to feed contemporary nostalgia for the materiality of handwriting. Handwriting signifies the personal and the private in ways that seem threatened in a digital age. Writers like Andrea Barrett, A. S. Byatt, and Peter Carey map material pathways to the nineteenth century with fictional characters who strive to possess the written past. Archival fantasies are simulated by novelists depicting writing processes and subsequent discovery and rereading of the handwritten trace by later generations. Imagined scenes of reading and writing describe tactile traces of handwriting that stage possession of the Victorian body in fragmented and partially recoverable states. Resurrection of the desired Victorian body through a metonymical relationship of hand/handwriting evokes a sense of a partial past recovered and experienced. Part of the aestheticism of the past relies on the aura of documents worn to a trace to evidence time and decay. Discovering the handwritten trace in this way becomes a sensory experience for readers and descriptions of decayed materiality emphasise survival for imagined fragments. Contemporary writing thus reveals a dual purpose to aestheticise the material past whilst demonstrating a postmodern drive to refute closure and ultimately celebrate the indeterminate facets of the handwritten trace.

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.

Developing Scramble-Based Learning Method to Increase Students’ Reading and Writing Comprehension

2019 ◽  
Vol 2 (1) ◽  
pp. 16
Author(s):  
Dani Gunawan
Keyword(s):  
Pilot Study ◽  
Elementary Students ◽  
First Grade ◽  
Learning Method ◽  
Reading And Writing ◽  
Learning Technique ◽  
Increasing Trend

This study was directed to develop a learning technique, to analyze the obstacles faced by teachers in implementing the lesson, and to overcome the problems faced by teachers in enhancing elementary students’ reading and writing comprehension. In order to fulfill the mentioned goals, this study tried to use scramble-based learning technique. It was cconducted at SDN Gentra Masekdas 1, Kecamatan Tarogong Kaler involving 32 first grade students. A pilot study was conducted on 9 March 2017 for about 35 minutes. The first cycle started on 18 April 2017, while the second one was on 24 April 2017. It was found that there was an increasing trend after the implementation. The analysis proccess generated data as followed: during pilot study, eight students succeeded to reach the standard indicator with percentage of 25%. Cycle I generated 15 students with learning completion percentage of 46.8.%. And, during second cycle, there were 27 students who succeeded in reaching completion standard with completion percentage of 84.3%.

On (Not) Translating Lacan: Barbara Cassin's Sophistico-Analytical Performances

Paragraph ◽  
2020 ◽  
Vol 43 (1) ◽  
pp. 98-113
Author(s):  
Michael Syrotinski
Keyword(s):  
Machine Translation ◽  
Reading And Writing ◽  
The Relationship ◽  
The Way

Barbara Cassin's Jacques the Sophist: Lacan, Logos, and Psychoanalysis, recently translated into English, constitutes an important rereading of Lacan, and a sustained commentary not only on his interpretation of Greek philosophers, notably the Sophists, but more broadly the relationship between psychoanalysis and sophistry. In her study, Cassin draws out the sophistic elements of Lacan's own language, or the way that Lacan ‘philosophistizes’, as she puts it. This article focuses on the relation between Cassin's text and her better-known Dictionary of Untranslatables, and aims to show how and why both ‘untranslatability’ and ‘performativity’ become keys to understanding what this book is not only saying, but also doing. It ends with a series of reflections on machine translation, and how the intersubjective dynamic as theorized by Lacan might open up the possibility of what is here termed a ‘translatorly’ mode of reading and writing.

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