Explanatory Annotation of Literary Texts and the Reader: Seven Types of Problems

2017 ◽  
Vol 11 (2) ◽  
pp. 212-232 ◽  
Author(s):  
Matthias Bauer ◽  
Angelika Zirker
Keyword(s):  
Text Comprehension ◽  
Best Practice ◽  
Literary Texts ◽  
Structured Information ◽  
Digital Methods ◽  
Common Problems

While most literary scholars wish to help readers understand literary texts by providing them with explanatory annotations, we want to go a step further and enable them, on the basis of structured information, to arrive at interpretations of their own. We therefore seek to establish a concept of explanatory annotation that is reader-oriented and combines hermeneutics with the opportunities provided by digital methods. In a first step, we are going to present a few examples of existing annotations that apparently do not take into account readerly needs. To us, they represent seven types of common problems in explanatory annotation. We then introduce a possible model of best practice which is based on categories and structured along the lines of the following questions: What kind(s) of annotations do improve text comprehension? Which contexts must be considered when annotating? Is it possible to develop a concept of the reader on the basis of annotations—and can, in turn, annotations address a particular kind of readership, i.e.: in how far can annotations be(come) individualised?

scholarly journals Best Practice for Prevention of Vaccination Common Problems With Antipyretic/Analgesic Medications

2017 ◽  
Vol 13 (7) ◽  
pp. 462-467 ◽  
Author(s):  
Lacey M. Eden ◽  
Meridith G. Lind ◽  
Karlen E. Luthy ◽  
Janelle L.B. Macintosh
Keyword(s):  
Best Practice ◽  
Common Problems

scholarly journals Readability formulas: An analysis into reading index of prose forms

2021 ◽  
Vol 8 (3) ◽  
pp. 972-985
Author(s):  
Revathi Gopal ◽  
Mahendran Maniam ◽  
Noor Alhusna Madzlan ◽  
Siti Shuhaida binti Shukor ◽  
Kanmani Neelamegam
Keyword(s):  
Grade Level ◽  
Text Comprehension ◽  
Literary Texts ◽  
School Students ◽  
Learning And Teaching ◽  
Reading Material ◽  
Reading Abilities ◽  
Text Selection ◽  
Readability Level ◽  
Readability Formulas

Text comprehension will suffer if the readability level is not accessible to the students. Readability formulas predict text complexity, assisting in appropriate text selection that complements students’ reading abilities to improve their language development. Therefore, the study aims to find out the reading index of the prose forms in the literature component catered to lower secondary school students ages 13 and 14 years old in Form One (seventh grade) and Form Two (eighth grade) classrooms in Malaysia. The reading index is measured by using four readability formulas which are Dale-Chall, Fog, SMOG, and Flesch-Kincaid that focuses on the words, sentences, syllables, and polysyllable words. These formulas are used to predict the level of difficulty of the prose forms. The reading index calculated from these readability formulas reveals the grade level of the prose forms. The grade level indicates the best age for reading and understanding the prose forms. Two prose forms were chosen as samples in the study. A passage is chosen from each prose form to be uploaded using the online tool. The indices obtained from the readability formulas predicted that both of the prose forms were below students’ reading age. The study implicates reading index must be taken into consideration in literary texts selection because it is an indicator of the years of education that an individual requires to comprehend the literary text clearly. Suitable reading material at students’ age level can enhance literature learning and teaching in the ESL classroom.

The Empirical Study of Literature. How Empirical can it be?

1989 ◽  
Vol 7 (2) ◽  
pp. 115-130 ◽  
Author(s):  
Dieter Freundlieb
Keyword(s):  
Empirical Study ◽  
Literary Criticism ◽  
Text Comprehension ◽  
Point Of View ◽  
Significant Part ◽  
Literary Texts ◽  
Empirical Science ◽  
Moral Issues ◽  
Constructive Process ◽  
Ideological Background

This article addresses some of the problems of an empirical study of literature resulting from the fact that it cannot, qua empirical science, engage in the evaluation of literary texts and the moral issues those texts exemplify as well as the further fact (if it is a fact) that statements about textual meanings in the context of literary interpretations are not empirically true or false. Traditional interpretive literary criticism has always played a significant part in the reproduction and modification of culture. From this point of view, an empirical science of literature must appear severely limited. However, it can be argued that such an empirical study of literature can show that interpretation is necessarily a constructive process and therefore always, to a large extent, determined by (often ideological) background assumptions. An empirical study of literature would make interpretation one of its objects of study and explanation. Such investigations would further our understanding of processes of text comprehension in general, but it would also allow us to reconstruct the background assumptions guiding traditional interpretations.

scholarly journals Arising reading patterns in understanding literary texts

2020 ◽  
Vol 7 (2) ◽  
pp. 407-420
Author(s):  
Revathi Gopal ◽  
Charanjit Kaur Swaran Singh
Keyword(s):  
Secondary School ◽  
Oral Reading ◽  
Reading Ability ◽  
Text Comprehension ◽  
Literary Texts ◽  
Lower Secondary School ◽  
Reading Patterns ◽  
The Impact ◽  
Best Fit ◽  
Frequency Counts

This paper reviews reading attempts made by students at the lower secondary -- level in oral reading and retelling to understand literary texts. The study involved a qualitative research method in collecting data, which relates to the students’ reading patterns in understanding literary texts and the impact of students’ reading patterns on literary texts comprehension. The sample in this study comprised six average ability Form One (i.e. seventh grade) students from a secondary school. Data collection techniques included content analysis of students’ oral reading and retelling. Students’ oral reading and retelling were centred in the literature textbook currently used in lower secondary school. Data collected were subsequently analysed by using frequency counts in the form of percentages. The findings from oral readings show that students formed their own mental framework to guide them through in text comprehension, and the results of retellings analysis suggest that the literary texts were readable and were within the students’ comprehension level. However, none was able to infer beyond the text and to relate the text to one’s own life. This did not influence students’ text comprehension. The study indicates that different forms of patterns arose during oral reading among students in ways how they connected the ideas on the page to comprehend the literary texts. This aided teachers in their choices of classroom instructions that best fit the students’ reading ability.

scholarly journals ‘When most I wink, then’ – what? Assessing the comprehension of literary texts in university students of English as a second language

2022 ◽  
pp. 096394702110627
Author(s):  
Matthias Bauer ◽  
Judith Glaesser ◽  
Augustin Kelava ◽  
Leonie Kirchhoff ◽  
Angelika Zirker
Keyword(s):  
Second Language ◽  
University Students ◽  
Text Comprehension ◽  
Literary Text ◽  
Literary Texts ◽  
Educational Context ◽  
Direct Link ◽  
Language Poetry ◽  
Reading Experience ◽  
Comprehension Skills

This article introduces a test for literary text comprehension in university students of English as a second language. Poetry is especially suited for our purpose since it frequently shows features that offer challenges to comprehension in a limited space. An example is Shakespeare’s Sonnet 43, on which our test is based: it is suited for assessing not only if a text has been understood but also the ability of respondents to reflect on their own comprehension skills. We show that the test’s psychometric properties are satisfactory, and we demonstrate its validity by analysing relevant external indicators. Thus, we can show a direct link between general reading experience and text comprehension as tested: the more students read, the better do they perform. The collaboration of literary studies with psychometrics moreover allows for a statistically valid identification of specific challenges to comprehension and thus advance our knowledge of what readers find difficult. This will be of interest not only in a hermeneutic and linguistic perspective but also with a view to addressing those difficulties in an educational context. For example, asking someone whether they have understood an utterance (in this case: a line of poetry) does not elicit reliable answers. Being able to say how one has established the meaning of a line seems to be a more reliable indicator of actually having understood it.

Authorial intention and global coherence in fictional text comprehension: A cognitive approach

Semiotica ◽  
2015 ◽  
Vol 2015 (203) ◽  
Author(s):  
Márta Horváth
Keyword(s):  
Literary Theory ◽  
Literary History ◽  
Text Comprehension ◽  
Cognitive Theory ◽  
Literary Texts ◽  
Cognitive Approach ◽  
Authorial Intention ◽  
Global View ◽  
Global Coherence ◽  
Authorial Intent

AbstractIn today's literary theory there is a consensus regarding the concept of authorial intention, namely, that it is obsolete and useless for the interpretation of literary texts and has relevance only in such discourses as legal discourse or literary history. The aim of my paper is to reinterpret the concept of authorial intent from the aspect of Darwinian and cognitive theory. I will argue that the authorial intention is not a fallacy that necessarily results in misinterpretations of the text, but a way of reading narrative according to its fictional status. I will demonstrate on some examples that the strongest stimuli for making assumptions about the authorial intention are passages that do not allow the reader to follow any intradiegetic perspective but force a global view on the fictional work.

Ofsted: best practice guide – suitable people: Suitability test

Nursery World ◽  
2019 ◽  
Vol 2019 (13) ◽  
pp. 33-33
Author(s):  
Hannah Crown
Keyword(s):  
Best Practice ◽  
Good Practice ◽  
Practice Guide ◽  
The Common ◽  
Common Problems

What are the common problems with recruiting suitable people, and why does this come up so much in Ofsted reports? Hannah Crown looks at good practice at Elmscot

The Hermeneutic Profit of Annotation: On Preventing and Fostering Disagreement in Literary Analysis

2017 ◽  
Vol 11 (2) ◽  
pp. 233-254
Author(s):  
Evelyn Gius ◽  
Janina Jacke
Keyword(s):  
Short Stories ◽  
Best Practice ◽  
Effective Means ◽  
Literary Analysis ◽  
Literary Texts ◽  
Literary Studies ◽  
Computer Assisted ◽  
Practice Model ◽  
The Core ◽  
Core Activity

Interpretation is widely regarded as the core activity of literary studies. Still, the appropriate balance between the plurality and the limitation of possible interpretations is a non-trivial issue. Whereas it is sensible to accept that literary texts can generally have various meanings, it should not be possible to attribute any kind of meaning to a text. Therefore, while interpreters must be allowed to disagree in their analyses, it must at the same time be possible to review whether a disagreement is actually based on adequate reasons like, for example, textual ambiguity or polyvalence. In this paper, we propose a best practice model as one effective means to review disagreement in accordance with literary studies principles. The model has been developed during the collaborative, computer-assisted annotation of literary texts in a project in which short stories have been analyzed narratologically. The examination of inconsistently annotated text passages revealed four types of reasons for disagreement: misinterpretations, deficient definitions of the categories of analysis, dependencies of the relevant categories on preliminary analyses, and textual ambiguity/polyvalence. We argue that only disagreements based on textual ambiguity are considered legitimate or valuable cases of disagreement, whereas the other three types of disagreement can be resolved in a systematic way.

scholarly journals Learners’ perceptions of the effectiveness of using self-reflection to understand English literary texts: towards an autonomous learning approach in Libya

2021 ◽  
Author(s):  
Hana El-Badri ◽  
Fatma Abu-baker
Keyword(s):  
Reading Comprehension ◽  
Short Story ◽  
Text Comprehension ◽  
Teaching Practice ◽  
Corrective Feedback ◽  
Research Process ◽  
The Self ◽  
Literary Texts ◽  
Future Research ◽  
Self Reflection

Teaching learners to reflect on their work has been widely researched within language-learning contexts in higher education. Research has revealed that self-reflection leads to both development in learners’ reading comprehension and lecturers being enabled to write more meaningful corrective feedback on learners’ assignments. Using a collaborative teaching approach at Benghazi university, this research evaluated the effectiveness of using a self-reflection worksheet for understanding short stories based on the perspectives of 19 tertiary Libyan learners and the course lecturers’ feedback. The research process involved the learners first reading a short story and answering text comprehension questions and a reflection question in which they commented on their understanding. They were then introduced to the self-reflection worksheet and advised how to use it in their second reading of the same story. This self-reflection worksheet included a section where students added reflections on their understanding following the second reading, supported by the worksheet. Content analysis was used for the qualitative data that investigated the learners’ reflection after their first and second reading. It was also used for staff feedback on the learners’ reflections. The findings show the usefulness of using the self-reflection worksheet in supporting the learners’ meaning understanding. It also helped them make positive changes during their second reading of the story. Evidence suggests that using worksheets for reading literary texts is effective in improving levels of reading comprehension. Implications and suggestions for effective teaching practice and future research are provided in this paper.  

Meeting the Best Practice for Hearing Aid Verification in Children: Challenges and Future Directions

2019 ◽  
Vol 28 (4) ◽  
pp. 877-894
Author(s):  
Nur Azyani Amri ◽  
Tian Kar Quar ◽  
Foong Yen Chong
Keyword(s):  
Clinical Practice ◽  
Hearing Aids ◽  
Best Practice ◽  
Hearing Aid ◽  
Evidence Based ◽  
Future Directions ◽  
Major Barrier ◽  
Klang Valley ◽  
Age Range ◽  
Fitting Hearing Aids

Purpose This study examined the current pediatric amplification practice with an emphasis on hearing aid verification using probe microphone measurement (PMM), among audiologists in Klang Valley, Malaysia. Frequency of practice, access to PMM system, practiced protocols, barriers, and perception toward the benefits of PMM were identified through a survey. Method A questionnaire was distributed to and filled in by the audiologists who provided pediatric amplification service in Klang Valley, Malaysia. One hundred eight ( N = 108) audiologists, composed of 90.3% women and 9.7% men (age range: 23–48 years), participated in the survey. Results PMM was not a clinical routine practiced by a majority of the audiologists, despite its recognition as the best clinical practice that should be incorporated into protocols for fitting hearing aids in children. Variations in practice existed warranting further steps to improve the current practice for children with hearing impairment. The lack of access to PMM equipment was 1 major barrier for the audiologists to practice real-ear verification. Practitioners' characteristics such as time constraints, low confidence, and knowledge levels were also identified as barriers that impede the uptake of the evidence-based practice. Conclusions The implementation of PMM in clinical practice remains a challenge to the audiology profession. A knowledge-transfer approach that takes into consideration the barriers and involves effective collaboration or engagement between the knowledge providers and potential stakeholders is required to promote the clinical application of evidence-based best practice.

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