The English Writing System

2014 ◽  
Author(s):  
Vivian J Cook
Keyword(s):  
Writing System ◽  
English Writing

Intelligent English writing system based on fusion of herding effect and artificial intelligence

2020 ◽  
pp. 1-11
Author(s):  
Liu Guifang
Keyword(s):  
Artificial Intelligence ◽  
Training System ◽  
Small Scale ◽  
Traditional Teaching ◽  
Writing System ◽  
Herd Effect ◽  
College English ◽  
English Writing ◽  
Relative Attractiveness ◽  
Information Sharing Mechanism

The use of intelligent college English writing training system will certainly promote the traditional teaching structure and realize a new and efficient English writing teaching mode. On the basis of machine learning and the herd effect algorithm, this article constructs an artificial intelligence-based English intelligent writing system. Moreover, in view of the shortcomings of traditional models and the characteristics of intelligent English writing, this paper proposes an improved algorithm for optimization of swarm particle walking paths. In addition, this article proposes a relative attractiveness to initialize the formation of small-scale groups based on the herd effect. Then, in the process of intelligent writing, by establishing an information sharing mechanism between groups, each group is continuously updated and reorganized according to the relative attractiveness of the group, so that the writing process can be simulated more realistically. From the experimental research, it can be seen that the model constructed in this paper has a certain degree of intelligence.

“She Doesn’t Have the Basic Understanding of a Language”: Using Spelling Research to Challenge Deficit Conceptualizations of Adolescent Bilinguals

2017 ◽  
Vol 49 (3) ◽  
pp. 342-370 ◽  
Author(s):  
Maneka Deanna Brooks
Keyword(s):  
Language Arts ◽  
English Language ◽  
Home School ◽  
Writing System ◽  
English Learner ◽  
Formal Schooling ◽  
English Writing ◽  
Basic Understanding ◽  
English Spelling

This article examines the alternative English spelling practices of a student who is considered to be a long-term English learner. It draws on a theoretical framework that integrates a social perspective on spelling with a rejection of idealized conceptions of bilingualism. The analyzed English spellings presented in this article were identified in eight texts that the focal student composed during her English language arts class. Notably, this examination was contextualized within the focal student’s linguistic and schooling history. The resulting findings document that the focal student was a simultaneous bilingual who had a troubled history with formal schooling—the place where many young people learn spelling conventions. The predominant practice that characterized her alternative spellings was her use of conventional English sound-to-letter relationships to create a written echo of the speech patterns of her home, school, and community. When her alternative spelling did not reflect these Englishes, they typically illustrated her familiarity with the normative spelling of particular words. Yet the practices that characterized her spelling meant that they strayed from accepted conventions (e.g., transposition/omission/insertion of letters). The focal student’s alternative spelling practices illustrated her familiarity with the English writing system and the depth of her knowledge of multiple Englishes.

The need for addressing multilingualism, ambiguity and interoperability for visual resources management across metadata platforms

First Monday ◽  
2020 ◽  
Author(s):  
Denise Russo ◽  
Abebe Rorissa
Keyword(s):  
Resource Management ◽  
Writing System ◽  
Digital Information ◽  
Significant Percentage ◽  
Resources Management ◽  
English Writing ◽  
Visual Resource Management ◽  
The Creation ◽  
Image Metadata ◽  
Visual Resource

The digitization of visual resources and the creation of corresponding metadata that meets the criteria of clarity and interoperability, while also approaching the needs of the multilingual Web, are pressing concerns. Because visual resources make up a significant percentage of digital information, this paper focuses on the aforementioned concerns and proposes ways to address them, including swift progression and adoption of cohesive, multi-user, multilingual metadata standardization to improve digital access and to allow all descriptive image metadata to be approachable and translatable. We offer some recommendations such as those involved in visual resource management moving away from using primarily the English writing system based metadata schemas in order to provide flexible lexicon in non-Roman languages, which can easily be recognized and interpreted by both monolingual and multilingual users alike as well as facilitate digital metadata interoperability.

A Theoretical Analysis of the Effects of Writing System Characteristics on Learning to Read

1971 ◽  
Vol 4 (1) ◽  
pp. 50-58 ◽  
Author(s):  
William B. Gillooly
Keyword(s):  
Experimental Data ◽  
Verbal Learning ◽  
Behavioral Effects ◽  
Writing System ◽  
Learning Models ◽  
Learning To Read ◽  
English Writing ◽  
Reading Experience ◽  
Mediation Processes ◽  
System Characteristics

This paper summarizes the work of those seeking to analyze English orthography as well as the data which bear on the behavioral effects of writing system characteristics. English writing is shown to involve at least two levels of representation. One level is sound-related (phonographic representation) but another, deeper level of representation is meaning-related (orthographic representation). The results of this analysis are combined with verbal learning models in order to explain the experimental data. Reading is viewed as involving mediation processes which depend, in part, on reading experience. Hence, the effects of increased reading experience involve not only changes in the functional stimuli for reading as Gibson has proposed but also changes in the nature of the responses to those stimuli. The implications of this notion are discussed briefly.

Spelling of Phonemes: Correct Spellings, Legal Substitutions, and Illegal Substitutions

1993 ◽  
Author(s):  
Rebecca Treiman
Keyword(s):  
Traditional View ◽  
Writing System ◽  
English Writing ◽  
Correct Spelling ◽  
Spoken Words

So far, I have examined children’s spellings at the level of whole words. The results show that children have more difficulty with some kinds of words than others. For example, children often misspell words that contain multiple-letter graphemes, words such as that and sang. Children often misspell irregular words, words such as said and come. One would guess that th is the trouble spot in that and ai is the trouble spot in said. However, because the analyses presented so far are confined to whole words, I cannot say for sure. To determine which parts of words are difficult to spell, I must move from the level of whole words to the level of individual phonemes and individual graphemes. The need to examine children’s spellings at the level of phonemes and graphemes stems from the nature of the English writing system itself. As discussed in Chapter 1, the English writing system is basically alphabetic. Although most phonemes may be spelled in more than one way, there are relations between phonemes and graphemes. For instance, /k/ may be spelled with k, as in key, c, as in care, or ck, as in back, among other possibilities. Adults cannot always choose the correct spelling from among these possibilities, but we know that /k/ could never be written with m or b. Our knowledge of phoneme-grapheme correspondences tells us that Carl or Karl are reasonable renditions of the spoken form /k’arl/ but that Marl is not. Traditionally, it was thought that children learn to spell on a visual basis, by memorizing the sequence of letters in each word. In this view, children treat printed words as wholes. They do not learn relations between the parts of printed words (graphemes) and the parts of spoken words (phonemes). The traditional view further implies that children memorize one word at a time. They do not learn relations between sounds and spellings that apply to many different words. Findings reported in Chapter 2 suggest that this traditional view of learning to spell is incorrect For example, children's difficulty on irregular words like said and come suggests that children learn about the correspondences between phonemes and graphemes.

Computers, literacy and the English writing system

1992 ◽  
Vol 74 (3) ◽  
pp. 197-220
Author(s):  
Edward Carney
Keyword(s):  
Writing System ◽  
English Writing

scholarly journals Is the English writing system phonographic or lexical/morphological? A new look at the spelling of stems

Morphology ◽  
2021 ◽  
Author(s):  
Kristian Berg ◽  
Mark Aronoff
Keyword(s):  
Sound Change ◽  
Writing System ◽  
English Writing ◽  
Phonological Form ◽  
Written Form ◽  
Overall Ratio ◽  
New Look

AbstractThe graphemic distinctiveness of simple word stems in written English (henceforth stems) is usually discussed in terms of the discrimination of homophones: Two or more distinct stems that share a phonological form each have a unique graphemic form (e.g., meat / meet; pair / pear / pare) and in some cases we cannot ascribe the different spellings to etymology: scent ‘should’ be spelled sent given its history (borrowed from French sentir and Latin sentire). The lists in Carney (1994) and Venezky (1999) of heterographic words show that there is a considerable number of homophones that are discriminated in spelling. But there are also many homographic cases (e.g., bank, can), so any stipulated ‘principle of heterography’ is not universal. In this paper, we determine the scope and limitations of this principle empirically. Using the CELEX corpus as well as printed dictionaries, we first determine the number of homophonous simple stems in our data (like bank / bank or pair / pear / pare). Of these, we determine the fraction that has a distinct spelling (like pair / pear / pare). The overall ratio is well below 50%, which means that the principle is not as far-reaching as often assumed. Historically, it appears that in many cases we are not dealing with a graphemic differentiation of stems, but with a conservation of spellings. As a consequence, most distinctive spellings probably corresponded to distinctive sound forms at some point in their history. Sound change then led to homophony, but the graphemic form often remained distinct (as with e.g. loan / lone). Expressing lexical differences in the written form of stems does not seem to be overly important to English writers; there is no widespread lexical or morphological principle at work when it comes to the spelling of English stems.

Spelling of Words

1993 ◽  
Author(s):  
Rebecca Treiman
Keyword(s):  
First Graders ◽  
The Other ◽  
Writing System ◽  
English Writing ◽  
Simple Classification ◽  
English System ◽  
Shed Light ◽  
Level Of Analysis

In studying the first graders’ spellings, it is reasonable to begin at the simplest possible level of analysis. The most basic way to look at the children's spellings is at the level of whole words. At this level, the simplest possible question is whether a word is spelled correctly or incorrectly. Once children’s spellings are classified as correct or incorrect, a number of questions arise. Are some words easier for children to spell correctly than others? If so, what kinds of words are easy to spell and what kinds of words are hard to spell? The answers to these questions should shed light on the difficulties that children face in learning the English writing system. For example, if children have more trouble on irregular words than on regular words, one could suggest that the irregularity of the English system is one source of difficulty in learning to spell. If children often misspell inflected and derived words, one could suggest that the morphological basis of the English writing system is a problem for first graders. Such issues are addressed in the first section of this chapter. Although it is easy to classify children’s spellings of whole words as correct or incorrect, this simple classification may obscure potentially important information. For example, although KARE is the wrong spelling of care, this error is a plausible rendition of the word's spoken form. The letter k is a reasonable rendering of the phoneme /k/; /k/ is spelled as k in words like kite and king. In the terms introduced in Chapter 1, KARE is a legal misspelling of care. On the other hand, CA is an illegal spelling of care. It contains no representation of the /r/. In this chapter, I take a first step beyond the correct/incorrect distinction by classifying errors on whole words as legal or illegal. I ask whether some kinds of words give rise to more legal errors than other words and why. Legal errors are not all alike. They differ from one another in a number of ways, one of which is how easy they are to decipher.

Introduction

2017 ◽  
Author(s):  
Peter D. McDonald
Keyword(s):  
Literary Criticism ◽  
Focus Of Attention ◽  
Modern State ◽  
Nation State ◽  
Writing System ◽  
Institutional History ◽  
English Writing ◽  
The Past ◽  
Human Difference ◽  
Modern Nation State

The introduction begins by reflecting on how we look at the English writing system and how we think about language, culture, and community. It then explains why the idea of the modern state as an artefact of writing is central to the book. Taking issue with Goody, Watt, McLuhan, and Anderson, all of whom associated the Europeanized modern ‘nation-state’ with the ‘Western’ writing system and/or its traditions of print, it shifts the focus of attention to constitution-making and to the questions Tagore raised about the state’s capacity to grasp human difference. The last sections explain why the book is an exercise in intellectual as well as institutional history, why it is wary about the traditions of literary criticism that have dominated the academy in Europe and America for the past forty years, and why it has a capacious historical and geographical range.

Learning to Write Words

2020 ◽  
Vol 29 (5) ◽  
pp. 521-526
Author(s):  
Rebecca Treiman
Keyword(s):  
Final Section ◽  
Writing System ◽  
Writing Systems ◽  
Older Children ◽  
Visual Appearance ◽  
English Writing ◽  
Alphabetic Writing

Learning to produce the written forms of individual words is an important part of writing. In this article, I review research on how children acquire this skill. I begin by discussing young children’s knowledge about the visual appearance of writing and then consider how learners of alphabetic writing systems begin to use letters to symbolize the sounds they hear in words. The English writing system, the focus of this review, is complex. In the final section of the article, I discuss how older children learn about its subtler patterns. Implications of the research for how children learn and for how spelling should be taught are considered.

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