Um die anderen Arten von Veröffentlichungen zu diesem Thema anzuzeigen, folgen Sie diesem Link: Punctuation.
Dissertationen zum Thema „Punctuation“
Geben Sie eine Quelle nach APA, MLA, Chicago, Harvard und anderen Zitierweisen an
Machen Sie sich mit Top-50 Dissertationen für die Forschung zum Thema "Punctuation" bekannt.
Neben jedem Werk im Literaturverzeichnis ist die Option "Zur Bibliographie hinzufügen" verfügbar. Nutzen Sie sie, wird Ihre bibliographische Angabe des gewählten Werkes nach der nötigen Zitierweise (APA, MLA, Harvard, Chicago, Vancouver usw.) automatisch gestaltet.
Sie können auch den vollen Text der wissenschaftlichen Publikation im PDF-Format herunterladen und eine Online-Annotation der Arbeit lesen, wenn die relevanten Parameter in den Metadaten verfügbar sind.
Sehen Sie die Dissertationen für verschiedene Spezialgebieten durch und erstellen Sie Ihre Bibliographie auf korrekte Weise.
1
Wright, Elizabeth M. "PRAGMATIC FUNCTIONALITY OF PUNCTUATION ON TWITTER." UKnowledge, 2018. https://uknowledge.uky.edu/ltt_etds/29.
Der volle Inhalt der QuelleAnnotation:
This work presents an analysis of punctuation use in computer-mediated communication (CMC); in particular, the present study aims to describe the pragmatic functions of nonstandard punctuation on Twitter, providing a corpus-driven overview of the distribution and frequency of nonstandard punctuation use, and an analysis of sampled tweets at the individual tweet level to estimate noise levels in the overall corpus. A survey was also conducted which aimed to identify user understanding of the affective content of nonstandard punctuation strings and to identify any possible effects of character repetition. Survey results indicate that linguistic content was the strongest indicator of affective understanding, type of punctuation (i.e., ?, !, and combinations thereof) was a weaker indicator of some affective content, and repetition was not found to be significant. The study argues that certain string types, possibly defined by punctuation type and not count, have large indexical fields of pragmatic meaning available to them, which are bounded by context. In light of these observations, the study also proposes distinctions/categories of punctuation strings and their associated pragmatic meanings.
2
Albritton, M. Andrew. "An exploration of punctuation in digital discourse." Thesis, University of Nottingham, 2015. http://eprints.nottingham.ac.uk/30581/.
Der volle Inhalt der QuelleAnnotation:
In this thesis, some of the functions of punctuation marks in digital discourse are explored. A theoretical model of punctuation mark function was generated specifically for this project and is based in rhetorical theory. According to this model, punctuation marks can function in three ways: First, they can build or damage the credibility of the writer; second, they can clarify the meanings of texts in a number of ways; and third, they can convey emotional and relational meaning. Two empirical studies are presented in this thesis. The first uses data from text-messages and the second uses data from message boards. For the text-message study, a new method of data collection was employed: Respondents were given Discourse Completion Tasks that asked what text-message they would send in a series of four respective hypothetical contexts; they were then asked to type out and send their responses, in text-messages, to email addresses. For the second study, data was taken from Reddit message boards on the Internet. In the analysis sections of the thesis, punctuation marks are examined in the collected data according to the rhetorical model with special attention being paid to how punctuation marks can convey emotional and relational meaning; and they are also examined according to how they influence speech acts. It is concluded that different punctuation marks can function in a variety of ways, and that punctuation marks can exert a powerful influence on speech acts. It is furthermore concluded that the thesis’s rhetorical model is effective both as a description of the ways punctuation marks can function and as a guide for analysis.
3
Jones, Bernard. "What's the point? : a (computational) theory of punctuation." Thesis, University of Edinburgh, 1996. http://hdl.handle.net/1842/519.
Der volle Inhalt der QuelleAnnotation:
Although punctuation is clearly an important part of the written language, many natural language processing systems developed to date simply ignore punctuation in input text, or do not place it in output text. The reason for this is the lack of any clear, implementable theory of punctuation function suitable for transfer to the computational domain. The work described in this thesis aims to build on previous linguistic work on the function of punctuation, particularly that by Nunberg (1990),with experimental and theoretical investi- gations into the potential usefulness of including punctuation in natural language analyses, the variety of punctuation marks present in text, and the syntactic and semantic functions of those marks . Results from these investigations are combined into a taxonomy of punctuation marks and synthesised into a theory describing principles and rule schemata whereby punctuation functionality can be added to natural language processing systems. The thesis begins with some introductory chapters, discussing the nature of punctuation, its history, and previous approaches to theoretical description. Subsequent chapters describe the experimental and theoretical investigations into the potential uses of punctuation in compu- tational systems, the variety of punctuation marks used, and the syntactic and semantic functions thatpunctuation marks fulfil. Further chapters then construct a taxonomy of punctu- ation marks and describe the theory synthesised from the results of the investigations. The concluding chapters sum up the research and discuss its possible extension to languages other than English.
4
Kim, Eungi. "Implications of Punctuation Mark Normalization on Text Retrieval." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc500160/.
Der volle Inhalt der QuelleAnnotation:
This research investigated issues related to normalizing punctuation marks from a text retrieval perspective. A punctuated-centric approach was undertaken by exploring changes in meanings, whitespaces, words retrievability, and other issues related to normalizing punctuation marks. To investigate punctuation normalization issues, various frequency counts of punctuation marks and punctuation patterns were conducted using the text drawn from the Gutenberg Project archive and the Usenet Newsgroup archive. A number of useful punctuation mark types that could aid in analyzing punctuation marks were discovered. This study identified two types of punctuation normalization procedures: (1) lexical independent (LI) punctuation normalization and (2) lexical oriented (LO) punctuation normalization. Using these two types of punctuation normalization procedures, this study discovered various effects of punctuation normalization in terms of different search query types. By analyzing the punctuation normalization problem in this manner, a wide range of issues were discovered such as: the need to define different types of searching, to disambiguate the role of punctuation marks, to normalize whitespaces, and indexing of punctuated terms. This study concluded that to achieve the most positive effect in a text retrieval environment, normalizing punctuation marks should be based on an extensive systematic analysis of punctuation marks and punctuation patterns and their related factors. The results of this study indicate that there were many challenges due to complexity of language. Further, this study recommends avoiding a simplistic approach to punctuation normalization.
5
Collins, Elliot. "The swerve the Elliot Collins handbook." Click here to access this resource online, 2007. http://hdl.handle.net/10292/382.
Der volle Inhalt der Quelle
6
Grindlay, Benjamin James William. "Missing the point : the effect of punctuation on reading performance." Title page, abstract and contents only, 2002. http://web4.library.adelaide.edu.au/theses/09PH/09phg866.pdf.
Der volle Inhalt der Quelle
7
Weir, Gillian. "Spelling, punctuation and material culture in the later Paston letters." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/30912/.
Der volle Inhalt der QuelleAnnotation:
This thesis examines the spelling practices and letter-writing conventions to be found in the letters and papers of the Paston family and their circle during the sixteenth and seventeenth centuries. Hitherto, most scholarly attention has been on the fifteenth-century material found in Paston archives, with comparatively little research undertaken on the extensive later materials. This thesis is intended as a partial attempt to address this lacuna, drawing on new approaches to the study of early modern English letters. It draws upon a new comprehensive diplomatic transcription of the materials, consisting of approximately 500 documents containing 200,000 words. Building on an earlier pilot study (Weir 2009), the thesis falls into three main chapters, each addressing the collection from a distinct perspective, framed by a contextualising introduction (chapter 1) and a conclusion summarising the findings of the thesis and offering suggestions for future work (chapter 5). Chapter 2 begins with a key question: (1) How did letter-writing conventions of address and subscription alter and develop - if at all - through the Early Modern period, and are these changes reflected in the Paston family correspondence? The thesis demonstrates how the letters preserved in London, British Library, Additional MSS 27447, 27448 and 36988 displayed adherence to formulaic usages, even though, across the 150 years of their construction, there is a notable shift towards shorter constructions. Further research questions linked to these issues involved in address and subscription engage with the material culture of the correspondence: (2) What materials are used for the letters in question? (3) How do writers relate text to space? (4) How were the letters delivered to their recipients, and how and for what reasons were they preserved? Across the collection of letters, there was a clear development in the material culture of letter-writing, most notably through the development of the postal networks in the period, even though letter-writing tools remained relatively unchanged for centuries. Chapter 3 examines spelling practices in the letters. It addresses the following research questions: (1) How standardised were the Paston letters? (2) To what extent do spelling practices differ between male and female letter- writers? (3) Where such practices vary within an individual’s lifetime is it possible to identify the social factors which contributed to that change? (4) To what extent – and if so why -- do these habits vary between generations of the same family? In order to answer these questions, the spelling habits of Robert Paston and his family were examined, along with a number of letters by identifiable female letter-writers. The thesis demonstrates that the letters in the collection displayed a move towards more standardised spellings, but that the use of personal spelling systems and non-standard variants was still very much in evidence. Chapter 4 focuses on further pragmatic features characteristic of Early Modern English correspondence, with a special focus on the function of punctuation. Research questions addressed include: (1) If punctuation is used at all, in what context is it deployed? (2) How – if at all -- does the use of punctuation vary between male and female correspondents? In addition, this chapter will look at communicative acts within the letters including politeness, terms of address, and the use of formulaic constructions, leading to a further question: (3) To what extent do more general pragmatic features vary across the generations and genders of letter-writers? The thesis finds that punctuation practices of female writers vary considerably, even within the output of single individuals, but also that such variation and unconventional usage was not restricted to them. However, during the period covered by the archive there is a clear progression from the use of virgules and limited punctuation through to the deployment of punctuation broadly recognisable to present-day readers.
8
Lam, Sau-shun, and 林守純. "The punctuation strategies in Chinese of Hong Kong students: case studies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31213212.
Der volle Inhalt der Quelle
9
Wassouf, Caroline Anne. "The development of Key Stage 2 children's understanding of grammatical punctuation." Thesis, Manchester Metropolitan University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434062.
Der volle Inhalt der QuelleAnnotation:
This study investigates the development of Key Stage Two (KS2) children's understanding of grammatical punctuation. The project was carried out in the context of the National Literacy Strategy's (NLS) Literacy Hour, which has a strong emphasis on the direct teaching of grammar and punctuation. A review of existing research evidence, however, shows that little is known about the development of children's understanding of punctuation as a marker of grammatical structure and why it causes children (and adults) so much difficulty. This study set out to provide an insight into the ways children conceptualise grammatical punctuation and how these conceptions evolve over time. The study was conducted in four primary schools in the Northwest of England. The fieldwork consisted primarily of recording discussions generated by two problem-solving activities which were presented to 96 participating children and which were undertaken in small groups. This thesis presents an interpretative analysis of the conversations that aims to uncover the principles that guide children's thinking about grammatical punctuation use. The interpretation of the data indicates that children rely on four types of principles when making punctuation choices: graphic, semantic, prosodic and grammatical principles. Grammatical principles were used far less frequently than other types. Prosody was found to be relied on most often and to be the source of many errors. Older children seemed able to draw on grammatical principles more than younger ones; but reliance on prosody was still found in Year 6 children. The punctuation knowledge expectations of the NLS for children leaving primary school were not met as even basic sentence demarcation was problematic for children of all ages. This thesis argues for a move away from explanations of punctuation use in terms of prosody by teachersa nd a reassessmenot f learning objectives to reflect the way children's understanding develops
10
Björkman, Nilsson John. "Period Drama : Punctuation restoration in Swedish through fine- tuned KB-BERT." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-303127.
Der volle Inhalt der QuelleAnnotation:
Presented here is a method for automatic punctuation restoration in Swedish using a BERT model. The method is based on KB-BERT, a publicly available, neural network language model pre-trained on a Swedish corpus by National Library of Sweden. This model has then been fine-tuned for this specific task using a corpus of government texts. With a lower-case and unpunctuated Swedish text as input, the model is supposed to return a grammatically correct punctuated copy of the text as output. A successful solution to this problem brings benefits for an array of NLP domains, such as speech-to-text and automated text. Only the punctuation marks period, comma and question marks were considered for the project, due to a lack of data for more rare marks such as semicolon. Additionally, some marks are somewhat interchangeable with the more common, such as exclamation points and periods. Thus, the data set had all exclamation points replaced with periods. The fine-tuned Swedish BERT model, dubbed prestoBERT, achieved an overall F1-score of 78.9. The proposed model scored similarly to international counterparts, with Hungarian and Chinese models obtaining F1-scores of 82.2 and 75.6 respectively. As further comparison, a human evaluation case study was carried out. The human test group achieved an overall F1-score of 81.7, but scored substantially worse than prestoBERT on both period and comma. Inspecting output sentences from the model and humans show satisfactory results, despite the difference in F1-score. The disconnect seems to stem from an unnecessary focus on replicating the exact same punctuation used in the test set, rather than providing any of the number of correct interpretations. If the loss function could be rewritten to reward all grammatically correct outputs, rather than only the one original example, the performance could improve significantly for both prestoBERT and the human group.<br>Här presenteras en metod för automatisk återinföring av skiljetecken på svenska med hjälp av ett neuralt nätverk i formen av en BERT-modell. Metoden bygger på KB-BERT, en allmänt tillgänglig språkmodell, tränad på ett svensk korpus, av Kungliga Biblioteket. Denna modell har sedan finjusterats för den här specifika uppgiften med hjälp av ett korpus av offentliga texter från landsting och dylikt. Med svensk text utan versaler och skiljetecken som inmatning, ska modellen returnera en kopia av texten där korrekta skiljetecken har placerats ut på rätta platser. En framgångsrik modell ger fördelar för en rad domäner inom neurolingvistisk programmering, såsom tal- till- texttranskription och automatiserad textgenerering. Endast skiljetecknen punkt, kommatecken och frågetecken tas i beaktande i projektet på grund av en brist på data för de mer sällsynta skiljetecknen såsom semikolon. Dessutom är vissa skiljetecken någorlunda utbytbara mot de vanligaste tre, såsom utropstecken mot punkt. Således har datasetets alla utropstecken ersatts med punkter. Den finjusterade svenska BERT-modellen, kallad prestoBERT, fick en övergripande F1-poäng på 78,9. De internationella motsvarande modellerna för ungerska och kinesiska fick en övergripande F1-poäng på 82,2 respektive 75,6. Det tyder på att prestoBERT är på en liknande nivå som toppmoderna motsvarigheter. Som ytterligare jämförelse genomfördes en fallstudie med mänsklig utvärdering. Testgruppen uppnådde en övergripande F1-poäng på 81,7, men presterade betydligt sämre än prestoBERT på både punkt och kommatecken. Inspektion av utdata från modellen och människorna visar tillfredsställande resultat från båda, trots skillnaden i F1-poäng. Skillnaden verkar härstamma från ett onödigt fokus på att replikera exakt samma skiljetecken som används i indatan, snarare än att återge någon av de många korrekta tolkningar som ofta finns. Om loss-funktionen kunde skrivas om för att belöna all grammatiskt korrekt utdata, snarare än bara originalexemplet, skulle prestandan kunna förbättras avsevärt för både prestoBERT såväl som den mänskliga gruppen.
11
Lewis, Wayne D. Jr. "Post-Punctuation Politics: The Evolution of Charter School Policy in North Carolina." NCSU, 2009. http://www.lib.ncsu.edu/theses/available/etd-03252009-163200/.
Der volle Inhalt der QuelleAnnotation:
This qualitative case study examines the evolution of charter school policy in North Carolina. The study is theoretically grounded in Baumgartner and Jonesâ (1993) punctuated equilibrium theory. First, the study explores the evolution of charter school policy in North Carolina since the passage of charter school legislation in 1996. Second, it tests Lacireno-Paquet and Holyokeâs (2007) hypothesis of policy reversion following the enactment of dramatic new policies. The studyâs findings indicate that since the passage of charter school legislation, traditional public school interests in North Carolina, led by the North Carolina Association of Educators, have regained a position of dominance in education policy making. Traditional public school interestsâ access to Democratic legislators in the General Assembly has been instrumental in blocking amendments to charter school policy that would raise or remove the statewide cap of 100 charter schools. As such, the studyâs findings support Lacireno-Paquet and Holyokeâs hypothesis of policy reversion.
12
Kelliher, Aisling Geraldine Mary 1975. "PlusShorts : using punctuation as an iconic system for describing and augmenting video structure." Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/61851.
Der volle Inhalt der QuelleAnnotation:
Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2001.<br>Includes bibliographical references (leaves 98-101).<br>Affordable digital cameras, high bandwidth connectivity and large-scale video hosting websites are combining to offer an alternative mode of production and channel of distribution for independent filmmakers and home moviemakers. There is a growing need to develop systems that meaningfully support the desires of these filmmakers to communicate and collaborate effectively with others and to propel cinematic storytelling into new and dynamic realms. This document proposes the development of a networked software application, called PlusShorts, that will allow a distributed group of users to contribute to and collaborate upon the creation of shared movie sequences. This system introduces an iconic language, consisting of punctuation symbols, for annotating, sharing and interpreting conceptual ideas about cinematic structure. The PlusShorts application presents individual movie sequences as elements within an evolving cinematic storyspace, where participants can explore, collaborate and share ideas.<br>Aisling Geraldine Mary Kelliher.<br>S.M.
13
Sing, Susan Mei Lin. "Making sense of the apostrophe : young children's explorations into the world of punctuation." Thesis, Manchester Metropolitan University, 2006. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.436064.
Der volle Inhalt der Quelle
14
Jurado, Filho Lourenço Chacon. "Ritmo da escrita : uma organização do heterogeneo da linguagem." [s.n.], 1996. http://repositorio.unicamp.br/jspui/handle/REPOSIP/270921.
Der volle Inhalt der QuelleAnnotation:
Orientador: Maria Bernadete Marques Abaurre<br>Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem<br>Made available in DSpace on 2018-07-21T06:00:20Z (GMT). No. of bitstreams: 1
JuradoFilho_LourencoChacon_D.pdf: 45201032 bytes, checksum: dcc2f202d640264654b901110b7a8e87 (MD5)
Previous issue date: 1996<br>Resumo: Este trabalho tem como proposta uma primeira caracterização do fenômeno até hoje designado, de modo não-sistemático, como "ritmo na escrita" o eixo organizador dessa caracterização, ou, em outros termos, a questão a ser respondida neste trabalho é como, afirmada a éxistência desse fenômeno, o ritmo da escrita opera na produção textual. Na busca de resposta, discute-se, num primeiro momento, o papel do ritmo na linguagem. Nessa discussão, o ritmo é deslocado de sua atuação restrita à oralidade ou ao verso e relacionado, em qualquer tipo de atividade lingüística, à organização multidimensional da linguagem, à significação lingüística, à enunciação e ao tempo na linguagem. Tendo como pano de fundo esse papel central do ritmo na linguagem, são discutidas, num segundo momento, algumas das particularidades com que o ritmo é percebido pelos autores que primeiramente o observam na escrita. Como produto dessa discussão, verifica-se que: (a) o fenômeno é sempre percebido no contexto de discussões sobre os vínculos entre escrita e oralidade; (b) o ritmo vincula escrita e oralidade, mas cada um desses códigos apresenta ritmo peculiar, já que se trata de códigos semióticos distintos; (c) o ritmo constrói o caráter simbólico da escrita por meio da inter-relação entre várias dimensões da linguagem; (d) o ritmo da escrita é recuperado por meio de marcas que espacializam os elementos da linguagem na atividade gráfica, criando entre os elementos espacia lizad os. um mpvimento característico. As marcas escolhidas para análise do ritmo da escrita neste trabalho são os sinais de pontuação. Assim num terceiro momento, checa-se a compatibilidade entre fatos abordados porgramáticos e lingüistas sobre o emprego da pontuação e as principais conclusões extraídas das discussões sobre o papel do ritmo na linguagem e sobre sua ação na escrita. Finalmente, num quarto momento, é demonstrado o papel do ritmo da escrita por meio da análise de um corpus de 109 redações do Vestibular UNICAMP. Destaca-se seu papel na constituição de unidades rítmicas da escrita e no jogo entre essas unidades no interior do produto textual, papel que faz mostrar uma organização do heterogêneo da linguagem, por meio da sistematização de fragmentos descontínuos de linguagem na continuidade própria a um fluxo verbal<br>Abstract:The purpose of this document is to establish a first characterization of a phenomenon denominated until now in a non systematic way as "rhythm of writing". The pivot point of this characterization or, in other words, the question to be answered after the confirmation of the phenomenon existence is how the rhythm of writing operates in a textual production. In the search for an answer, one discusses in a first instance the role of rhythm in the language. In the discussion the rhythm is dislocated from its restricted oral or verse functions and is related to the multi-dimensional organization of language the linguistic meaning the enunciation and to time in language. Having as background this main role of the rhythm in language. we proceed in a second moment with some particularities of rhythm which are perceived by the authors in the writing first. As a result one verifies that (a} the phenomenon is always perceived in a context where the links of writing and orality are discusséd; (b) rhythm entail orality and writing, however each of these codes denotes a peculiar rhythm since they are semiotically distinct; (c) the rhythm builds through the inter-relation of the varia dimensions of language the symbolic character of writing; (d) the rhythm of writing is detected through marks which spatialize the elements of the language's graphic activity creating among the spatialized elements a characteristic movement. The marks chosen for the analysis of the rhythm of writing in this work were the punctuation marks. Thus in a third moment we check the compatibility between the grammar scholars' and linguists's approaches on the usage of punctuation and our main conclusions from the discussions on the role of rhythm in language and its function in writing. At last we demonstrate in a fourth instance the role of the rhythm of writing through the anatyses of a corpus of 109 essays taken from the qualification exams of the Campinas University - UNICAMP. Its role is pointed out in the constitution of written rhythmic units and by the altemation of these units within the textual product. It shows a heterogeneous organization of language by systematizing the language's discontinuous fragments into a continuous verbal flow<br>Doutorado<br>Mestre em Linguística
15
Pacheco, Vera. "Investigação fonetico-acustico-perceptual dos sinais de pontuação enquanto marcadores prosodicos." [s.n.], 2003. http://repositorio.unicamp.br/jspui/handle/REPOSIP/270364.
Der volle Inhalt der QuelleAnnotation:
Orientador: Luiz Carlos Cagliari, Ester Mirian Scarpa<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem<br>Made available in DSpace on 2018-08-03T17:49:49Z (GMT). No. of bitstreams: 1
Pacheco_Vera_M.pdf: 4075744 bytes, checksum: bd6be241e0de77283e5e20441989d420 (MD5)
Previous issue date: 2003<br>Resumo: Este trabalho teve por objetivo investigar o processo de produção e percepção dos sinais de pontuação, SP (dois pontos, exclamação, interrogação, ponto final, ponto e vírgula, reticências e vírgula) usados na escrita do Português do Brasil. Propô-se uma análise fonético-instrumental da realização oral dessas marcas gráficas, a partir da gravação da leitura de textos narrativos. Para tanto, foram realizados três experimentos: o primeiro deles investigou a realização oral dos SPs, o segundo, a percepção/representação e o terceiro experimento investigou a relação entre percepção/representação e produção. As leituras dos textos foram realizadas por seis sujeitos (três de cada sexo), naturais do Estado de São Paulo, com idade entre 20 e 30 anos, com no mínimo graduação em curso, com hábito de leitura e sem problemas de fala e/ou de audição. As gravações foram realizadas em estúdio, por meio de gravador digital, e submetidas a transcrições prosódicas baseadas no modelo descritivo de Halliday (1970) com adaptações de Cagliari (1982). Foram obtidas medidas de duração das sílabas tônicas do componente pretônico (CPT) e do componente tônico (CT), medidas de intensidade e de FO do CPT e do CT e medidas de pausas. A análise instrumental foi realizada por meio do software PRATT, versão 4.015. Os dados foram submetidos ao teste de Normalidade Kolmogorov-Smirnov, à transformação de dados (Transformação Raiz Quadrada e Transformação Angular arcsen v x/100), aos testes de Comparação de Médias - Teste te Kruskal-Wallis -, à Análise de Variância, ao teste de Separação de Médias Scott-Knott e à Regressão Linear Simples. Os resultados encontrados mostram que: a) o leitor realiza os SPs de tal modo que se é possível depreender características fonético-acústicas particulares que os tornam estatisticamente diferentes entre si; b) o ouvinte, ao ouvir a leitura de um texto, é capaz de perceber as variações melódicas incitadas visualmente pelos sinais de pontuação presentes no texto-estímulo e marcá-las por meio dos sinais tradicionais e; c) uma memória prosódica parece atuar durante o ato da leitura de um texto pontuado a partir da tarefa de percepção. As evidências experimentais desse trabalho suportam a hipótese de que os sinais de pontuação, além de funcionarem como organizadores textuais, em termos sintático-discursivos, podem ser entendidos como marcadores prosódicos, como sugerido por Cagliari (1989)<br>Abstract: This aim of this dissertation is to investigate the production and perception processes of the punctuation signs, PS (colon, exc1amation mark, interrogation mark, full stop, semi-colon, reticence, and comma) used in the writing system of Brazilian Portuguese. A phonetic instrumental analysis of the oral renderings of those graphic marks was carried out, based on reading samples of narrative texts. Three experiments were then run: the first experiment deals with the oral renditions of PSs. The second one, with the perception/representation of PSs, and the third one investigates the relationship between the perception/representation and the production of theses markers. The readings of the texts were done by six subjects (three of each sex), born and bred in São Paulo State, between 20 and 30 years old, 5 graduate and 1 undergraduate, with good reading habits and without problems of speech and/or audition. The recordings were made in a sound proof room, by means of digital tape recorder, and submitted to transcriptions based on the descriptive model by Halliday (1970) with adaptations by Cagliari (1982). Measures of duration of the stressed syllables, intensity and FO of the Tonal Groups (TGs) as well as pause measures between TGs were obtained. The PRATT software, version 4.015 was used for instrumental analysis. The data were submitted to Kolmogorov Smimov's test, data transformation (Square Root Transformation and Angular arcsen vx/lOO Transformation), Comparison of Mean tests - t Test and Kruskal-Wallis -, ANOVA, Scott Knott separation of mean test, and Simple Lineal Regression. The results show that: a) the reading tasks were accomplished in such a way that it is possible to infer particular phonetic acoustic characteristics belonging to each one of the PSs; b) the listener, when hearing the reading of a text, is capab1e of noticing the melodic variations incited visually by the punctuation signs in the text-stimulus and of marking them by means of the traditional signs; c) a prosody memory seems to be activated during the reading of a text that was punctuated for the initial perception task. These experimental evidences support the hypothesis that the punctuation signs, apart from working as textual organizers, can also be understood as prosody markers, as suggested by Cagliari (1989)<br>Mestrado<br>Mestre em Linguística
16
Camara, Tania Maria Nunes de Lima. "Pontuação: perspectivas e ensino." Universidade do Estado do Rio de Janeiro, 2006. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=154.
Der volle Inhalt der QuelleAnnotation:
O importante papel que a pontuação desempenha na produção de sentido determina o cuidado maior que o professor deve ter em relação ao seu uso. A orientação exclusivamente sintática dos livros didáticos, que se restringem à apresentação de regras gramaticais, não permite que o aluno perceba no texto literário, os sinais gráficos como recurso de expressividade. Este trabalho tem como objetivo fazer a leitura crítica de alguns dos materiais adotados com mais freqüência nas escolas de Ensino Médio do município do Rio de Janeiro, bem como discutir a necessidade de uma nova abordagem metodológica no ensino da pontuação.<br>The important role that punctuation plays in the meaning of a text must call much attention from teacher who are using it. The orientation exclusively synthatic of didactic books, which limit itselves to he Grammar's rules presentation, do not permit the student to realize, in the literary text, the signals of punctuation as an expressive resource. The objective of this work is the critical analysis of some of the most used materials in the high school of Rio de Janeiro Municipality as well as discussing the necessity of a new methodological presentation in the punctuation teaching.
17
François, Guillaume. "Description et analyse des usages contemporains de la ponctuation française." Doctoral thesis, Universite Libre de Bruxelles, 2006. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210811.
Der volle Inhalt der QuelleAnnotation:
Le but de ces recherches doctorales est de donner un modèle critique de la ponctuation en français contemporain.<p>Pour ce faire, nous avons d'abord élaboré un premier modèle théorique basé sur les études antérieures.<p>Nous avons ensuite confronté ce premier modèle à un corpus récent imprimé en français. Ceci nous a permis de mettre au jour les limites d'une approche purement spéculative des modèles linguistiques.<p>Ces analyses ont été complétées par une série d'études stylistiques visant à voir si notre modèle permettait de rendre compte de "déviances" par rapport aux usages "standard" que nous avions précédemment observés.<br>Doctorat en philosophie et lettres, Orientation langue et littérature<br>info:eu-repo/semantics/nonPublished
18
Shim, Meridean. "IIs It Really “Fine”?: An Analysis of the Paralinguistic Function of Punctuation in Text Messages." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/scripps_theses/831.
Der volle Inhalt der QuelleAnnotation:
This study has two major purposes: (1) to investigate if and how punctuation conventions have been rewritten in text messages to compensate for lack of paralinguistic cues and (2) the sociolinguistic implications of these findings. Data for this study was collected through an online, anonymous questionnaire in which participants gave their judgments about the meanings and function of punctuation used in sample text messages. The results show that punctuation is used to convey differences in meaning in direct and indirect ways and most are dependent on the context. Furthermore, age showed to be a factor in punctuation style and interpretation. The results here challenge the notion that texting is detrimental to one’s literacy skills and is in fact a site of linguistic innovation.
19
Collins, Andrew S. "Poetic Structural Devices as a Consideration When Analyzing and Interpreting Choral Scores." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1299005782.
Der volle Inhalt der Quelle
20
Chan, Ha-kwan Nikkiter, and 陳夏鈞. "Explaining the policy dynamics of administrative reorganizatin in HongKong: an institutional analysis of policystasis and punctuation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B40203414.
Der volle Inhalt der Quelle
21
Hillard, Dustin Lundring. "Automatic sentence structure annotation for spoken language processing /." Thesis, Connect to this title online; UW restricted, 2008. http://hdl.handle.net/1773/6080.
Der volle Inhalt der Quelle
22
Hulander, Malin. "Ska vi använda Stor bokstav . och ? : Kan intensivundervisning under en kort period öka elevers förståelse för användandet av stor bokstav, punkt och frågetecken?" Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36424.
Der volle Inhalt der QuelleAnnotation:
Are we able to help younger students to develop their understanding and their use of the capital letter, dot and question mark by giving them intensive teaching on the subject during a short period, and would the effect be long lasting? I decided to investigate this together with young students in second and third grade and at the same time try to see which grade would benefit most. By using an experimental research design I conducted the investigation in a class with children from both grades where the result was compared with two similar control groups. The investigation lasted during five months, while the students were able to show their knowledge in the subject just before and after a two weeks period of intensive teaching and then again after four months. The result showed that the intensive teaching had an effect that lasted over time and that it was the students in second grade that would benefit most.
23
Wong, Chi-keung, and 黃志強. "Zhouyi on Chu Bamboo slips." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38314691.
Der volle Inhalt der Quelle
24
Farias, Josefa Gomes de. "A pontuação na gramatica : lugares da contradição." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/271082.
Der volle Inhalt der QuelleAnnotation:
Orientador: Monica Graziela Zoppi-Fontana<br>Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem<br>Made available in DSpace on 2018-08-13T18:15:34Z (GMT). No. of bitstreams: 1
Farias_JosefaGomesde_D.pdf: 1174262 bytes, checksum: 01a7d6a4f8fc5b65069c2387eea40e57 (MD5)
Previous issue date: 2009<br>Resumo O presente trabalho pretende analisar o discurso da gramática, buscando perceber qual o modelo de língua ali construído, a imagem de sujeito usuário da gramática e produtor de linguagem e o lugar de enunciação criado para esse sujeito. Como lugares de enunciação, compreendem-se os lugares sociais do dizer estabelecidos para o sujeito, que definem as possibilidades de dizer e para quem dizer. No discurso gramatical, a língua, em relação à maioria dos conteúdos da gramática, é instrumento eficaz de comunicação, capaz de prever todos os sentidos possíveis; para a gramática, pontuação é instrumento falível, suscetível de ambiguidade, ambivalência, inexatidão. Perceber essas possibilidades presume um conhecimento de textualização que vai além da alfabetização, pressupõe letramento, objetivo principal do processo de escolarização. Assim, buscar-se-á observar como se dá, no que se refere à pontuação, esse reconhecimento de uma ambiguidade constitutiva da relação do sujeito com a linguagem, possibilitando-o pontuar, marcando um estilo pessoal. Desse fato, pode-se pensar que a Formação Discursiva do sujeito gramático constrói uma posição-sujeito heterogênea na sua constituição, que, na percepção da impossibilidade de prever todos os usos possíveis da língua, recorre ao recurso da subjetividade, deixando ao sujeito produtor de linguagem a função de escolher a saída mais conveniente ao seu estilo pessoal de escrever. Assim, pode-se interpretar que, para a gramática, a língua não falha; a pontuação, contudo,é falível na medida em que não dá conta de todos os usos possíveis. Consideramos, para fim de análise, dois modelos de gramática: o teórico, usado como referência para o estudo da língua portuguesa, que comenta e explica a língua; e o de divulgação, baseado na descrição da norma. No primeiro grupo ,estão inseridas a Moderna Gramática Portuguesa, de Evanildo Bechara, a Gramática da Língua Portuguesa, de Celso Cunha e Lindsey Cintra, e a Gramática Normativa da Língua Portuguesa de Rocha Lima; no segundo grupo inserem-se a Gramática Metódica da Língua portuguesa de Napoleão Mendes de Almeida, Nossa Gramática. Teoria e Prática de Antônio Sacconi e A Gramática- como se aprende uma língua, de A. de Sampaio Dória. As gramáticas de referência são assim classificadas por se ocuparem da teorização sobre a língua em consonância com a sua normatização; as gramáticas pedagógicas são as elaboradas para serem instrumentos de ensino-aprendizagem "da língua (nacional e oficializada)." (Agustini:1999:119) Sustentarão as reflexões propostas e o modo de análise apresentado a Semântica Histórica da Enunciação e sua relação com o Projeto História das Idéias Linguísticas no Brasil ; a AD e sua concepção de sujeito.<br>Abstract: The present work searchs to see how to have in the speech of the grammar the perception concerning the language, the image of subject usuary of the grammar and producer of language, and the place of enunciation created for this subject. As places of enunciation means the social places of saying established for the subject, that defines the possibilities to say and who to say. In the grammatical speech, the language, in relation to the majority of the contents of the grammar, is efficient instrument of communication, capable to foresee all the possible directions; for the grammar, punctuation is instrument fallible, susceptible of ambiguity, ambivalence, inexactness To perceive these possibilities presumes a textual knowledge that goes beyond the alphabetization, estimates lettered, main objective of the school process. Thus, one will search to observe that, when is mentioned to the punctuation, it has in the grammar, the recognition of a constituent ambiguity of the relation of the subject with the language, what it takes him to punctuate marking a personal style. One gives credit, still, that of the Discursive Formation consisting of the "discursividade" (act of discoursing) of the subject grammarian build one position-subject heterogenity that in the impossibility to descreibe all of de language case, recorre to the subjectivity of language to ¿ We consider, for analysis end, two models of grammar: the theoretician, used as reference for the study of the Portuguese language, that comments and explains the language; and of spreading, based on the description of the norm. In the first group are inserted Moderna Gramática da Língua Portuguesa, of Evanildo Bechara, the Gramática da Língua Portuguesa, of Celso Cunha and Lindsey Cintra, and the Gamática Normativa da Lingua Portuguesa of Rocha Lima; in the second group are inserted Gramática Metódica da Língua Portuguesa of Napoleão Mendes de Almeida, Nossa Gramática- Teoria e Práqtica, of Antonio Sacconi and A gramática. Como se aprende a língua, of Sampaio Dória. The reference grammars are classified by occupying of the process of making theory on the language in accord with its process of making norm; the pedagogical grammars are the elaborated to be instruments of teach-learning "of the language (national and officialized)." (Agustini: 1999: 119) Will support the reflections proposals and the presented way of analysis the Historical Semantics of the Enunciation and its relation with the Projejo História da Idéias Lingüísticas no Brasil; the AD and its conception of subject.<br>Doutorado<br>Linguistica<br>Doutor em Linguística
25
Satchwell, Candice J. "An investigation into the concepts of punctuation held by children between the ages of five and eight." Thesis, Manchester Metropolitan University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389500.
Der volle Inhalt der Quelle
26
Bekešiūtė, Vaida. "Skyrybos principai ir jų taikymas XIX a. autorių J. S. Dovydaičio ir M. Akelaičio rašytiniuose tekstuose." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2010. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100702_121707-85923.
Der volle Inhalt der QuelleAnnotation:
Darbo tema – skyrybos principai ir jų taikymas XIX a. autorių J. S. Dovydaičio ir M. Akelaičio rašytiniuose tekstuose. Lietuvių kalbos skyrybos sistema nėra ištirta ir aprašyta, todėl labai svarbu išsiaiškinti, kokia skyryba vyravo tuo metu, kai dar nebuvo konkrečių skyrybos taisyklių. Darbe analizuojami XIX a. tekstų skyrybos vartojimo principai, tiriama skyrybos sistemos istorinė raida, aiškinami dėsningumai, kurių pagrindu formavosi dabartinės skyrybos normos. Ištyrus vientisinio sakinio skyrybą J. S. Dovydaičio ir M. Akelaičio apysakose, galima teigti, kad bejungtukių vienarūšių sakinio dalių, išplėstinių prepozicinių pažyminių ir postpozicinių išplėstinių priedėlių skyryba tirtuose tekstuose buvo nuosekli. Vis dėlto kitais atvejais vientisinio sakinio skyryba dar įvairavo. Atlikus sudėtinio sakinio analizę, paaiškėjo, kad šalutinių dėmenų skyryba M. Akelaičio tekste jau buvo nusistovėjusi (paprastai skiriama taip, kaip dabar), o J. S. Dovydaičio tekste ryškių dėsningumų nepastebėta. Sujungiamuosius sudėtinio sakinio dėmenis apysakų autoriai paprastai skiria, išskyrus atvejus, kai skyrybos ženklas nededamas prieš jungtukus ir, o, bet. Pastebimos ryškios bejungtukių sudėtinio sakinio dėmenų skyrybos tendencijos; svarbu tai, kad skyrybos ženklas pasirenkamas atsižvelgiant į šių dėmenų semantinius santykius (išvardinimas, aiškinimas, apibendrinimas ir kt.). M. Akelaičio tekste tiesioginės kalbos ir citatų skyryba daugeliu atvejų sutampa su šiandien galiojančiomis skyrybos... [toliau žr. visą tekstą]<br>The theme of the work is The Principles and Application of Punctuation in the Written Texts of the 19th Century Authors J.S. Dovydaitis and M. Akelaitis. The punctuation system of Lithuanian language has not been studied and described and it is very significant to study the punctuation that has prevailed at the time when there was no set rules. This work analyses the principles of punctuation in the 19th century, the historical development of punctuation system; and explains the tendencies that served as a basis for the rules of the modern punctuation system. The analysis of the simple sentence in the above mentioned texts has revealed that the punctuation of asyndetic homogeneous parts of the sentence, extended prepositive attribute and postpositive extended apposition has been already consistent. However in other cases the punctuation of the simple sentence has been varied. The analysis of the composite sentence has revealed that the punctuation of the subordinate clauses had been settled in the works by M. Akelaitis (in most cases the punctuation corresponds to the modern punctuation); whereas the text of J. S. Dovydaitis does not manifest many regularities. The authors separate the compound components of the complex sentence by punctuation marks, except for the conjunctions ir, o, bet (and, but) where punctuation marks are not used. One can observe distinct punctuation tendencies in the asyndetic complex sentences; the punctuation mark is selected according to the... [to full text]
27
Chan, Ha-kwan Nikkiter. "Explaining the policy dynamics of administrative reorganizatin in Hong Kong : an institutional analysis of policy stasis and punctuation /." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/b40203414.
Der volle Inhalt der Quelle
28
Fabricio, Marília Rosana Baio. "Os sinais de pontuação no ensino fundamental : uma abordagem reflexiva /." Assis, 2016. http://hdl.handle.net/11449/152039.
Der volle Inhalt der QuelleAnnotation:
Orientador: Daniel Soares da Costa<br>Banca: Juliana Bertucci Barbosa<br>Banca: Gesiane Monteiro Branco Folkis<br>Resumo: Este trabalho pretende analisar o ensino dos sinais de pontuação no segundo ciclo do ensino fundamental (de 6° ao 9° ano) e propor uma prática de ensino mais reflexiva na sala de aula. Inicialmente, apresentaram-se as definições de pontuação de acordo com diferentes gramáticos e linguistas e, em seguida, houve uma discussão epilinguística sobre o assunto, na qual se pode perceber que o modo como esse tema vem sendo trabalhado, com um viés essencialmente normativo, não tem sido exitoso, assim como outros assuntos tratados da mesma maneira. Uma análise de duas coleções de livros didáticos de Língua Portuguesa, utilizados em escolas de todo o país e indicados pelo MEC (Ministério da Educação e Cultura), ilustram a prática citada anteriormente. Em vista disso, foram pesquisadas e elaboradas atividades que tratam do ensino de pontuação de uma forma mais reflexiva e intuitiva, utilizando padrões para o ensino e sendo dirigidas aos 6°s e 7°s anos, com o intuito de contribuir com o ensino-aprendizagem desse ciclo escolar<br>Abstract: This research intends to analyze the teaching of punctuation marks in Portuguese classes, from the 6th to the 9th years of Elementary Education, in order to propose a more reflective teaching practice in the classroom. Firstly some definitions of punctuation and their use were presented, according to different grammarians and linguists, and, then, there was a discussion on the subject, based on the language and its contexts of use. With that discussion, it was possible to notice that the punctuation marks have been taught in an essentially normative manner, without success, as well as other issues have been had the same approach. A suitable example of that normative teaching of punctuation is the analysis of two collections of Portuguese language textbooks indicated by the Ministry of Education and Culture (MEC), used by teachers and students in Brazilian public schools. Taking that analysis into account, activities about the teaching of punctuation were researched and prepared in a more reflective and intuitive way, according to some learning standards, and with the aim to be applied to 6th and 7th year students of Elementary Education, in order to contribute to the teaching and learning processes of those school years<br>Mestre
29
WILDE, SANDRA JEAN. "AN ANALYSIS OF THE DEVELOPMENT OF SPELLING AND PUNCTUATION IN SELECTED THIRD AND FOURTH GRADE CHILDREN (ORTHOGRAPHY, PAPAGO, O'ODHAM)." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183876.
Der volle Inhalt der QuelleAnnotation:
This study explores various aspects of the spelling and punctuation development of six Tohono O'odham (Papago) children during their third and fourth grade years. The data used, which was collected in a prior study, consisted of 215 texts (13,793 words) written in natural classroom settings as part of the teacher's ongoing writing curriculum. Field notes decribing what the subjects did as they wrote, as well as written interviews, supplemented the texts themselves. A number of specific features were examined to explore the subjects' use of various level of linguistic information about spelling. Those features included: initial letters, vowel phonemes, consonant digraphs, the letters C and G, consonant gemination, bound morphemes, and homophones. Spellings involving permutation (changes in letter order) and the letters E and Y as final markers, as well as those spellings which were real words, were also examined. Finally, differences between spellers, the subjects' use of punctuation and capitalization, and orthography in the classroom context were analyzed. A number of conclusions were drawn from the analysis. The subjects spelled most words conventionally. The more frequently a word appeared in the subjects' writing, the more likely it was to be spelled conventionally. Selected orthographic features varied widely in how conventionally they were spelled, with those which were less predictable or more abstract tending to be more difficult. Almost every spelling feature examined showed growth from third to fourth grade. The invented spellings of particular features tended to reflect understandable, logical processes. Invented spellings which were either real words or permutations of the intended word were common. There were differences between children not only in how conventionally they spelled but in the types of invented spellings they produced. Punctuation was more difficult than spelling for the subjects, and its use varied greatly between subjects. Capitalization was comparable to spelling in how conventionally it was used. Children used a variety of linguistic information and spelling strategies as they wrote. There was evidence that punctuation usage was driven (at least in some cases) by conscious hypotheses about how it works. Children's metalinguistic knowledge about orthography may or may not parallel their use of it.
30
Martins, Aira Suzana Ribeiro. "A pontuação não gramatical de Guimarães Rosa: uma análise semiótica." Universidade do Estado do Rio de Janeiro, 2006. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=26.
Der volle Inhalt der QuelleAnnotation:
Este trabalho apresenta uma análise semiótica da pontuação na obra de Guimarães Rosa. O estudo verifica as estratégias de pontuação utilizadas pelo autor, as quais buscam recuperar, na escrita, as características da língua falada.Trata-se de uma pesquisa semiótica, calcada, principalmente, nas contribuições da teoria semiótica de Peirce. Esse procedimento visa a observar os usos especiais dos sinais de pontuação presentes no texto, com. O estudo tem como corpus as seguintes obras: Sagarana, Manuelzão e Miguilim, No Urubuquaquá, no Pinhém, Noites do Sertão, Grande Sertão: Veredas, Primeiras Estórias, Tutaméia e Estas Estórias.<br>This work presents a semiotic analysis of the punctuation in the production of Guimarães Rosa. The present study verifies the punctuation strategies applied by the author, in the search to recuperate, in writing, the spoken language characteristics. This is a semiotic research, established, mainly, in the Peirces semiotic theory contributions.. The corpus of this research is compound by the following production: Sagarana, Manuelzão e Miguilim, No Urubuquaquá, no Pinhém, Noites do Sertão, Grande Sertão: Veredas, Primeiras Estórias, Tutaméia and Estas Estórias. Finally, will be introduced suggestions for a didactic improvement of the analysed contents and the formulated conclusions.
31
Nunes, Cristina Maria de Sousa. "Contributo para o estudo da pontuação: análise de um corpus jornalístico português e brasileiro." Doctoral thesis, Universidade de Évora, 2015. http://hdl.handle.net/10174/18193.
Der volle Inhalt der QuelleAnnotation:
Com o objetivo de contribuir para um melhor conhecimento da pontuação como aspeto relevante da escrita do português, partindo de um corpus jornalístico, esta tese procura não só inventariar o sistema pontuacional usado em Portugal e no Brasil como também descrever as práticas pontuacionais nestes países, evidenciando coincidências e divergências entre jornais e géneros jornalísticos e diferenças pontuacionais entre as duas variedades nacionais, o Português Europeu e o Português do Brasil. A presente tese organiza-se em duas partes: na primeira, dividida em dois capítulos, esclarecem-se questões teóricas e históricas relativas à pontuação, matéria complexa e pouco consensual (Capítulo I), e respeitantes ao jornalismo, aos géneros jornalísticos e aos manuais de redação (Capítulo II). Já na segunda parte, centrada no corpus, descrevem-se e analisam-se os ponte-mas e as práticas ponta acionais na imprensa portuguesa e brasileira (Capítulo I) e os principais desvios ponta acionais face à “norma” veiculada pelos “manuais” (Capítulo II); ABSTRACT: This dissertation aims to achieve a better understanding of punctuation’s significance in Portuguese written language. Starting from a newspaper corpus, it does not only inventories the Portuguese and Brazilian punctuation systems but it also describes the practices in these countries, highlighting coincidences and divergences between newspapers and journalistic genres as well as differences of punctuation between European Portuguese and Brazilian Portuguese.This dissertation is organized into two parts. The first one is divided into two chapters which clarify theoretical and historical issues concerning punctuation, a rather complicated and controversial subject (Chapter I), and concerning journalism, the journalistic genres and stylebooks (Chapter II). The second part, which is focused on the corpus, describes and analyses the punctuation marks and punctuation practices in Portuguese and Brazilian press (Chapter I) and the main deviations from the "norm" conveyed by such stylebooks (Chapter II).
32
Janezic, Alexandra Katarina. "A certain rhythm, a certain knowing." Thesis, University of Iowa, 2015. https://ir.uiowa.edu/etd/1644.
Der volle Inhalt der Quelle
33
Mohamed, Ayisha. "A contrastive study of syntactic relations, cohesion and punctuation as markers of rhetorical organization in Arabic and English narrative texts." Thesis, University of Exeter, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333348.
Der volle Inhalt der Quelle
34
Michelini, Edward Lewis. "Adaptive computer-assisted instruction for rule acquisition of English sentence punctuation based upon the right-wrong pattern of learner response /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487594970652259.
Der volle Inhalt der Quelle
35
Fabricio, Marilia Rosana Baio [UNESP]. "Os sinais de pontuação no ensino fundamental: uma abordagem reflexiva." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/152039.
Der volle Inhalt der QuelleAnnotation:
Submitted by MARILIA ROSANA BAIO FABRICIO (marilia.baio@yahoo.com.br) on 2017-10-26T22:39:25Z
No. of bitstreams: 1
Dissertação.pdf: 1785832 bytes, checksum: 4fc852763b746a10e0c828d0dc1b7e30 (MD5)<br>Approved for entry into archive by Monique Sasaki (sayumi_sasaki@hotmail.com) on 2017-10-31T19:08:12Z (GMT) No. of bitstreams: 1
fabricio_mrb_me_assis.pdf: 1785832 bytes, checksum: 4fc852763b746a10e0c828d0dc1b7e30 (MD5)<br>Made available in DSpace on 2017-10-31T19:08:12Z (GMT). No. of bitstreams: 1
fabricio_mrb_me_assis.pdf: 1785832 bytes, checksum: 4fc852763b746a10e0c828d0dc1b7e30 (MD5)
Previous issue date: 2016-12-20<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)<br>Este trabalho pretende analisar o ensino dos sinais de pontuação no segundo ciclo do ensino fundamental (de 6° ao 9° ano) e propor uma prática de ensino mais reflexiva na sala de aula. Inicialmente, apresentaram-se as definições de pontuação de acordo com diferentes gramáticos e linguistas e, em seguida, houve uma discussão epilinguística sobre o assunto, na qual se pode perceber que o modo como esse tema vem sendo trabalhado, com um viés essencialmente normativo, não tem sido exitoso, assim como outros assuntos tratados da mesma maneira. Uma análise de duas coleções de livros didáticos de Língua Portuguesa, utilizados em escolas de todo o país e indicados pelo MEC (Ministério da Educação e Cultura), ilustram a prática citada anteriormente. Em vista disso, foram pesquisadas e elaboradas atividades que tratam do ensino de pontuação de uma forma mais reflexiva e intuitiva, utilizando padrões para o ensino e sendo dirigidas aos 6°s e 7°s anos, com o intuito de contribuir com o ensino-aprendizagem desse ciclo escolar.<br>This research intends to analyze the teaching of punctuation marks in Portuguese classes, from the 6th to the 9th years of Elementary Education, in order to propose a more reflective teaching practice in the classroom. Firstly some definitions of punctuation and their use were presented, according to different grammarians and linguists, and, then, there was a discussion on the subject, based on the language and its contexts of use. With that discussion, it was possible to notice that the punctuation marks have been taught in an essentially normative manner, without success, as well as other issues have been had the same approach. A suitable example of that normative teaching of punctuation is the analysis of two collections of Portuguese language textbooks indicated by the Ministry of Education and Culture (MEC), used by teachers and students in Brazilian public schools. Taking that analysis into account, activities about the teaching of punctuation were researched and prepared in a more reflective and intuitive way, according to some learning standards, and with the aim to be applied to 6th and 7th year students of Elementary Education, in order to contribute to the teaching and learning processes of those school years.
36
Kuncaitė, Živilė. "Daugtaškio vartosena grožiniuose tekstuose ir jo stilistinės išgalės." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2009. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2009~D_20090629_141103-41629.
Der volle Inhalt der QuelleAnnotation:
Darbe pristatomas daugtaškio vartojimas grožiniuose tekstuose. Kadangi skyrybos intonacinis-pauzinis ir prasmės principai vis labiau akcentuojami, tiriama daugtaškio įtaka teksto emociniam ir ekspresiniam atspalviui, intonacijai, prasminiams akcentams, raiškos gyvumui. Tiriamąją medžiagą sudaro pavyzdžiai su 1876 daugtaškiais, pavartotais neoromantizmo atstovės Šatrijos Raganos apysakų rinkinyje „Sename dvare“ ir postmodernistų Renatos Šerelytės romane „Vardas tamsoje“ ir Mariaus Ivaškevičiaus romane „Žali“. Autoriai pasirinkti siekiant palyginti rašymo laikotarpiams (juos skiria šimtmetis), tekstų tipams, pasirinktos literatūros krypčiai būdingą autorinę skyrybą. Teorinės žinios apie daugtaškį lyginamos su realia ženklo vartosena, aiškinamasi, kokias funkcijas tiriamuose tekstuose jis atlieka, aptariami galimi daugtaškio sinonimai. Nemažai dėmesio skiriama vartojimo dažnumo tyrimui statistiniu metodu.<br>This Master’s thesis presents the use of suspension points in the imaginative texts. As the intonation pause and meaning principles of punctuation are more and more emphasized, the influence of suspension points has been analyzed from the point of the emotional and expressive shade, intonation, meaningful focus, vividness of expression. The research material consists of 1876 examples of suspension points used in the collection of stories “In an Old Manor” by Satrijos Ragana and in the novels of post-modern writers: “The Name in the Darkness” by Renata Serelyte and the novel “The Greens” by Marius Ivaskevicius. The authors have been chosen aiming to compare the authors’ punctuation characteristic to the writing periods (the difference between them is one hundred years), types of the texts, and the chosen trend in literature. The theoretical knowledge about the suspension points have been compared with the real use of the punctuation mark, it has been targeted to ascertain what are the functions of this punctuation mark in the analyzed texts, the possible synonyms of suspension points have been discussed in the thesis. Great attention has been paid to the analysis of the usage frequency applying statistical method.
37
Dahl, Alva. "I skriftens gränstrakter : Interpunktionens funktioner i tre samtida svenska romaner." Doctoral thesis, Uppsala universitet, Institutionen för nordiska språk, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-241759.
Der volle Inhalt der QuelleAnnotation:
Punctuation is an indispensable element in formal and literary texts as well as everyday writing. Studying punctuation is therefore necessary in order to understand written language. Still, it does not fit easily into descriptions of language as an abstract, given system, composed of lexicon and grammar. Within the framework of Bakhtinian dialogism, however, linguists have started to study languaging as an interactive, situated process, meaningful in concrete, embodied utterances. While many such studies have focused on spoken language, this PhD dissertation is an attempt to study written language from a dialogical perspective. The aim of the study is to explore the functions of punctuation and to integrate the analysis of punctuation into a broader theoretical understanding of written language. This is achieved through qualitative analyses of three contemporary Swedish novels: DIVA by Monika Fagerholm (1998), Förvandling by Eva Adolfsson (2005) and Fadevår, tack för ljuset! by Fredrik Ekelund (2010). In order to discover the rich meaning of specific instances, linguistic details are studied in relation to different aspects of context: the local co-text of the sentence, paragraph, chapter and novel as a whole, relevant intertextual contexts, and, to some extent, contemporary literary movements and technological developments, etc. In all of the three novels, punctuation is an integrated element of style and characterization, and important thematic aspects of each novel are visible at the level of punctuation. General patterns are also to be seen, the most important of which concern, firstly, how punctuation divides the units of written language, and regulates the relationship between these units, and secondly, how shifts in voice and tone are constructed in the novels with the help of punctuation. Furthermore, punctuation can create visually iconic references. The results have many implications for further research. Punctuation is a necessary and integrated part of written meaning-making and should not be overlooked in text analyses. Moreover, punctuation plays a crucial role in the construction of aspects like viewpoint and discourse presentation, which can no longer be ignored. On the spatial surface of text, writers and readers create complex interplays of voices.
38
Bulla, Tereza Cristina. "Ritmo e escrita em L\'innommable, Comment c\'est e Compagnie de Samuel Beckett." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/8/8146/tde-08012013-155505/.
Der volle Inhalt der QuelleAnnotation:
A escrita é uma ferramenta poderosa utilizada pelo homem desde que ele descobriu que poderia se comunicar sobre um suporte fixo e não somente pela fala. Ao longo dos anos, o homem desenvolveu essa ferramenta e o suporte onde ela era inserida, transformando e desenvolvendo ambos através de papiros, pergaminhos e códices, até chegar à imprensa, que revolucionou de vez a escrita com a introdução dos sinais de pontuação na mesma. Com o passar dos anos e com o advento da literatura moderna, o suporte textual foi cada vez sendo mais valorizado e trabalhado, até chegarmos a escritores modernos como Samuel Beckett. Mas por que ritmo e escrita? Porque ambos estão intimamente relacionados: não existe escrita sem ritmo. De fato, não há discurso sem ritmo, pois ele é organizado pelo ritmo. Assim, a sintaxe e a pontuação fazem parte do jogo rítmico textual. Pode-se dizer que ritmo, sintaxe e pontuação formam uma tríade poderosa e analisar esses elementos nos três últimos romances de Samuel Beckett é um trabalho importante para se mostrar um trabalho inovador com o ritmo e a escrita.<br>Writing is a powerful tool used by man since he discovered he could communicate on a fixed support, not only through speech. Over the years, man has developed this tool and support where it was inserted, transforming and developing both through papyrus scrolls and codices, until you get to the press, which revolutionized the writing of time with the introduction of punctuation marks in it. Over the years and with the advent of modern literature, the textual support was increasingly being more valued and worked until we reach modern writers as Samuel Beckett. But why rhythm and writing? Because both are intimately related: there is no writing without rhythm. In fact, there is no speech rhythm as it is organized by the rhythm. Thus, syntax and punctuation are part of textual rhythm game. You could say that rhythm, syntax and punctuation form a powerful triad and analyze these elements in the last three novels of Samuel Beckett is an important job to show innovative work with the rhythm and writing.
39
Zakarauskaitė, Aistė. "Thematic and stylistic aspects of romance and mystique in Black Rose and Red Lily by Nora Roberts: problems of translation into Lithuanian." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20080806_144102-72272.
Der volle Inhalt der QuelleAnnotation:
The aim of the thesis is to analyze certain stylistic as well as thematic aspects in prose fiction. The analysis focuses on the representation of relationships and mystique with regard to the use of punctuation, repetition and other forms of figurative language in both original and translation of romances Black Rose (2005) and Red Lily (2007) by Nora Roberts. The analysis is based on the theory of romance novels and the use of stylistic aspects in representation of the themes relationships and mystique.
The paper is divided into five parts and includes appendices. Part One introduces the aim of the paper and gives a short summary of the romance novels Black Rose (2005) and Red Lily (2007) by Nora Roberts. Part Two presents the theory of romance as well as the role of mystique in romance, and outlines the theoretical background for the analysis. Part Three focuses on the theoretical aspects of theme and style and the translation problems in prose fiction, namely in the romance novels. An analysis of the cases found in the two romance novels is presented in Part Four where Chapter 4.1 focuses on the use of style in representing the theme of mystique and translation problems. Chapter 4.1 is further subdivided into Section 4.1.1 which dwells on the usage of repetition, Section 4.1.1 analyzes the use of other forms of figurative language, and Section 4.1.3 focuses on the use of punctuation patterns. Chapter 4.2 is devoted to the stylistic aspects representing the theme of... [to full text]<br>Šio darbo tikslas - išanalizuoti tam tikrus stilistinius ir teminius aspektus grožinėje literatūroje. Daugiausia dėmesio skiriama tarpusavio santykių ir mistikos elementų vaizdavimui, naudojant skyrybos, pakartojimo ir kitus vaizdingos kalbos elementus Nora Roberts romanuose “Juodoji rožė” (2005) ir “Raudonoji lelija” (2007). Analizė yra pagrįsta romano teorija ir stilistiniais aspektais, vaizduojant mistikos ir tarpusavio santykių temas.
Darbą sudaro penkios pagrindinės dalys ir du priedai. Pirmojoje dalyje pristatomas darbo tikslas ir pateikiamos trumpos knygų santraukos. Antrojoje dalyje pristatoma romano teorija ir mistikos elementų romane reikšmė, o taip pat pateikiama teorinė medžiaga, kuria bus remiamasi praktinėje dalyje. Trečioji dalis dėmesį skiria teoriniams temos ir stiliaus aspektams ir jų vertimo problemoms grožinėje literatūroje, šiuo atveju, romanams. Ketvirtoje dalyje pateikiama pavyzdžių , rastų Nora Roberts romanuose „Juodoji rožė“ (2005) ir „Raudonoji lelija“ (2007), analizė. Skyrius 4.1 dėmesį skiria mistikos temos vaizdavimui ir jo vertimo problemoms. Skyrius 4.1 yra suskirstytas į poskyrius, kur poskyris 4.1.1 nagrinėja pakartojimų naudojimą, poskyris 4.1.2 nagrinėja kitas vaizdingos kalbos formas, o poskyris 4.1.3 dėmesį kreipia į skyrybos problemas. Skyrius 4.2 nagrinėja stilistinius aspektus vaizduojant tarpusavio santykių temą. Poskyriuose 4.2.1, 4.2.2 ir 4.2.3 nagrinėjami pavyzdžiai su pakartojimais, kitomis vaizdingos kalbos formomis ir... [toliau žr. visą tekstą]
40
Dallarosa, Andréia Rodrigues Zoelner. "A PONTUAÇÃO COMOMOVIMENTOS DO SUJEITO NA ESCRITA: PONTOS DE REFLEXÃO." UNIVERSIDADE ESTADUAL DE PONTA GROSSA, 2013. http://tede2.uepg.br/jspui/handle/prefix/449.
Der volle Inhalt der QuelleAnnotation:
Made available in DSpace on 2017-07-21T14:54:04Z (GMT). No. of bitstreams: 1
Andreia Rodrigues Zoelner Dallarosa.pdf: 6523030 bytes, checksum: e2205f9d041977d64b1369c2055f7b4f (MD5)
Previous issue date: 2013-04-22<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>In this study I understand the language as an element constructed from the interaction, which is effective as a subjectin a linguistic-discursive movement, and the acquisition of writing asa process that occurs through out thelifeof the subject, given the graphical societywe live in.Although the teachingof the mother language-includingthe
punctuation-is present throughout theschool lifeof the subject, and beyond, ison the Classes of Portuguese Language that has fallen all the responsibility on
teaching issues involving, among other aspects,reading and writing texts. The punctuation, constituent elementof writing productions,is generally associated with speechand reading,even by under graduates in Letters, future teachers.
These students come to University after,at least,eleven years ofbasic schooling, it is assumed, then, that have prior knowledge about the punctuation, which derive,a certain extent, the uses to which it does.However, through out the course, with the expansion of literacy, how to punctuate may change, so I try to analyzethe punctuationas a constituent elementof the construction of meaning in texts students a Letras teaching qualification, which occur by signs which I
under standas markers elements syntactic, semantic, prosodicand discursive.Writing presupposes an Other, which one we wish create, and the punctuation is a mechanism that organizesandrelates this writing.From theseideas, we
began theres earch project that led to this dissertation, whose questionis: during the production processof a text, as the punctuationis perceived and performed by students from the course of Letters and that Other interference involvedin this use,contributing to the constructionof themeaning of the text?Whereasthe writing process andtext producedfostera reflection onwhat is said, I recognize that the language
intheirwritingachievementsurpassesthe functions assignedby the grammarrules,especially as it presentsasan element insocial relations, because it actson thesubject,meaning him. This study was basedonBernardes(2002, 2005), CláudiaLemos(1989,1995, 1998, 1999, 2001, 2002),proposesthatthe theoretical basis ofinteractionismadopted in this study; DahletVéronique(2002, 2007),Bernardes(2002, 2005), LawrenceChacon(1997, 2003), authorswho studythe
punctuation andCarloGinzburg(1989) conceived theresearch methodused,calledevidential paradigm.The textsselected foranalysiswere produced bystudents from theLetras teaching qualification, during the firstgraduation year, time that the
students begin tomake contactwithmoredirectedconceptions of languagedifferentfrom that foundin the manualsofgrammar. Wereselected to formthecorpusof this researchthirty-fivewritten textsproducedby threeacademics, analyzedunder
themethodological approachofevidentiary paradigm. Regardingpunctuation, I understand that they do not representpausesin speech orreadingin the writing,butrelateto the rhythmof the writingitself, an organizer to the rhythmof
writing(Meschonnic, 2006). Thepunctuationcollaborateto build the elaborationsyntactic, semantic, prosodicanddiscursive inthe text.Thesesigns constituteitself as asubjectivetraitthat emergesat the time of production, functioning asa mark, a signatureof the author.
Key-words:Writing;Interactionism; Punctuation; Subject.<br>Neste estudo compreendo a língua como um elemento construído a partir dainteração, que se efetiva no sujeito como um movimento linguístico-discursivo, e a aquisição da escrita como um processo que ocorre em toda a existência do sujeito, dada a sociedade grafocêntrica em que vivemos.Embora o ensino da língua materna
– incluindo os sinais de pontuação – esteja presente em toda a vida escolar do sujeito, e para além dela, é sobre a Disciplina de Língua Portuguesa que tem recaído toda a responsabilidade sobreo ensino das questões que envolvem, entre outros aspectos, leitura e produção de textos. A pontuação, elemento constituinte da produção escrita é, geralmente associada à fala e à leitura, inclusive pelos alunos de graduação em Letras, futuros professores. Esses alunos chegam à Universidade após cursarem, no mínimo, onze anos de escolaridade básica; presume-se, então, que detenham um conhecimento prévio sobre a pontuação, do qual decorrem, em
certa medida, os usos que dela fazem.Entretanto, no decorrer do curso, com a ampliação do Letramento, a forma de pontuar pode alterar-se, por isso busco analisar a pontuação como elemento constituinte da construção de sentido em textos de alunos de um curso de Licenciatura em Letras, que se dá porsinais que eu compreendo como elementos marcadores sintáticos, semânticos, prosódicos e discursivos.A escrita pressupõe um Outro, para o qual se deseja criar, e a
pontuação é um mecanismo que relaciona e organiza essa escrita.A partir dessas ideias, iniciou-se o projeto de pesquisa que deu origem a esta dissertação, cuja pergunta é: durante o processo de produção de um texto, como a pontuação é
percebida e realizada por acadêmicos do Curso de Licenciatura em Letras e de que maneira a interferência do Outro intervém neste uso, contribuindo para a construção
do sentido do texto? Considerando que o processo de escritura e o texto produzido favorecem uma reflexão sobre o que se diz, reconheço que a língua em sua realização escrita ultrapassa as funções atribuídas pela gramática normativa,
especialmente por se constituir como um elemento presente nas relações sociais,pois atua sobre o sujeito, significando-o.Este estudo foi fundamentado em Cláudia Tereza Guimarães de Lemos (1989, 1995,1998,1999,2001, 2002), que propõe a
base teórica do interacionismo adotada neste estudo; VéroniqueDahlet (2002,2007), Bernardes (2002, 2005), Lourenço Chacon (1997, 2003), autores que estudam a
pontuação e Carlo Ginzburg (1989) idealizador do método de pesquisa utilizado, denominado paradigma indiciário. Os textos que selecionei para análise foram produzidos por acadêmicos do Curso de Licenciatura em Letras, durante o primeiro
ano da graduação, período em que os alunos começam a tomar contato de forma mais dirigida com concepções de linguagem diferentes daquela presente nos manuais de gramática. Foram selecionados para compor o corpus desta pesquisa trinta e cinco textos escritos, produzidos por três acadêmicos, analisados sob o aporte metodológico do paradigma indiciário. Em relação aos sinais de pontuação,
compreendo que eles não representam pausas da fala ou da leitura na escrita, e sim dizem respeito ao ritmo próprio da escrita, um ritmo organizador da escritura (Meschonnic, 2006). Os sinais de pontuação colaboram para a construção sintática, semântica, prosódica e discursiva do texto. Esses sinais constituem-se como um traço subjetivo que emerge no momento da produção, funcionando como uma marca, uma assinatura do autor.
41
Campani, Daiana. "Questões para além da didatização do gênero:um olhar para o ensino de pontuação em seqüência didática sobre o gênero textual conto humorístico infantil." Universidade do Vale do Rio do Sinos, 2005. http://www.repositorio.jesuita.org.br/handle/UNISINOS/2544.
Der volle Inhalt der QuelleAnnotation:
Made available in DSpace on 2015-03-05T18:10:46Z (GMT). No. of bitstreams: 0
Previous issue date: 19<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>Na área de ensino de língua materna, vários trabalhos vêm discutindo questões relacionadas à didatização do gênero. Um ponto, entretanto, pouco tem sido contemplado: a relação entre gênero e elementos de estruturação lingüística. Dolz e Schneuwly (2004) são bastante enfáticos a esse respeito ao afirmarem que uma seqüência didática não deve contemplar itens de estruturação de línguas, entre os quais está incluída a pontuação. Tais conhecimentos, segundo os autores, precisam ser construídos em outros momentos, tratando-se, nas seqüências, apenas das características específicas do gênero escolhido. Esta dissertação objetiva fazer avançar a reflexão sobre a possibilidade de um item de estruturação de língua como a pontuação, por ser necessário à constituição de determinado gênero, fazer parte da seqüência que o explore. Nesse sentido, este trabalho apresenta os resultados de uma proposta de ensino de língua materna que buscou incluir o estudo da pontuação em seqüência didática sobre o gênero textual conto humorí<br>In the research field of first language acquisition, several studies have discussed issues related to the approaching of genres in the classroom. One issue, however, has not completely been dealt with: the relation between genre and elements of the linguistic structure. Dolz and Schneuwly (2004) strongly claim that a didactic sequence does not have to embrace items of the linguistic structuring, within which punctuation is included. Such a knowledge, they argue, have to be constructed in different moments. In the sequences, only the specific features of the selected genre should be dealt with. This dissertation aims at advancing the reflection upon the possibility of an item of the linguistic structuring, such as punctuation, be part of the sequence that explores a certain genre, since punctuation is considered necessary for the constitution of the genre. In this way, this study presents the result of a proposal for the first language classroom that tried to include punctuation as an item to be studied in a d
42
Almeida, Simone Aparecida de. "A produção e a percepção prosódica dos sinais de pontuação na leitura e compreensão do texto." Universidade Federal de Juiz de Fora (UFJF), 2018. https://repositorio.ufjf.br/jspui/handle/ufjf/6956.
Der volle Inhalt der QuelleAnnotation:
Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-07-24T13:14:03Z
No. of bitstreams: 1
simoneaparecidadealmeida.pdf: 3870234 bytes, checksum: d332aaa47d8b1d57ef3a9f9f3880ae96 (MD5)<br>Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-07-25T15:05:54Z (GMT) No. of bitstreams: 1
simoneaparecidadealmeida.pdf: 3870234 bytes, checksum: d332aaa47d8b1d57ef3a9f9f3880ae96 (MD5)<br>Made available in DSpace on 2018-07-25T15:05:54Z (GMT). No. of bitstreams: 1
simoneaparecidadealmeida.pdf: 3870234 bytes, checksum: d332aaa47d8b1d57ef3a9f9f3880ae96 (MD5)
Previous issue date: 2018-04-06<br>O presente trabalho buscou investigar a produção e a percepção dos sinais de pontuação na leitura em voz alta e sua influência na compreensão de textos. Para essa pesquisa, consideramos relevantes a hipótese de que sinais de pontuação seriam marcadores prosódicos gráficos da escrita (CAGLIARI,1989) que facilitariam a compreensão do texto; a teoria da Fonologia Prosódica de Nespor e Vogel (1986/2007) de que temos uma organização prosódica mental da fala e a Hipótese da Prosódia Implícita de Janet Fodor (2002), segundo a qual uma prosódia implícita da organização da fala se projeta na leitura. Os objetivos gerais foram investigar: (i) se a ausência de marcas gráficas influencia a leitura em voz alta e a compreensão do texto (ii) se durante a escuta de um texto gravado, o participante percebe as variações melódicas do estímulo e correlacionaas com as marcações gráficas convencionais de pontuação; (iii) se há uma relação entre a organização prosódica percebida durante a escuta, organização prosódica marcada na escrita e a compreensão do texto. As hipóteses que norteiam essa pesquisa são: (i) há uma prosódia implícita da fala que se projeta na leitura, guiando a segmentação e a organização dos constituintes prosódicos e sintáticos, facilitando o processamento linguístico e a compreensão do texto (nesse sentido, mesmo que não haja marca gráfica, se for necessária uma pausa, por exemplo, ela será produzida oralmente, já que representamos mentalmente a fala em constituintes prosódicos e essa representação se projeta na leitura e guia o processamento); (ii) a percepção prosódica dos sinais de pontuação ocorre de forma mais eficiente se a leitura for mais concatenada, ou seja, menos fragmentada por pausas de hesitação, o que facilita o processamento do texto. Para a realização dos objetivos, conduzimos experimentos de leitura (produção) e compreensão e de escuta (percepção) e compreensão. Participaram dos experimentos de produção e compreensão alunos do Ensino Médio e dois professores graduados em letras (cada professor serviu de parâmetro de leitura para um grupo). Como queríamos investigar a influência da presença /ausência da pontuação na leitura e na compreensão, os participantes foram divididos em dois grupos: Com Pontuação (CP) e Sem pontuação (SP). Os participantes do grupo CP liam um texto com a pontuação original para gravação e os participantes do grupo SP liam o mesmo texto, porém, apresentado sem pontuação, com todas as palavras sem diferenciação entre letras maiúsculas e minúsculas. Os participantes do grupos SP deveriam pontuar o texto e depois lê-lo para a gravação. Após a leitura, os participantes de ambos os grupos respondiam questões de compreensão de nível lexical e inferencial. Nos experimentos de percepção, os participantes eram alunos de graduação. Divididos em 4 grupos, ouviam 4 diferentes gravações das leituras realizadas na tarefa de produção anterior, de acordo com o textoestímulo com ou sem pontuação (CP ou SP) e de acordo com a velocidade de leitura (leitura rápida e leitura lenta). Os resultados desta pesquisa sugerem que: a) a presença das marcas gráficas que incitam variações melódicas durante a leitura em voz alta facilitam a compreensão; b) o leitor, através do seu conhecimento linguístico internalizado reconhece o final de uma unidade prosódica, sintática, semântica e discursiva, e representa essa fronteira oralmente, através de pausas e/ou atribuição de tons de fronteira L% ou H%, porém, muitas vezes, não sabe fazer a correlação dessas fronteiras com os sinais de pontuação; c) a leitura mais rápida (menos fragmentada por pausas) facilita a fluidez da leitura e a compreensão; d) há alunos terminando o ensino médio e o curso de graduação sem o devido conhecimento gramatical dos usos dos sinais de pontuação; e) o leitor mais maduro não faz qualquer correlação entre variações melódicas ou pausas e sinais de pontuação, e sim aquelas correlações que realmente são importantes para a organização prosódica, sintática e semântica do texto; f) as fronteiras
de L% , que geralmente correspondem às marcações de ponto, por serem mais robustas, são mais percebidas ( 93%), enquanto as fronteiras de H%, que costumam correspoder às vírgulas, por serem menos robustas, são menos percebidas e marcadas (45%); g) o insucesso dos aprendizes em relação ao uso dos sinais de pontuação pode estar relacionado à forma ou até mesmo à falta de abordagem do conteúdo.<br>This work aimed to investigate the production and the perception of punctuation marks in reading aloud and its influence on the comprehension of texts. This research considers relevant Cagliari’s Hypothesis (1989), which predicts that punctuation marks are graphical prosodic markers of writing that facilitates the comprehension of texts; the Prosodic Phonology Theory (NESPOR & VOGEL, 1986/2007), which claims that we have a prosodic mental organization of speech; and Janet Fodor’s (2002) Hypothesis of Implicit Prosody, which predicts that an implicit prosody of the organization of speech projects into reading. The general objectives were to investigate: (i) if the absence of graphic marks influences the reading aloud and the comprehension of the text; (ii) if during the listening of a recorded text, the participant notices the melodic variations of the stimulus and correlates them with the conventional graphic markings of punctuation; (iii) if there is a relation between the perceived prosodic organization during listening, the marked prosodic organization in writing and the understanding of the text. This research was guided by the following hypotheses: (i) there is an implicit prosody of speech projected into reading, guiding the segmentation and organization of prosodic and syntactic constituents, facilitating linguistic processing and text comprehension (in this sense, even though there is no graphic mark, if a pause is needed, for example, it will be produced orally, since we mentally represent the speech in prosodic constituents and this representation is projected into reading and guides the processing); (ii) the prosodic perception of punctuation marks occurs more efficiently if the reading is more concatenated, that is, less fragmented by hesitation pauses, which facilitates the processing of the text. In order to achieve the aim of the research, reading (production) and comprehension experiments and listening (perception) and comprehension experiments were conducted. For production and comprehension experiments, the participants were High School students and two teachers, both had a licentiate degree in Portuguese (each teacher served as a reading parameter for a group). As we aimed to investigate the influence of presence/absence of punctuation marks in reading and comprehension, participants were divided into two groups: Presence of Punctuation (PP) and Absence of Punctuation (AP). The participants in PP group read a text with the original punctuation marks preserved in the recording, and the participants in AP group read the same text, however, presented without punctuation marks, with all the words without differentiation between uppercase and lowercase letters. Participants in AP groups should punctuate the text and then read it aloud for recording. After reading, participants from both groups answered lexical and inferential comprehension questions. In perception experiments, the participants were undergraduate students. They were divided into 4 groups, they heard 4 different recordings of the readings performed in the previous production task, according to the stimulus text with or without punctuation (PP or AP) and according to the speed of reading (fast reading and slow reading). The results of this research suggest that: a) the presence of graphic punctuation marks that incite melodic variations during reading aloud facilitates understanding; b) the readers, using their internalized linguistic knowledge, recognize the end of a prosodic, syntactic, semantic and discursive unit, and represent a boundary orally, through pauses and/or assignment of boundary tones L% or H%, however, oftentimes, they do not know how to correlate these boundaries with punctuation marks; c) faster reading (less fragmented by pauses) facilitates reading fluency and comprehension; d) there are students finishing High School and the undergraduate course without having proper grammar knowledge of the uses of punctuation marks; e)
the more experienced reader does not make any correlation between melodic variations or pauses and punctuation marks, they only do those correlations that are really important for the prosodic, syntactic and semantic organization of the text; f) the L% boundaries, which generally correspond to the dot markings, being more robust, are more perceived (93%), whereas the H% boundaries, which usually correspond to the commas, because they are less robust, are less perceived and marked (45%); g) apprentices' failure to use punctuation marks may be related to the form or even the lack of approach to the content.
43
Alger, Abdullah. "The verbal and visual rhetoric of old English poetry : An analysis of the punctuation and formulaic patterns in the Exeter book ( Exeter, Cathedral Library, MS 3501)." Thesis, University of Manchester, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.515125.
Der volle Inhalt der Quelle
44
Zhou, Juannan. "Marks of Design/." Baltimore, MD : University of Baltimore, 2008. http://www.marks-of-design.com.
Der volle Inhalt der Quelle
45
Muniz, Valéria Campos. "Troca do ponto pela vírgula e da vírgula pelo ponto em redações de vestibular." Universidade do Estado do Rio de Janeiro, 2013. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=5354.
Der volle Inhalt der QuelleAnnotation:
A presente pesquisa objetiva investigar em que contextos ocorrem a troca do ponto pela vírgula e da vírgula pelo ponto em redações de vestibular. Este estudo foi buscar seu referencial teórico-metodológico numa teoria gramatical cientificamente fundamentada, bem como na Linguística do Texto, Análise do Discurso e Estilística. As perspectivas em relação à linguagem advindas do movimento teórico no interior da linguística tiveram consequências diretas na questão do ensino, motivando a construção deste estudo. Para fins de análise, serviram como corpus duzentas redações do vestibular da UERJ 2007/2008, além de alguns poucos textos de alunos de primeiro período de uma instituição de ensino particular em que a autora trabalha que mostraram-se interessantes para a análise. A pesquisa evidenciou que a troca da vírgula pelo ponto, de maneira geral, acarretou erro, possibilitando a formulação de regras; e a do ponto pela vírgula concentrou-se na esfera do estilisticamente desejável, favorecendo a formulação de conselhos. Os dados da análise serviram como referente básico para sugestões metodológicas com ressonância prática para os docentes em sala de aula<br>The following paper aims to search in which contexts there is the change from final stop to comma and vice versa in university entrance exams. As our theoretical methodology we used a grammatical theory scientifically based on the field of Textual Linguistics, Discourse Analysis as well as Stylistics. Perspectives regarding language in relation to the theoretical movement developed from Linguistics had direct consequences on teaching methods. Thus, the data found on this analysis served as basic referent for methodological suggestions with practical results for teachers. In order to reach such results we made use of two hundred compositions written for UERJ (State College of Rio de Janeiro) entrance exams during the years of 207/2008 as well as some compositions from other students, which made clear that the change from comma to final stop usually led to mistakes that made it possible to formulate rules; and the change from final stop to comma focused in the field of what would be stylistic desirable making it possible the formulation of useful advice
46
Fuller, Gregory. "Effects of metric conducting patterns, subdivided patterns, managed preparatory gestures, and no conducting on choral singers' precision and expressiveness at phrase punctuation points less than the unit pulse /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974630.
Der volle Inhalt der Quelle
47
Mahrer, Rudolf. "Lire l'oral. Pour une typologie linguistique des représentations écrites de l'oralité. (Le cas du français)." Thesis, Paris 3, 2014. http://www.theses.fr/2014PA030058.
Der volle Inhalt der QuelleAnnotation:
Cette thèse propose de passer en revue les modalités de la représentation écrite de l’oralité. L’écrit littéraire sert de matériau à la théorisation.La problématique – comment l’écrit représente-t-il l’oral ? – est d’abord située et reformulée dans le cadre de la linguistique de la parole (I). Les rapports entre oralité et scripturalité sont ensuite étudiés sous trois angles. L’angle biotechnologique compare la matérialité et l’affordance des signaux graphiques et des signaux acoustiques (II 1). L’examen sémiotique reconnaît dans le français écrit un système dit phonographique dont la fonction est de représenter l’expression des signes du français oral. Sont analysées alors les relations entre les systèmes de signes impliqués, la diversité des actualisations possibles du système phonographique (effets de voix), ainsi que diverses sémiotiques analogiques (II 2). On étudie ensuite le rôle de la prosodie dans la lecture. La position adoptée est la suivante : bien qu’elle soit facultative dans l’activité de lecture, la prosodie est spécialement sollicitée par des écrits qu’on peut caractériser linguistiquement. L’interprétation prosodique apporte à ces écrits un surcroît de signification en même temps qu’il produit un mode spécifique de représentation de l’oral appelé effet prosodique (II 3). L’angle sémantique est esquissé finalement : il conduit à dégager deux modalités de représentation supplémentaire. Pour la première, l’oral se situe sur le plan sémantico-référentiel de l’expression écrite (écrire à propos d’oral) ; pour la seconde, l’oral est un extérieur discursif modalisant le dire écrit : l’écrit est reconnu comme énoncé à la manière de l’oral (effet de style oral)<br>This PhD thesis attempts to review the modalities of orality in written representation. Literary writings act as the material for theorization. First of all, the thesis statement – how does writing represent oral – is situated and then, reformulated within the frame of linguistique de la parole (the linguistic field of speech) (I). The connections between orality and writing are then studied under three angles. The biotechnological angle compares the materiality and the affordance of graphic signs and acoustic signals (II 1). A semiotic examination acknowledges, in French, a phonographical system whose function is to represent the expression of French oral signs. Thus, the relationships between the systems of implicated signs, the diversity of possible actualisations of the phonographic system (voice effects), as well as various analogical semiotics are analysed (II 2). Furthermore, the role of prosody is studied within reading. The stand taken is the following : even though it is optional during a reading activity, prosody is especially sought-after by linguistically characterised writings. The prosodic interpretation brings to these writings a surge of signification while producing a specific mode of oral representation called the prosodic effects (II 3). The semantic angle is finally drawn : it leads to two additional modalities of representation. For the first part, speech is located on the semantic and referential plan of the written expression (writing about speech); as for the second part, spoken language is a discursive exteriority : writing is recognised as an oral-like utterance (oral-like effect)
48
Fredriksson, Inger. "Studier i Mikael Agricolas bibliska företal." Doctoral thesis, Umeå universitet, Litteraturvetenskap och nordiska språk, 1985. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-66937.
Der volle Inhalt der QuelleAnnotation:
A study has been undertaken of the biblical prefaces of Mikael Agricola. All the prefaces are based on those of Luther and/or translations of the same in the Swedish Bible of 1541 (GVB). The New Testament prefaces, like GVB, keep closely to the originals. There are however visual differences — in punctuation, capital letter usage and paragraphing. The literal translation makes the material very suitable for a study of Agricola's use of capital letters and punctuation in comparison with the Lutheran Bible and GVB. The material is too limited for any conclusions to be drawn about the principles underlying paragraphing. Agricola, like Luther (from 1539 onwards) and GVB, sometimes uses capital initial letters in the substantive designations of God and Christ the Holy Spirit the Bible and its books the Church and its sections occupations nationalities Adjectives relating to the above groups may also have capital initials. Personal pronouns relating to God or important persons may also be written with capital initials. Unlike the originals, Agricola's texts may also give prominence to other pronouns than the personal, to verbs, adverbs, numerals and intensifies. The punctuation corresponds partly with present usage: complete clauses are usually separated by punctuation marks. One basic difference is that in Agricola, Luther and GVB breathing pauses for reading aloud are indicated with commas or full stops. As Agricola stressed his utterances differently from his models, it follows that his punctuation differs from theirs. Agricola's prefaces to Old Testament writings are also based on Luther's, but only two of them are direct translations. Agricola's exclusions and additions have been studied. The former include many of the brief descriptions of contents in Luther's prefaces. The additions are interesting; sometimes Agricola does not accept Luther's brief biographical summaries about the authors of various biblical books, and uses instead Hieronymus' prefaces in Vulgata. He also refers to the old Jewish work on the human condition, Seder Olam. Agricola's longest preface, to the Psalms, is very much his own. A few pages are devoted to Agricola's summary of commentaries on the Psalms made by two Fathers of the Church — Augustinus Aurelius and Basilius the Great. Here Agricola makes generous use of the popular stylistic device of the time — amplification, an accumulation of more or less synonymous expressions for the same idea. Even in sentences directly translated from Luther and GVB, Agricola often extends the amplifications. Agricola's four rhyming prefaces are not based on any model at all. They were written in the Germanic doggerel metre, and have much in common with late mediaeval rhyming chronicles. Agricola's often drastic way of expressing himself makes delightful reading.<br>digitalisering@umu
49
Rault, Julien. "Poétique du point de suspension : valeur et interprétations." Thesis, Poitiers, 2014. http://www.theses.fr/2014POIT5027/document.
Der volle Inhalt der QuelleAnnotation:
Partant de l'hypothèse d'un mouvement global d'inclusion des signes de ponctuation dans le système de la langue, prenant appui sur une grammaticalisation, ce travail envisage l'élément ponctuant comme un véritable signe de langue écrite, soit un ponctème auquel il est possible de conférer une valeur différentielle et une signification, par la confrontation d'un signifiant graphique et d'un signifié.Nous proposons une étude linguistique du point de suspension, signe complexe, polyvalent, traditionnellement doté de propriétés antithétiques et d'innombrables fonctions. En ayant soin de distinguer le niveau sémiotique du niveau sémantique et métasémantique, nous définissons le ponctème comme le « signe du latent » dont l'interprétation peut être synthétisée en trois réalisations (suppression, suspension, supplémentation) qui sont le support d'enjeux syntaxique, sémantique, énonciatif majeurs.La valeur, réflexive, intrinsèquement contestataire, de la latence permet alors d'envisager les différentes réalisations discursives du ponctème, dans le discours littéraire, journalistique ou encore métalinguistique (imaginaire) ; elle offre la possibilité d'appréhender, dans une perspective poétique (stylistique, générique, socio-historique, épistémologique), un genre de discours qui transcende l'opposition entre discours littéraire et non-littéraire. Depuis son apparition et son utilisation dans le théâtre imprimé français (XVIIe siècle) jusqu'aux nombreux usages contemporains dans divers genres de discours, l'idéogramme du latent, mi-dire faisant apparaître une possible apparition, est un signe dont la valeur labile, excessive, infinissant le sens, procède fondamentalement d'un discours oblique<br>This work assumes the inclusion of punctuation in the system of the language, motivated by grammaticalization. It considers ponctuation mark as a real sign of written language, a ''ponctème'' to which it is possible to confer a differential value and a meaning, by the confrontation of a graphic signifier and a signified. We present a linguistic study of the suspension point, a complex and versatile sign, traditionally endowed with antithetical properties and with uncountable functions. By distinguishing the semiotic level from the semantic and metasemantic level, we define the ''ponctème'' as the sign of latency, which can be discursively interpreted as 1) suppression 2) suspension 3) supplementation. The reflexive value of latency allows us to account for the various discursive constructions of the sign, in the literary, journalistic or else metalinguistic discourses. It offers the possibility of considering in the perspective of poetics a genre of discourse which transcends the opposition between literary and non-literary discourse. From its first use in the french printed theater of the XVIIth century to todays's uses in numerous kinds of discourse, this ideogram of latency (making appear a possible appearance) is a sign whose unstable, transgressive, excessive value is closely related to an oblique discourse
50
Masson, Renée. "Negotiating a Punctuated Landscape: A Study of Asyndetic Translation Based on Relevance Theory." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37108.
Der volle Inhalt der QuelleAnnotation:
Little thought has been given to asyndeton in modern texts, including the translated text. In fact, if manuals on French-to-English translation even mention this troublesome case of punctuation, they almost certainly warn the student translator against replicating it in English, even in literary translation. Writing norms would forbid it, they warn. It would be taken as merely a sloppy case of comma use. Although asyndeton is typically considered a faux pas in English, replicating it may not always be a mistake. Inspired by Québécoise author Catherine Harton’s Traité des peaux (an especially asyndetic collection of short stories published in 2015), this thesis aims to study how asyndeton may be successfully translated from French into English in literary texts. To do so, it adopts Sperber and Wilson’s relevance theory, noting how this theory not only accounts for poetic effects but also provides a principle that can guide translators as they seek to replicate these effects. This thesis then uses relevance theory to analyze cases of asyndeton drawn from three stories in Harton’s collection. The study concludes that there are at least six cases where asyndeton may be effectively translated as asyndeton in literary texts.