Thematische Bibliographien / Texts

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Texts“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 31. Juli 2024

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Zeitschriftenartikel zum Thema "Texts"

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ANAGNOSTOPOULOS, DOROTHEA. „Testing, tests, and classroom texts“. Journal of Curriculum Studies 37, Nr. 1 (Januar 2005): 35–63. http://dx.doi.org/10.1080/0022027042000229350.

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Cooper, Carolyn. „Texts, Texts, Texts and More Texts (With Apologies To Gabby)“. Anthurium A Caribbean Studies Journal 10, Nr. 2 (20.11.2013): 5. http://dx.doi.org/10.33596/anth.233.

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Powell, Marvin A., Jean Bottéro und Jean Bottero. „Textes culinaires mésopotamiens / Mesopotamian Culinary Texts“. Journal of the American Oriental Society 118, Nr. 2 (April 1998): 290. http://dx.doi.org/10.2307/605913.

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Freestone, David. „Basic Texts/Textes de base (2005)“. International Journal of Marine and Coastal Law 22, Nr. 2 (2007): 339–40. http://dx.doi.org/10.1163/157180807781361548.

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Cheetham, David. „Scriptural reasoning: texts or/and tents?“ Islam and Christian–Muslim Relations 21, Nr. 4 (Oktober 2010): 343–56. http://dx.doi.org/10.1080/09596410.2010.527102.

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Velmezova, Ekaterina. „Reconstructing texts, reconstructing texts“. Cahiers du Centre de Linguistique et des Sciences du Langage, Nr. 52 (04.08.2017): 99–117. http://dx.doi.org/10.26034/la.cdclsl.2017.335.

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Schleicher was so enthusiastic about the idea of the Indo-European languages reconstruction that in 1868 he even used it to write a fable. Inspired by his work, from the Schleicherian reconstruction of text in the usual sense of this word, some Moscow semioticians turned to the reconstruction of texts in one of the senses of this particular concept accepted in the Moscow-Tartu semiotic school.
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HOCKEY, S. „Developing Effective Resources for Research on Texts: Collecting Texts, Tagging Texts, Cataloguing Texts, Using Texts, and Putting Texts in Context“. Literary and Linguistic Computing 8, Nr. 4 (01.10.1993): 235–42. http://dx.doi.org/10.1093/llc/8.4.235.

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Wade, Barrie. „Tests and Texts: the state of reading“. Educational Review 43, Nr. 2 (Januar 1991): 213–23. http://dx.doi.org/10.1080/0013191910430209.

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Sherbert, Garry, und Garry Sherbert. „Genetic Criticism: Texts and Avant-textes (review)“. ESC: English Studies in Canada 32, Nr. 2 (2008): 258–62. http://dx.doi.org/10.1353/esc.2007.0082.

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Bouttier, Sarah. „Creaturely Texts, Texts On Creatures“. European Journal of English Studies 19, Nr. 1 (02.01.2015): 111–22. http://dx.doi.org/10.1080/13825577.2015.1004917.

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Dissertationen zum Thema "Texts"

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Berio, Luciano. „Text of Texts“. Bärenreiter Verlag, 1998. https://slub.qucosa.de/id/qucosa%3A36791.

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Wilson, Christin M. L. „Variation and Text Type in Old Occitan Texts“. The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1331136026.

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Weiss, Katherine. „Dieter Leisegang: Texts as Memory, Texts as Memoir“. Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/2262.

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Shaw, Martin. „Session texts“. Thesis, University of Plymouth, 2010. http://hdl.handle.net/10026.1/981.

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Jack, Alison M. „Texts reading texts, sacred and secular : two postmodern perspectives“. Thesis, University of Edinburgh, 1997. http://hdl.handle.net/1842/30307.

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The language, themes and imagery of the Bible have been read and re-written in texts across time. In the Revelation of John, the Hebrew Bible echoes and is re-invented just as, in James Hogg's The Private Memoirs and Confessions of a Justified Sinner (1824), many explicit and implicit readings and interpretations of the Bible are offered. In this thesis, these readings of the Bible, and the ways in which Revelation and Hogg's Confessions have themselves been read, are considered from two postmodern perspectives. The validity of reading the Bible as literature is defended in the Introduction to the thesis by demonstrations that many of the problems which might prevent such a reading, such as the multiplicity of available manuscripts and the undefined role of the author/editor, also have to be overcome by those working in the field of literary studies. In the following chapters I suggest that postmodern ideas of marginalisation and deconstruction offer new contexts in which to read both Revelation and Hogg's Confessions. In Part 1 of the thesis (Chapters 2 and 3), I argue that readings of the Confessions which are sensitive to the "ex-centricities" of the text enable new readings of Revelation from the same perspective. In Part 2 (Chapters 4 and 5), I suggest that readings of Revelation from the perspective of deconstruction open up new possibilities for readings of the Confessions. Chapter 2 argues that Hogg's understanding of the Bible and its interpretations may be regarded as marginal in a postmodern sense. Readings of the Bible offered in the Confessions, and in other examples of Hogg's work, demonstrate this "ex-centricity". When, in Chapter 3, Revelation is read in a way which highlights its marginalised status within society, its readings of the Hebrew Bible take on new significance. Both texts are shown to offer readings which are subversive and sceptical of the claims of the dominant master narratives of their time. The insights of postmodernism illuminate these previously silenced "ex-centricities". In Part 2 of the thesis, various modern readings of Revelation and the Confessions are discussed, and their inadequacies are demonstrated from the perceptive of deconstruction. In Chapter 4, a reading of Revelation from the perspective of the "abyss" makes possible a reading of the Confessions in which Robert's assumed culpability is questioned and Gil-Martin's role is redeemed. When the burden of explanation of every ambiguity in the novel is lifted, the horror of the text stands without any natural and supernatural explanation, and is placed within the locus of everyday experience. A new reading of Revelation is offered in Chapter 5 which foregrounds the nightmarish aspects of the text, and re-considers the conflicting roles assigned to the Christ character. When Revelation is read as a nightmare, the text is robbed of its status as scripture. When the text's apparent message about the necessity of choosing God over Satan is deconstructed, the boundary between the lost and the saved is blurred.
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Kavanagh, Judith. „The Text Analyzer: A tool for knowledge acquisition from texts“. Thesis, University of Ottawa (Canada), 1995. http://hdl.handle.net/10393/10149.

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The world is being inundated with knowledge at an ever-increasing rate. As intelligent beings and users of knowledge, we must find new ways to locate particular items of information in this huge reservoir of knowledge or we will soon be overwhelmed with enormous quantities of documents that no one any longer has time to read. The vast majority of knowledge is still being stored in conventional text written in natural language, such as books and articles, rather than in more "advanced" forms like knowledge bases. With more and more of these texts being stored on-line rather than solely in print, an opportunity exists to make use of the power of the computer to aid in the location and analysis of knowledge in on-line texts. We propose a tool to do this--the Text Analyzer. We have combined methods from computational linguistics and artificial intelligence to provide the users of the Text Analyzer with a variety of options for finding information in documents, verifying the consistency of this information, performing word and conceptual analyses and other operations. Parsing and indexing are not used in the Text Analyzer. The Text Analyzer can be connected to CODE4, a knowledge management system, so that a knowledge base can be constructed as knowledge is found in the text. We believe this tool will be especially useful for linguists, knowledge engineers, and document specialists.
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Unaldi, Aylin. „Investigating reading for academic purposes : sentence, text and multiple texts“. Thesis, University of Bedfordshire, 2010. http://hdl.handle.net/10547/279255.

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This study examines the nature of reading in academic environments and suggests ways for a more appropriate assessment of it. Research studies show that reading in academic settings is a complex knowledge management process in which information is selected, combined and organised from not a single, isolated text but from multiple information sources. This study initially gathered evidence from students studying at a British university on their perceived and observed reading purposes and processes in three studies; a large scale questionnaire, longitudinal reading diary study and finally individual interviews in order both to establish whether the prominent reading skills used by them were as put forth in the studies on academic reading, and to examine in detail the actual cognitive processes (reading operations) used in reading for academic purposes. The study draws on the reading theories that explain reading comprehension and focuses specifically on different levels of careful reading such as sentence, text and multiple texts in order to explicate that increasingly more complex cognitive processes explain higher levels of reading comprehension. Building on the findings from the three initial studies, it is suggested that reading tests of English for Academic Purposes (EAP) should involve not only local level comprehension questions but also reading tasks at text and multiple texts levels. For this aim, taking the Khalifa and Weir (2009) framework as the basis, cognitive processes extracted from the theories defining each level of reading, and contextual features extracted through the analysis of university course books were combined to form the test specifications for each level of careful reading and sample tests assessing careful reading at sentence, text and intertextuallevels were designed. Statistical findings confirmed the differential nature of the three levels of careful reading; however, the expected difficulty continuum could not be observed among the tests. Possible reasons underlying this are discussed, suggestions on reading tasks that might operationalise text level reading more efficiently and intertextual level reading more extensively are made and additional components of intertextual reading are offered for the Khalifa and Weir (2009) reading framework. The implications of the findings for the teaching and assessment of English for Academic Purposes are also discussed.
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Keith, Karin, und Renee Rice Moran. „Using Text Sets to Scaffold Student Reading of Complex Texts“. Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1012.

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Tribble, Chris. „Writing difficult texts“. Thesis, Lancaster University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.287113.

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Gomes, Luís Manuel dos Santos. „Parallel texts alignment“. Master's thesis, FCT - UNL, 2009. http://hdl.handle.net/10362/2051.

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Trabalho apresentado no âmbito do Mestrado em Engenharia Informática, como requisito parcial para obtenção do grau de Mestre em Engenharia Informática
Alignment of parallel texts (texts that are translation of each other) is a required step for many applications that use parallel texts, including statistical machine translation, automatic extraction of translation equivalents, automatic creation of concordances, etc. This dissertation presents a new methodology for parallel texts alignment that departs from previous work in several ways. One important departure is a shift of goals concerning the use of lexicons for obtaining correspondences between the texts. Previous methods try to infer a bilingual lexicon as part of the alignment process and use it to obtain correspondences between the texts. Some of those methods can use external lexicons to complement the inferred one, but they tend to consider them as secondary. This dissertation presents several arguments supporting the thesis that lexicon inference should not be embedded in the alignment process. The method described complies with this statement and relies exclusively on externally managed lexicons to obtain correspondences. Moreover, the algorithms presented can handle very large lexicons containing terms of arbitrary length. Besides the exclusive use of external lexicons, this dissertation presents a new method for obtaining correspondences between translation equivalents found in the texts. It uses a decision criteria based on features that have been overlooked by prior work. The proposed method is iterative and refines the alignment at each iteration. It uses the alignment obtained in one iteration as a guide to obtaining new correspondences in the next iteration, which in turn are used to compute a finer alignment. This iterative scheme allows the method to correct correspondence errors from previous iterations in face of new information.
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Bücher zum Thema "Texts"

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Bénoliel, Bernard. TEXTE: TEXTS = TEXTES. Vienna, Austria: Ruth Beckermann Filmproduktion, 2007.

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W, Most Glenn, Hrsg. Editing texts =: Texte edieren. Göttingen: Vandenhoeck & Ruprecht, 1998.

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Bottéro, Jean. Textes culinaires mésopotamiens =: Mesopotamian culinary texts. Winona Lake, Ind: Eisenbrauns, 1995.

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Jed, Deppman, Ferrer Daniel und Groden Michael, Hrsg. Genetic criticism: Texts and avant-textes. Philadelphia: University of Pennsylvania Press, 2004.

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José, Martí. Texts. La Habana, Cuba: Editorial José Martí, Publicaciones en Lenguas Extranjeras, 1995.

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International Tribunal for the Law of the Sea. Basic texts 2015: Textes de base 2015. Boston: Brill Nijhoff, 2015.

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International Tribunal for the Law of the Sea., Hrsg. Basic texts 1998 = textes de base 1998. The Hague: Kluwer Law International, 1999.

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Hohenems, Jüdisches Museum. Texte im Museum = Texts in the museum. Hohenems: Jüdisches Museum, 1991.

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Cranston, Mechthild. Laying ways: Texts and pre-texts. Potomac, Md: Scripta Humanistica, 1990.

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Collé-Bak, Nathalie. Left out: Texts and ur-texts. Nancy: Presses universitaires de Nancy, 2009.

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Buchteile zum Thema "Texts"

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van der Heide, Albert. „Texts“. In ‘Now I Know’: Five Centuries of Aqedah Exegesis, 59–436. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-47521-9_2.

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Verevis, Constantine. „Texts“. In Film Remakes, 81–104. New York: Palgrave Macmillan US, 2005. http://dx.doi.org/10.1007/978-1-137-08168-1_4.

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Ford, Jackie, Nancy Harding und Mark Learmonth. „Texts“. In Leadership as Identity, 9–31. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230584181_1.

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Bencivenga, Ermanno. „Texts“. In Theories of the Logos, 131–40. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-63396-1_10.

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Choo, Suzanne S. „Texts“. In Teaching Ethics through Literature, 57–86. Abingdon, Oxon; New York, NY: Routledge, 2021. | Series: Citizenship, character and values education: Routledge, 2021. http://dx.doi.org/10.4324/9780429292101-4.

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„Texts or Tents?“ In Ways of Meeting and the Theology of Religions, 177–96. Routledge, 2016. http://dx.doi.org/10.4324/9781315547602-8.

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„Text and Texts“. In Music of the Renaissance, 83–121. University of California Press, 2019. http://dx.doi.org/10.2307/j.ctvcwnj8s.7.

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„Texts and Text Studies“. In The Dead Sea Scrolls, 1. BRILL, 1992. http://dx.doi.org/10.1163/9789004350113_003.

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Delnero, Paul. „TEXTS BEFORE TEXTS:“. In Oral et ecrit dans l'Antiquite orientale, 23–52. Peeters Publishers, 2021. http://dx.doi.org/10.2307/j.ctv2tjd73z.5.

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„3. Parabiblische Texte (Parabiblical Texts)“. In Einführung in die Qumranliteratur, 48–100. De Gruyter, 2015. http://dx.doi.org/10.1515/9783110351262-005.

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Konferenzberichte zum Thema "Texts"

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Luise, M. Daniela López De, und Mariana Soffer. „Automatic Text Processing for Spanish Texts“. In 2008 Electronics, Robotics and Automotive Mechanics Conference (CERMA). IEEE, 2008. http://dx.doi.org/10.1109/cerma.2008.50.

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Komleva, Elena. „About Digital Texts Significant In Text Classification“. In Philological Readings. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.04.02.17.

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„Biographical texts“. In IEEE Intelligent Network Workshop in '97. Proceedings. 'Meeting the Challenges of Converging Networks and Global Demand'. IEEE, 1997. http://dx.doi.org/10.1109/inw.1997.595302.

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Kovalchuk, Olha, Serhiy Banakh, Mariia Masonkova, Kateryna Berezka, Serhii Mokhun und Olha Fedchyshyn. „Text Mining for the Analysis of Legal Texts“. In 2022 12th International Conference on Advanced Computer Information Technologies (ACIT). IEEE, 2022. http://dx.doi.org/10.1109/acit54803.2022.9913169.

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Cantoral, Elisa Montoya, Piero Gomez Carbonel, Danes Calos Enrique Nino Cueva, Moises Ronal Nino Cueva, Klinge Orlando Villaba-Condori und Antonio Silva Sprock. „Collaborative learning and text production of original texts“. In 2022 XVII Latin American Conference on Learning Technologies (LACLO). IEEE, 2022. http://dx.doi.org/10.1109/laclo56648.2022.10013405.

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Niculae, Vlad, Marcos Zampieri, Liviu Dinu und Alina Maria Ciobanu. „Temporal Text Ranking and Automatic Dating of Texts“. In Proceedings of the 14th Conference of the European Chapter of the Association for Computational Linguistics, volume 2: Short Papers. Stroudsburg, PA, USA: Association for Computational Linguistics, 2014. http://dx.doi.org/10.3115/v1/e14-4004.

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Sheppard, Sheri, Kim Jones und Natalie Jeremijenko. „Developing ‘Text Learning Capture’ to Examine How Students Learn From Texts and How Texts Learn From Students“. In ASME 1998 Design Engineering Technical Conferences. American Society of Mechanical Engineers, 1998. http://dx.doi.org/10.1115/detc98/dtm-5655.

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Abstract This paper describes an innovative assessment method that provides formative feedback on the effectiveness of an engineering textbook. We describe the development of the Text Learning Capture Method and the prior art that it is drawn from. We then go on to interpret and analyze the protocols captured with the method and describe the preliminary results generated with its application. Concrete examples of how the feedback enables us to identify the text’s readability, comprehensibility, and usability are given. From the analysis a list of questions was generated about how students learn from engineering textbooks. The textbook assessment work presented here was motivated by a desire on the part of the author of the textbook (hereafter the text-author in contrast to the authors of this paper) to understand more fully the role of this textbook in supporting student learning. We began with questions such as: “Do students relate to the real-world examples given?”; “How do students work through the equations?”; “How are figures utilized?”; “Are students excited by a textbook that uses a familiar multi-faceted artifact to demonstrate engineering principles?”. In our attempts to carefully answer these questions we generated questions such as: “Can learning from a text book be thought of as passive?”; “What constitutes effective learning from texts?”; “What are best reading practices?”; and “How much control does an author have over this?”.
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Fuadi, Mukhlish, und Adhi Dharma Wibawa. „Automatic Question Generation from Indonesian Texts Using Text-to-Text Transformers“. In 2022 International Conference on Electrical and Information Technology (IEIT). IEEE, 2022. http://dx.doi.org/10.1109/ieit56384.2022.9967858.

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Sangkeettrakarn, Chatchawal, Choochart Haruechaiyasak und Thanaruk Theeramunkong. „Fuzziness Detection in Thai Law Texts Using Text Classification“. In 2019 16th International Conference on Electrical Engineering/Electronics, Computer, Telecommunications and Information Technology (ECTI-CON). IEEE, 2019. http://dx.doi.org/10.1109/ecti-con47248.2019.8955349.

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Smith, David A., Ryan Cordell und Elizabeth Maddock Dillon. „Infectious texts: Modeling text reuse in nineteenth-century newspapers“. In 2013 IEEE International Conference on Big Data. IEEE, 2013. http://dx.doi.org/10.1109/bigdata.2013.6691675.

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Berichte der Organisationen zum Thema "Texts"

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Yatsymirska, Mariya, und Bohdan Markevych. MEDIA TEXTS AND PERSUASION. Ivan Franko National University of Lviv, März 2024. http://dx.doi.org/10.30970/vjo.2024.54-55.12170.

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Abstract. The article clarifies specific concepts of persuasion in media texts; describes new techniques of media influence based on materials of online publications; shows the role of expressive means of language and emotions in visual communication. In social communication, persuasive logos refer to meaningful words and thoughts conveyed through mass media and logically perceived as a reasonable persuasion to proper actions based on the principles of morality, ethics, and culture; informational and influential accents. In modern science (Philosophy, Psychology, Rhetoric, Linguistics), logos has acquired not only new meanings, but also has become an important concept of rational expression of free ideas, meanings, reflections. From this perspective, new media serve as the most concentrated source of logosphere and eidosphere creation, which should be thoroughly studied and analyzed every day. The research on multimedia texts, genre diversity, new platforms, and online publications has significantly contributed to the Media Studies. Techniques of persuasive communication, methods of argumentation, and verbal tools form a separate area of the research within the field. Unlike manipulation, persuasion is the conscious use of written or spoken language, interactive visualization, and infographics to influence someone’s beliefs, views, or actions; gain someone’s support, approve the suggested ways of behavior, intentions, etc. Means of persuasion in media texts serve as logical information accents aimed at the proper perception of the corresponding meanings. In general, factors of persuasion are to influence the masses and the motivation of their actions, modify views, and form public opinion. In journalism, these are meaningful words, thoughts, principles of high-quality narrative with the use of convincing arguments, facts and, most importantly, positive intentions for the readers. Persuasive media texts exclude manipulation of public opinion, trust and people’s inclination to perceive doctrines imposed on them. Keywords: persuasion, concept, visual information, social communication.
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Hunia, Maraea, John Huria und Lorraine Spiller. Ready for partnership? A tool for creating written and visual texts in Aotearoa New Zealand. NZCER, Juli 2024. http://dx.doi.org/10.18296/rep.0058.

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Ready for Partnership? will help you to create written or visual texts which welcome ākonga Māori. We hope that this tool will give you ways of reflecting on texts as you create them, before you then go on to do further work with kaupapa Māori colleagues. Ready for Partnership? has two sections. Section 1 provides seven lenses which focus on the ways in which we’re using various Māori cultural perspectives when creating texts, and Section 2 presents some annotated examples which show how the tool may be used. Ready for Partnership? is for use in the early stages of creating texts. By using this tool to develop text, we can increase the likelihood that the text will engage a diverse group of Māori students. We will avoid the risk of focusing our texts on any one essentialised or idealised Māori subgroup. This tool will enable us to begin creating a range of texts which in sum are culturally relevant to all children and which reflect the value of mātauranga Māori—to date, this has often not been the case. As creators of texts and users of this tool, we come from a complex array of cultural positions. These cultural positions include: • ages • genders • whakapapa • inherited and learnt cultural knowledges • education backgrounds • physical locations • socioeconomic milieux. We think that this tool will help us all move beyond our own cultural complexities. The users of our texts are similarly complex. We can use the lenses in this tool to focus on welcoming and engaging diverse ākonga Māori, excluding as few as possible, and validating all.
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Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, Februar 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.

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The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.
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Dee-Lucas, Diana, und Jill H. Larkin. Novice Strategies for Comprehending Technical Texts. Fort Belvoir, VA: Defense Technical Information Center, Juni 1991. http://dx.doi.org/10.21236/ada239731.

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Lebedenko, Nataliia. Комунікативні дієслова в текстах новинних повідомлень (за матеріалами інформаційного агентства «Укрінформ»). Ivan Franko National University of Lviv, März 2023. http://dx.doi.org/10.30970/vjo.2023.52-53.11743.

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The article is devoted to the analysis of communicative verbs. Scientists analyzed communicative verbs in artistic texts, in biblical texts, and fairy tales. But there are no scientific works on verbs of speech in the language of the media. The Ukrainian language has all the means by which you can create a concrete and imaginative informational text. It is the verbs that make the text come alive. These are action words that improve the orality of the text. The research is based on the materials of the Ukrinform information agency. Speech verbs from 10 news reports for December 3, 2022 were analyzed. A total of 30 lexemes were recorded. They occur in the texts 73 times. And make up 31.2% of all verbs and 3.6% of all words. All verbs are divided into 22 groups according to semantics. The most common is the group with the meaning “to inform,”. Etymologically, 7 lexemes have borrowed roots, the rest are Proto-Slavic in origin. With the help of communicative verbs, journalists convey various shades of meaning and quality of someone else’s speech in the texts of news reports. The lexemes of oral speech penetrate into the written network text as well, creating new forms and platforms of communication. Prospects for further research are that there is a need to study communicative verbs in the language of traditional and new media, to make a comparative analysis of their use in different types of media, to trace the etymological connections between lexemes for more thorough conclusions. Key words: speech verbs, communicative verbs, news reports.
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Nussbacher, H. Handling of Bi-directional Texts in MIME. RFC Editor, Dezember 1993. http://dx.doi.org/10.17487/rfc1556.

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Schubert, Lenhart K., und Chung H. Hwang. An Episodic Knowledge Representation for Narrative Texts. Fort Belvoir, VA: Defense Technical Information Center, Mai 1990. http://dx.doi.org/10.21236/ada228816.

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Schubert, Lenhart K., und Chung H. Hwang. An Episodic Knowledge Representation for Narrative Texts. Fort Belvoir, VA: Defense Technical Information Center, Mai 1990. http://dx.doi.org/10.21236/ada228931.

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Yatsymirska, Mariya. KEY IMPRESSIONS OF 2020 IN JOURNALISTIC TEXTS. Ivan Franko National University of Lviv, März 2021. http://dx.doi.org/10.30970/vjo.2021.50.11107.

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The article explores the key vocabulary of 2020 in the network space of Ukraine. Texts of journalistic, official-business style, analytical publications of well-known journalists on current topics are analyzed. Extralinguistic factors of new word formation, their adaptation to the sphere of special and socio-political vocabulary of the Ukrainian language are determined. Examples show modern impressions in the media, their stylistic use and impact on public opinion in a pandemic. New meanings of foreign expressions, media terminology, peculiarities of translation of neologisms from English into Ukrainian have been clarified. According to the materials of the online media, a «dictionary of the coronavirus era» is provided. The journalistic text functions in the media on the basis of logical judgments, credible arguments, impressive language. Its purpose is to show the socio-political problem, to sharpen its significance for society and to propose solutions through convincing considerations. Most researchers emphasize the influential role of journalistic style, which through the media shapes public opinion on issues of politics, economics, education, health care, war, the future of the country. To cover such a wide range of topics, socio-political vocabulary is used first of all – neutral and emotionally-evaluative, rhetorical questions and imperatives, special terminology, foreign words. There is an ongoing discussion in online publications about the use of the new foreign token «lockdown» instead of the word «quarantine», which has long been learned in the Ukrainian language. Research on this topic has shown that at the initial stage of the pandemic, the word «lockdown» prevailed in the colloquial language of politicians, media personalities and part of society did not quite understand its meaning. Lockdown, in its current interpretation, is a restrictive measure to protect people from a dangerous virus that has spread to many countries; isolation of the population («stay in place») in case of risk of spreading Covid-19. In English, US citizens are told what a lockdown is: «A lockdown is a restriction policy for people or communities to stay where they are, usually due to specific risks to themselves or to others if they can move and interact freely. The term «stay-at-home» or «shelter-in-place» is often used for lockdowns that affect an area, rather than specific locations». Content analysis of online texts leads to the conclusion that in 2020 a special vocabulary was actively functioning, with the appropriate definitions, which the media described as a «dictionary of coronavirus vocabulary». Media broadcasting is the deepest and pulsating source of creative texts with new meanings, phrases, expressiveness. The influential power of the word finds its unconditional embodiment in the media. Journalists, bloggers, experts, politicians, analyzing current events, produce concepts of a new reality. The world is changing and the language of the media is responding to these changes. It manifests itself most vividly and emotionally in the network sphere, in various genres and styles.
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Kankash, Н., Т. Cherkasova, S. Novoseletska, N. Shapran und L. Bilokonenko. The Use of Linguistic Means of Figurativeness and Evaluativity to Exert Influence in the Speeches of the Chief Delegates of the Ukrainian SSR at the Sessions of the UN General Assembly. Криворізький державний педагогічний університет, 2020. http://dx.doi.org/10.31812/123456789/4648.

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The purpose of the study is to identify the figurative means in the formal diplomatic texts of speeches of chief delegates of the Ukrainian SSR to exert influence at the sessions of the UN General Assembly. Based on the interpretive method of speech analysis and the method of generalisation of the data obtained, an attempt was made to identify the main figurative means and expressiveness of speech, which help to achieve the effect of influence on the reader (listener). In order to identify hidden meanings, a hermeneutic approach to understanding texts was used. According to the results of the study, the most actively used linguistic means of figurativeness in the considered texts are epithets, metaphors, phraseologies. There are many more negative epithets used in the texts of speeches than positive ones, which aim to make people aware of the idea of self-preservation, to arouse emotions of anxiety, fear, vigilance. Metaphors of positive and negative evaluation are used to verbalise mental states, social states and thought processes. Most of the epithets, metaphors, idioms represented in the text are used to denote a negative evaluation, which is perceived as a deviation from the norm and is motivated by the following factors: the reluctance of people to take positive action, irresponsible attitude of some people towards others, socially unacceptable flaws and shortcomings. A logical continuation of this study is the analysis of linguistic means of figurativeness and evaluativity of other types of texts of the official style, including statements and conventions.
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