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Thomte, Tristan Calhoun. "Grammatical person in text and narrative /." May be available electronically:, 2009. http://proquest.umi.com/login?COPT=REJTPTU1MTUmSU5UPTAmVkVSPTI=&clientId=12498.
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Ramachandran, Venkateshwaran. "A temporal analysis of natural language narrative text." Thesis, This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-03122009-040648/.
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Lehman, Daniel Wayne. "Writing outside/in : nonfiction narrative as implicated text /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487846354483818.
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Zhang, Hao, and 張浩. "The generation of thematic inferences during narrative text comprehension." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hdl.handle.net/10722/210335.
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Haralambakis, Maria. "The testament of Job : text, narrative and reception history." Thesis, University of Manchester, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.606553.
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This dissertation provides a wide-ranging study of the Testament of Job dealing with a variety of issues. This pseudepigraphon, which according to scholarly consensus originated in a Jewish context between 2nd century BCE and 2nd century CE, has been preserved in several manuscripts. The oldest witness to the text is a fragmentary Coptic papyrus codex from the fourth century. This thesis makes use of its recent publication. The three Byzantine Greek manuscripts are well-known, but only three Slavonic manuscripts are generally mentioned in literature on the Testament of Job. In the process of working on this dissertation several more Church Slavonic manuscripts have been found, so that reference can be made to ten Slavonic manuscripts, five of which have been consulted. The approach to textual issues taken in this thesis emphasises the continuity of what has traditionally be separated into lower criticism (textual criticism) and higher criticism. Scribes can be perceived as participants in the history of reception of the text, rather than merely as sources of mistakes. Rather than working backwards, from the most recent manuscripts towards the construction of a hypothetical Ur- Text, I propose to work forwards, presenting the manuscripts from earliest to latest as a succession of witnesses to the text of the Testament of Job. Each manuscript is valuable as evidence of its contemporary world. Within that world the composition would have been perceived as a literary unity. The detailed analysis of the structure of the Testament of Job demonstrates that all the units are tightly connected. Although it does draw upon material known from the biblical Book of Job, the Testament of Job can be valued as a literary work in its own right, not only or mainly as an "interpretation" of the canonical composition. The most important characteristic of the Testament of Job is that it is a narrative. The narrative binds all the material (hymns, sayings, riddles, etc) collected by this composition. A generic label should thus include the term narrative, plus modifier to indicate what kind of narrative it is. The nature of the Testament of Job as a narrative makes it appropriate to apply a narratological analysis to it. This way narrative theory is used to demonstrate how the composition works as a well crafted appealing story. That the Testament of Job was considered appealing is evident from its reception history. The surviving manuscripts indicate that it was used in Byzantine and Slavonic Christian contexts. It seems that in these settings it came to be perceived as a story similar to a life of a saint.
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Miles, Rosemary. "The poetry of William Morris : desire, narrative and text." Thesis, Birkbeck (University of London), 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.392202.
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Zhang, Hao. "The generation of thematic inferences during narrative text comprehension." Click to view the E-thesis via HKUTO, 1998. http://sunzi.lib.hku.hk/hkuto/record/B4257481X.
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Eisenberg, Joshua Daniel. "Automatic Extraction of Narrative Structure from Long Form Text." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3912.
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Automatic understanding of stories is a long-time goal of artificial intelligence and natural language processing research communities. Stories literally explain the human experience. Understanding our stories promotes the understanding of both individuals and groups of people; various cultures, societies, families, organizations, governments, and corporations, to name a few. People use stories to share information. Stories are told –by narrators– in linguistic bundles of words called narratives.
My work has given computers awareness of narrative structure. Specifically, where are the boundaries of a narrative in a text. This is the task of determining where a narrative begins and ends, a non-trivial task, because people rarely tell one story at a time. People don’t specifically announce when we are starting or stopping our stories: We interrupt each other. We tell stories within stories. Before my work, computers had no awareness of narrative boundaries, essentially where stories begin and end. My programs can extract narrative boundaries from novels and short stories with an F1 of 0.65.
Before this I worked on teaching computers to identify which paragraphs of text have story content, with an F1 of 0.75 (which is state of the art). Additionally, I have taught computers to identify the narrative point of view (POV; how the narrator identifies themselves) and diegesis (how involved in the story’s action is the narrator) with F1 of over 0.90 for both narrative characteristics. For the narrative POV, diegesis, and narrative level extractors I ran annotation studies, with high agreement, that allowed me to teach computational models to identify structural elements of narrative through supervised machine learning.
My work has given computers the ability to find where stories begin and end in raw text. This allows for further, automatic analysis, like extraction of plot, intent, event causality, and event coreference. These tasks are impossible when the computer can’t distinguish between which stories are told in what spans of text. There are two key contributions in my work: 1) my identification of features that accurately extract elements of narrative structure and 2) the gold-standard data and reports generated from running annotation studies on identifying narrative structure.
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Halliwell, K. "Photography and narrative : An investigation of serial imagery." Thesis, University of Kent, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.373238.
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Mehta, Divya. "Expressive states : the gendered nation as literary text and narrative." Thesis, University of Sussex, 2016. http://sro.sussex.ac.uk/id/eprint/59793/.
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Quinn, John. "Morality, commerciality and narrative structure in the professional wrestling text." Thesis, University of the West of Scotland, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.545798.
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Professional wrestling is one of the most popular forms of entertainment on subscription television platforms around the world. This thesis deconstructed the texts of professional wrestling in order to investigate how the phenomenon functions as a commercial television artefact. To do this, the research project focused on a case study of World Wrestling Entertainment (WWE), and interrogated three specific aspects of the televised professional wrestling product. Firstly, the study identified and examined the functions that the different narrative segments in WWE programming play in the construction of the overall television narrative. Secondly, the pre-existing notion that social justice is the central and organising thematic principle for the narratives of televised wrestling was explored through the close textual analysis of a sample of WWE storylines from the past forty years. Thirdly, and finally, the project drew correlations between the televised texts of WWE and Justin Wyatt's (1994) model of High Concept Hollywood cinema. By means of the qualitative content analysis of over 280 hours of televised professional wrestling, the results of this study suggest three specific findings. Firstly, the project found that there are six underlying functions realised by the narrative segments of the televised wrestling text, and that furthermore, these functions and realisations combine to provide and yet resist the present in the wrestling text. Secondly, the study confirmed that the theme of social justice is the central organising principle of the continuing storylines of professional wrestling and provided a new model for understanding the operation of that theme. However, the study also suggested that social justice is increasingly not the central organising principle of the narratives of the individual matches. Finally, a positive correlation was drawn between the the television texts of WWE and the High Concept of Hollywood cinema suggested by Wyatt (1994). Accordingly this thesis suggests that WWE represents a high concept of professional wrestling which, through increased reaction time to market trends and deeper ancillary product saturation, travels even further than Wyatt's (1994) original notion.
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Bengtsson, Beatrice. "Att läsa för att minnas - Berättande och förklarande text / Reading to remember - narrative and expository text." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29599.
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Språket är människans främsta redskap för att lära och tänka och som lärare har man som uppgift att ge särskilt stöd till elever med svårigheter, samt låta elever uppleva olika uttryck för kunskap (Skolverket 2011). Trots att elever ska få möta olika uttryck för kunskap och trots att forskare såsom Jerome Bruner (1915-2016) och Peter Gärdenfors (född 1949) betonar berättandets betydelse för minne och lärande, dominerar läroboken och den förklarande faktatexten som kunskapsförmedlare i ämnesundervisningen. Denna studie har som syfte att skaffa fördjupad förståelse för berättande och förklarande text i förhållande till minnet, samt elevernas förhållningssätt. I undersökningen deltog fyra klasser i årskurs 6 från två skilda skolor och kommuner. Eleverna fick svara på en enkät, samt läsa fyra texter varav två berättande och två förklarande och med olika innehåll varefter de fick svara på frågor utifrån texterna. Resultatet visar att eleverna är skolade i de dominerande attityder kring lärande och menar att berättande texter är mer lustfyllt att läsa än förklarande men att dessa är viktigare att läsa för att tillägna sig ny kunskap. Majoriteten av eleverna menade sig också föredra förklarande för att tillägna sig ny kunskap. Dock visade resultatet att det inte går att utläsa någon tydlig skillnad mellan att läsa och minnas innehållet i förklarande- respektive berättande text, samt att minnas innehållet en vecka senare. Resultatet visar på att det finns fördelar med att kombinera texttyperna för att ge eleverna en större textvariation och tilltala olika elevers intresse och lärande.
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O'Brien, Lisa Michelle. "Effects of combining narrative and expository text on young children's conceptual knowledge and expository text comprehension." Thesis, Boston University, 2014. https://hdl.handle.net/2144/11159.
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Thesis (Ed.D.)--Boston UniversityFar too many children begin school with large knowledge gaps that, when left unaddressed, widen and contribute to long-term reading comprehension failure (Hart & Risley, 1995). Early knowledge gaps are often rooted in opportunity gaps (i.e., accumulated inequities in access to key educational resources), with text being a key resource for knowledge acquisition (Stanovich & Cunningham, 1993). Text is particularly important for building knowledge that enables expository text comprehension because much ofthis knowledge is abstract and far removed from everyday experiences. However, there are differing views regarding which text genre or combination thereof best develops the knowledge that enables expository text comprehension. Without clear guidance, text anthology publishers and teachers likely will continue employing uneven text selection methods and knowledge gaps will persist. Thus, identifying optimal text selection is essential if we are to reduce the opportunity gaps underlying poor reading comprehension achievement. Towards this end, I examined effects oftext genre on first-graders' conceptual knowledge and comprehension growth using a cluster-randomized design. Children (N = 57) were randomly assigned to informational narrative and expository text (C, n = 26) or expository text only (E, n = 31) groups. Both C and E children received the same five- week read-aloud intervention. Instruction was organized around a central science conceptandusedtopically-relatedtext. Keyfeaturesincludedexplicitvocabulary instruction, semantic word sorts, scaffolded discussions, and application to new contexts. Results suggest that use of both texts facilitated: (1) greater gains in knowledge breadth and depth (but not statistically significant); (2) greater gains in comprehension depth (gains for narrative text were statistically significant); (3) a significantly larger increase in conceptual knowledge and narrative text recall accuracy and a larger increase in expository text recall accuracy; (4) sustained effects as C children demonstrated continued knowledge and comprehension growth six weeks after the intervention concluded. Findings suggest that effective use ofa combination ofnarrative and expository text may contribute to a reduction in early opportunity and knowledge gaps, and that both types of text should be considered in content area curricular and instructional decision making.
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Almeida, Maria Joana Soares. "Orações adverbiais temporais: desenvolvimento linguístico e construção de texto narrativo." Master's thesis, Instituto Politécnico de Setúbal. Escola Superior de Saúde, 2013. http://hdl.handle.net/10400.26/4480.
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Desenvolvimento linguístico e
construção de texto narrativo
Dissertação de Mestrado em Desenvolvimento e
Perturbações da Linguagem na Criança.
Área de Especialização em Educação e Ensino da
LínguaEste estudo tem como objetivo averiguar a utilização que os alunos fazem das orações adverbiais temporais, mais especificamente, verificar quais os conetores que os alunos usam em tarefas de produção escrita e qual o conhecimento que os alunos têm das propriedades temporais e aspetuais dos diferentes conetores e da seleção de tempo/modo. As investigações realizadas demonstram-nos qual o conhecimento linguístico esperado no final de cada ciclo relativamente ao conhecimento da sequência temporal e ao conhecimento de estruturas utilizadas no texto narrativo, uma vez que este é o tipo de texto mais precocemente utlizado pelos alunos, sendo um dos primeiros géneros a surgir no desenvolvimento da linguagem oral. A literatura aponta ainda uma ligação inequívoca entre a produção oral e a produção escrita (Franco, M.; Gil, T. e Reis, M. (2003); Sim-Sim (1997)). Desta forma, é esperado que os conetores que os alunos mais cedo começam por pronunciar sejam aqueles a que os alunos mais recorrem nas suas produções narrativas. Foi objetivo deste trabalho compreender qual o conhecimento de conjunções e locuções conjuncionais temporais que os alunos revelavam e qual o uso que delas faziam numa prova de escrita de texto narrativo com uma instrução escrita tradicional, numa prova de escrita de texto narrativo a partir de uma sequência de imagens e numa prova que testava o conhecimento das propriedades de diferentes conjunções e locuções conjuncionais temporais, através de tarefas de seleção, transformação e completamento. Embora a literatura demonstre que, de entre os vários tipos de frases subordinadas, as adverbiais não são encontradas nos primeiros estádios de desenvolvimento, “emergindo muito gradualmente” (Gonçalves et al.., 2011: 38), é omissa no que diz respeito à utilização destes conetores em diferentes ciclos. Testaram-se 115 crianças: 51 alunos de 4º ano e 64 alunos de 6º ano. Para a prova de seleção-completamento-transformação, testaram-se também 20 adultos, com o propósito de obter dados que dessem informação sobre a fiabilidade da prova e sobre o conhecimento adulto das propriedades de seleção e sobre as propriedades temporais e aspetuais dos conetores. O estudo mostra uma nítida tendência para que as crianças aumentem as suas competências escritas e formais relativamente à utilização dos conetores e domínio das restrições temporais e aspetuais ao longo dos anos de escolaridade. Embora não se 7 tenham verificado diferenças significativas entre os anos de escolaridade estudados no que diz respeito ao tipo de conectores utilizados em ambos os textos narrativos e aos erros encontrados, encontraram-se diferenças, no teste de conhecimento linguístico, no domínio que os alunos possuem sobre alguns aspetos da estrutura das orações adverbiais temporais. Isto sugere que, embora os alunos não utilizem todos os conectores adverbiais temporais identificados para este estudo, demonstram globalmente um conhecimento eficiente sobre a sua utilização. A área em que se verificaram mais dificuldades foi no uso da forma verbal adequada de forma a respeitar a concordância temporal entre oração principal e oração subordinada.
Abstract: The goal of this study will be not only to investigate student’s usage of temporal adverbial clauses, more specifically, to ascertain which temporal conjunctions they apply in written production tasks, but also their knowledge about temporal and aspectual characteristics of different temporal conjunctions and tense selection. Investigation carried out in this area reveals narrative text as the earliest one in children’s production and one of the first production genres in development of spoken language. It shows the expected linguistic comprehension by the end of 1st cycle (aged 9/10) and 2nd cycle (aged 12/13) of basic school; the knowledge of temporal sequence and use of narratives structures. Literature reveals, as well, the existence of a straight connection between spoken language production and written production (Franco, M.; Gil, T. e Reis, M. (2003); Sim Sim (1997)). Based on this evidence, it is expected that the earlier temporal conjunctions used by children in spoken language will be the first they will use in their written productions. The aim of our study is to acknowledge how students (in the end of 1st and 2nd cycle) use, understand and manipulate temporal conjunctions trough different tasks: - a written narrative text task with a traditional instruction; - a written narrative text task from a sequence of images - a test designed to identify the knowledge of different temporal conjunctions trough different tasks: selection task; transformation task and a completion task. Although the literature reports that adverbial subordinate clauses are not found in earlier development stages “emerging very gradually” (Gonçalves et al.., 2011: 38), there are no research data concerning the usage of different temporal conjunctions by school children of different grades. In this study, we tested 115 children: 51 students in the end of 1st cycle and 64 students in the end of 2nd cycle of basic school. In order to control for its reliability, the test on the knowledge of different properties of temporal subordinate clauses was also applied to a control group composed by 20 adults. These answers were compared with the ones given by children in order to establish adults’ knowledge about these structures. This study has shown that children’s knowledge about temporal adverbial clauses develops during their school education. There is not only development of their written 9 skills in what concerns the temporal conjunctions, but also their knowledge of temporal and aspectual constraints improves. Despite the fact that the differences in the type of conjunction used were not significant between different school years, there were significant differences between groups in what concerns the frequency of temporal clauses used and the knowledge of temporal and aspectual properties of the conjunctions in the formal task. This suggests that, although students do not use all the temporal conjunctions identified for this study, they globally demonstrate an efficient knowledge about their usage. The domain where they were less successful was at usage of the correct verbal tense in order to establish tense concordance between the subordinate clause and the main clause.
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Burles, Faye Dinah. "Use of metacognitive strategies when reading both narrative and expository text." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0011/MQ52787.pdf.
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Jacobs, Ilené. "Performing the self : autobiography, narrative, image and text in self-representations /." Link to the online version, 2007. http://hdl.handle.net/10019/356.
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Guthrie, Karren M. Fitzgerald Jill. "Cohesion in young Latino English-language learners' English narrative written text." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,1582.
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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2008.Title from electronic title page (viewed Sep. 16, 2008). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Education." Discipline: Education; Department/School: Education.
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Jacobs, Ilene. "Performing the self : autobiography, narrative, image and text in self-representations." Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/1552.
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Thesis (MA (VA)(Visual Arts))--University of Stellenbosch, 2007.Thesis received without illustrations at the time of submission to this repository.
This research follows the assumption that the notion of performativity can be applied to the visual construction of identity within art-making discourse in order to explore the contingent and mutable nature of identity in representation. My interest in performativity, defined as the active, repetitive and ritualistic processes responsible for the construction of subjectivities, lies within the process of production. I indicate how this notion, within the context of self-representation, can provide the possibility for performing identity as a process. I investigate the extent to which gender, the gaze, memory and narrative contribute to the performative construction of self-representations and reveal, through the exploration of my practical research, that these concepts are themselves performative. Although agency to construct the self can be regarded as problematic, considering the role of language and discourse in determining subjectivities, this research suggests that it is possible to perform interventions from within language. I suggest that the notion of inscription provides a means through which identity constructions can be performed differently; and that my art-making process of repetitive inscription, erasure and re-inscription of image and text and the layering of paint not only reflect the notion of performativity, but also enable me to expose the multiple and fragmented nature of identities.
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Halse, Joanne. "Framing the text : an investigation of collage in postmodern narrative illustration." Thesis, Stellenbosch : Stellenbosch University, 2006. http://hdl.handle.net/10019.1/50609.
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Thesis (MA)--Stellenbosch University, 2006.ENGLISH ABSTRACT: Collage, as a verbal and visual medium, epitomises the heterogeneity, indeterminacy and fragmentation of the postmodern moment. In this thesis I argue that visual collage - in the context of book illustration - presents an ideal form with which to illustrate the state of contemporary (postmodern) narrative. Postmodernism, as a term or concept, evades any form of absolute or definitive account. Hence, in my discussion of the postmodern condition I move towards an understanding of this complex theoretical and cultural phenomenon. Postmodern cultural artifacts reflect the state of a modernised, Western-orientated, globalised consciousness, which resists arborescent structures in past and contemporary texts. In both postmodern narratives and in literary fictional narratives the condition of artifice is amplified. Thus, this thesis explores various characteristics evident in postmodern fiction in order to understand and demonstrate the changes manifest in contemporary narratives in general. Many of the stylistic and figurative devices employed in the postmodern novel foreground the excessive appropriation and self-reflexive textualism of contemporary texts - these literary devices often reflect particular collage-like tendencies or characteristics. Contemporary literary theory, in addition, provides many useful terms and concepts with which to describe visual texts and, for the purposes of this discussion, narrative illustration. This thesis is centred primarily on an analysis of the practical component completed as part of the Master of Arts degree in Fine Arts. The discussion of the practical work is embedded in the wider fields of book art - particularly the postmodern artist's book (livre detourne) - and in contentious debates around the role of visual narrative illustration. In both the thesis and the illustrated book objects, I challenge the secondary and supplementary position traditionally held by illustration in the context of the book. I argue for a form of visual narrative that is not required to function as a mere translation of the primary verbal text. Instead - working within the context of the artist's book and through the utilisation of collage as a visual (and verbal) medium - I demonstrate that illustration may complement, supplement or subvert the written text. Furthermore, I show that illustration may assume the role of the primary text in the context of the codex. Finally, this study creates a space for a creative and participatory reader who, through the intertextual processes made evident in the book objects, becomes an active 'reader-writer' of the visual and verbal narratives under discussion.
AFRIKAANSE OPSOMMING: Collage, as beide 'n verbale en visuele medium, verpersoonlik die onbesliste, gefragmenteerde, heterogene moment van postmodemisme. In hierdie tesis voer ek aan dat visuele collage, binne die konteks van boekillustrasie, 'n ideale vorm van uitbeelding hied om die toestand van kontemporere (postmodeme) narratief te illustreer. Postmodemisme, as 'n term of konsep, ontwyk enige volslae of beslissende betekenis. Gevolglik poog ek in my bespreking van die postmodeme toestand om nader aan 'n begrip van hierdie komplekse teoretiese en kulturele , fenoneem te beweeg. Postmodeme kulturele artefakte reflekteer die toestand van 'n gemodemiseerde, Westers-georienteerde, geglobaliseerde bewustheid wat liniere strukture in tekste uit die verlede en die hede weerstaan. In beide postmodeme narratiewe en fiktiewe literere narratiewe word die gesteldheid van kunsskepping toegelig. Dus ondersoek hierdie tesis verskeie opvallende eienskappe van postmodeme fiksie ten einde die veranderinge wat in die algemeen in kontemporere narratiewe manifesteer te verstaan en te demonstreer. Vele van die stilistiese en figuratiewe tegnieke van die postmodemistiese roman plaas die oormatige toe-eining en selfrefleksiewe tekstualisme van konteporere tekste op die voorgrond; die literere gebruikswyses reflekteer dikwels bepaalde collage-agtige tendense of eienskappe. Hierbenewens, bied kontemporere literereteorie vele nuttige terme en konsepte waarmee visuele tekste sowel as, vir die doe] van hierdie ondersoek, visuele narratiewe, beskryf kan word. Hierdie tesis is hoofsaaklik gevestig op 'n analise van die praktiese werk wat dee) van die Magister Artuim-graad in Beeldende Kunste uitmaak. Die bespreking van die praktiese werk is veranker in die wyer terreine van boekkuns - spesifiek die postmodeme kunstenaarsboek (livre detourne) - en in kontensieuse debatte oor die rol van visuelenarratief-illustrasie. In beide die tesis en die gelllustreerde boekobjekte bevraagteken ek die tradisionele siening dat illustrasie binne boekkontekse 'n sekondere of aanvullende posisie inneem. Ek argumenteer ten gunste van 'n vorm van visuele narratief waarvan daar nie bloot verwagword om as 'n beskrywing van die primere verbale teks te funksioneer nie. In plaas daarvan, deur binne die konteks van die kunstenaarsboek te werk en deur collage as 'n visuele (en verbale) medium te benut, demonstreer ek dat illustrasie die geskrewe teks kan aanvul, daartoe kan toevoeg of dit kan ondergrawe. Verder toon ek dat illustrasie die rol van die primere teks in die konteks van die kodeks kan inneem. Laastens skep hierdie studie die geleentheid vir 'n kreatiewe en bydraende leser - vanwee 'n intertekstuele proses wat in die boekobjekte aan die Jig kom - om as 'n aktiewe 'leser-skrywer' van die visuele en verbale tekste onder bespreking op te tree.
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Sudhahar, Saatviga. "Automated analysis of narrative text using network analysis in large corpora." Thesis, University of Bristol, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.685924.
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In recent years there has been an increased interest in computational social sciences, digital humanities and political sciences to perform automated quantitative narrative analysis (QNA) of text in large scale, by studying actors, actions and relations in a given narration. Social scientists have always relied on news media content to study opinion biases and extraction of socio-historical relations and events. Yet in order to perform analysis they had to face labour-intensive coding where basic narrative information was manually extracted from text and annotated by hand. This PhD thesis addresses this problem using a big-data approach based on automated information extraction using state of the art Natural Language Processing, Text mining and Artificial Intelligence tools. A text corpus is transformed into a semantic network formed of subject-verb-object (SVO) triplets, and the resulting network is analysed drawing from various theories and techniques such as graph partitioning, network centrality, assortativity, hierarchy and structural balance. Furthermore we study the position of actors in the network of actors and actions; generate scatter plots describing the subject/object bias, positive/ negative bias of each actor; and investigate the types of actions each actor is most associated with. Apart from QNA, SVO triplets extracted from text can also be used to summarize documents. Our findings are demonstrated on two different corpora containing English news articles about US elections and Crime and a third corpus containing ancieilt folklore stories from the Gutenberg Project. Amongst potentially interesting findings we found the 2012 US elections campaign was very much focused on 'Economy' and 'Rights'; and overall, the media reported more frequently positive statements for the Democrats than the Republicans. In the Crime study we found that the network identified men as frequent perpetrators, and women and children as victims, of violent crime. A network approach to text based on semantic graphs is a promising approach to analyse large corpora of texts and, by retaining relational information pertaining to actors and objects, this approach can reveal latent and hidden patterns, and therefore has relevance in the social sciences and humanities.
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Klassen, Mark Jonathan Harvey. "A reading of the Rahab narrative (Joshua 2:1-24) based on a text-linguistic and narrative analysis." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.
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Bhayro, Siam. "A text critical and literary analysis of 1 Enoch 6-11." Thesis, University College London (University of London), 2000. http://discovery.ucl.ac.uk/10057768/.
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The Shemihazah and Asael Narrative of 1 Enoch 6-11 is the oldest example of the fallen angels story in Jewish tradition. It tells of the introduction of forbidden secrets into the earth, and the ensuing destruction this caused. The following thesis presents both a literary and textual hypothesis. Attested fully only in the classical Ethiopic version which was preserved by the Ethiopian Orthodox church, there are also two Greek sources (Codex Panopolitanus and the excerpts in Syncellus), a Syriac excerpt from the Chronicle of Michael the Syrian, a Karshuni translation made from the Syriac and, finally, the Aramaic fragments from the Dead Sea Scrolls. The textual hypothesis suggests that the most reliable textual witness is the Greek version Codex Panopolitanus. To date, this source has been considered rather unreliable, but this view is challenged. To enable the construction of the textual hypothesis, the sources for each verse have been assembled and analysed. The evidence and the analysis are presented in a clear verse by verse format, with the overall analysis following at the end. In addition to the textual hypothesis, there is also a literary-critical hypothesis which analyses the narrative in its component parts. This literary hypothesis suggests that the narrative was originally an anti-divination polemic which was subsequently modified to attack other evils such as weaponry and make-up. Finally, the narrative was placed into the wider context of the Book of Watchers which, having a more positive attitude towards the mantic arts, countered the original purpose of the narrative.
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FERREIRA, LEONARDO MAGAL DE. "INTERPRETAÇÃO E EXISTÊNCIA: AS PROXIMIDADES ENTRE HERMENÊUTICA E VIDA NO PENSAMENTO CONTEMPORÂNEO E O RETORNO AO TEXTO EM PAUL RICOEUR." Universidade Metodista de Sao Paulo, 2017. http://tede.metodista.br/jspui/handle/tede/1713.
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Considering the close relationship between hermeneutics and existence that took place at the end of the nineteenth century and lasted for the most part in the following century, our dissertation aims to present, in a first moment, how such proximity contributed to the displacement of the textual element, the more evident hermeneutic characteristic. Through the conceptual analysis that underpins this work, we find a gradual detachment in the unique and exclusive treatment of the text in favor of life in the thought of Friedrich Schleiermacher, Wilhelm Dilthey, Martin Heidegger and Hans-Georg Gadamer. From these postulates, we will try to demonstrate next how Paul Ricoeur differentiates itself to the extent that defends the return to the textual sphere as the main task of hermeneutics through the narrative text. Ricoeur finds in this modality a rich enlargement of the relation between interpretation and existence due to the mimetic process that governs the constitution of all type of narrative. This author observes that all textual construction is born in life, in the world of action and is completed in life, now of the reader, now of the interpreter, thus contributing to the formation of a narrative identity from everything we read and interpret. Thus, we shall first discuss the exposition in chapters one and two of the main moments of change of perspective carried out by the authors mentioned above. The conclusion we come to and which constitutes chapter three, addresses the changes brought by Ricoeur in his defense of the text as a link between hermeneutics and life by seeing it as an intrinsic element of existence and impossible to ignore.
Considerando a estreita relação entre hermenêutica e existência que se deu no final do século XIX e perdurou por grande parte no século seguinte, nossa dissertação tem por objetivo apresentar, em um primeiro momento, como tal proximidade contribuiu para o deslocamento do elemento textual, outrora a característica hermenêutica mais evidente. Por meio da análise conceitual que sustenta este trabalho, encontramos um distanciamento gradual no trato único e exclusivo do texto em favor da vida no pensamento de Friedrich Schleiermacher, Wilhelm Dilthey, Martin Heidegger e Hans-Georg Gadamer. A partir destes postulados, procuraremos demonstrar em seguida como Paul Ricoeur se diferencia à medida que defende o retorno à esfera textual como tarefa principal da hermenêutica por meio do texto narrativo. Ricoeur encontra nesta modalidade uma rica ampliação da relação entre interpretação e existência devido ao processo mimético que rege a constituição de todo tipo de narrativa. Este autor observa que toda construção textual nasce na vida, no mundo da ação e se completa na vida, ora do leitor, ora do intérprete, contribuindo deste modo com a formação de uma identidade narrativa a partir de tudo o que lemos e interpretamos. Destarte, procederemos primeiramente à exposição conceitual nos capítulos um e dois dos principais momentos da mudança de perspectiva levada a cabo pelos autores citados inicialmente. A conclusão à que chegamos e que constitui o capítulo três, aborda as mudanças trazidas por Ricoeur em sua defesa do texto como vínculo entre hermenêutica e vida ao vê-lo como elemento intrínseco à existência e impossível de ser ignorado
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McGann, Rebecca E. "Art and text in late antiquity : the language of Christian narrative images." Thesis, University of Oxford, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.543642.
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Neto, Joao Nemi. "A narrativa na escola: um estudo dos gêneros narrativos nos livros didáticos de Português." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-03052007-105431/.
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Esta dissertação pretende, mediante a análise de livros didáticos aprovados pelo PNLD 2005 - Plano Nacional do Livro Didático, trazer à luz discussões a respeito dos gêneros narrativos ficcionais nas escolas hoje. O trabalho se inicia com o levantamento e discussão das principais correntes teóricas acerca da narrativa e teorias da narratividade. A partir daí, buscando conceituar gêneros do discurso e tipos de texto, eixo norteador desta pesquisa, apresentamos elementos da discussão recente sobre o assunto entre os pesquisadores na área de ensino de língua portuguesa. Em seguida, procuramos analisar a forma como esses conceitos aparecem nos documentos oficiais - PCN e PNLD. Por fim, apresentamos a análise de duas coleções didáticas (Português: Linguagens de William Roberto Cereja e Thereza Cochar Magalhães e Português: Uma proposta para o letramento de Magda Soares) dirigidas a alunos do Ensino Fundamental II à luz das discussões anteriores. Com a discussão teórica sobre a presença dos gêneros do discurso e tipos de texto nos documentos oficiais e livros didáticos e a análise do livro didático de Português para o Ensino Fundamental II, pretendemos levantar questões sobre a importância da produção do texto narrativo ficcional na escola hoje.This dissertation aims at discussing the narrative genres in schools today. The first part presents the main theoretical studies about narrative and narratology. By the study on discourse genres and types of text, main trait of this research, it is intended to show elements of a recent discussion among researchers in the field of teaching Portuguese. Next, it is investigated the concepts of genre and text in the official documents - PCN and PNLD. Finally, it is presented an analysis of two collections of books (Português: Linguagens de William Roberto Cereja e Thereza Cochar Magalhães e Português: Uma proposta para o letramento de Magda Soares) intended for Ensino Fundamental II students. By presenting a discussion on discourse genres and types of texts in the official documents and text books and an analysis of Portuguese text books, it is intended to raise questions on the importance of fiction writing in schools today.
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Silva, Roseneide Simões da. "A produção de texto narrativo escrito de alunos do 5º ano do Ensino Fundamental: do relato à história." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20388.
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This dissertation is linked to the research line: Text and Speech in oral and written format, the Program of Studies in Portuguese language of PUC-SP. It is therefore subject to present a proposal for a teaching of gender-textual narrative discourse of history for students of the 5th year of elementary education at a public school peripheral areas of the city of São Paulo.The problem addressed in this research is to find out what strategies are applied to the construction of the narrative genre of history. It is a general objective to contribute to the teaching proposal of the genre textual-discursive narrative of history. Specific objectives are: Diagnose what the student already knows about the production of written text of the narrative genre of history; To propose a didactic sequence that propitiates an improvement in the written production of the textual genre: history narrative; Apply activities of production of written text of the narrative genre of history; It is general objective contribute with the proposal of teaching of gender textual-discursive narrative of history. Are specific objectives: to diagnose what students already know about the production of written text of the narrative genre of history; Propose a didactic sequence that drives an improvement in written production of textual genre: narrative of history; apply the production of written text of the narrative genre of history; To verify the use of textual categories (presentation, conflict, resolution, followed by evaluation or morality) in the production of written text of the narrative textual genre of history.The methodological procedure is qualitative analytical with application of a didactic sequence in the classroom. The analysis material was collected from students-informants of the 5th year. The results obtained indicate that the proposal made in this dissertation, permitted them to differentiate into narrative report of narrative of history; as well as produce texts of the narrative of history as well organized. We conclude that the proposed strategies are effective and that teachers, in general, have difficulties to teach the difference between narrative account of the narrative of history, because they have little theoretical knowledge of the subject treated
Esta dissertação está vinculada à linha de pesquisa: Texto e discurso nas modalidades oral e escrita, do Programa de Estudos Pós-Graduados em Língua Portuguesa da PUC-SP. Tem-se por tema apresentar uma proposta de ensino do gênero textual–discursivo narrativa de história para alunos do 5º ano do Ensino Fundamental de uma escola estadual periférica da cidade de São Paulo. É objetivo geral contribuir com a proposta de ensino do gênero textual-discursivo narrativa de história. São objetivos específicos: Diagnosticar o que o aluno já sabe sobre a produção de texto escrito do gênero narrativo de história; Propor uma sequência didática que propicie uma melhora na produção escrita do gênero textual: narrativa de história; Aplicar atividades de produção de texto escrito do gênero narrativo de história; Verificar o uso das categorias textuais (apresentação, conflito, resolução, seguidas de avaliação ou moral) na produção de texto escrito do gênero textual narrativo de história. O procedimento metodológico é analítico qualitativo com aplicação de uma sequência didática em sala de aula. O material de análise foi coletado de alunos-informantes do 5º ano. Os resultados obtidos indicam que a proposta feita, nesta dissertação, possibilitou-lhes diferenciar em narrativa de relato de narrativa de história; assim como produzirem textos de narrativa de história bem organizados. Concluímos que as estratégias propostas são eficazes e que os professores, de forma geral, têm dificuldades para ensinar a diferença entre narrativa de relato da narrativa de história, por terem pouco conhecimento teórico da questão tratada
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Heikkilä, Sara. "Functions and Strategies : The translation of narrative metaphors in a popular scientific text." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45415.
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The aim of this paper is to describe how functions of metaphors relate to translation strategiesin a translation of a popular scientific article from English to Swedish. The investigation isbased on a close reading of the source and target texts which identifies metaphors of fourdifferent functions: pedagogical, theory-constitutive, decorative and narrative. The methodfor metaphor identification is adapted from Merakchi and Rogers (2013) while the translationstrategies discussed have been borrowed from Toury (2012). These strategies reflect realtranslator behaviour and take into account source and target texts equally. The investigation starts with a quantitative summary of translation strategies which showsthat in the vast majority of cases metaphors exist simultaneously in the source and targettexts, whether it is as ―the same‖ or a ―different‖ metaphor. The qualitative analysis bringsforward that metaphors in general have a narrative function, sometimes in addition to adifferent function. It goes on to show that narrative themes are important to create links i)within the text, ii) to the scientific community and iii) within a wider cultural context, andthat this works for both source and target text independently.
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Khoudary, Rana. "Moving scences: The dynamics of text in the narrative of Arthur Gordon Pym." Thesis, University of Nottingham, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491004.
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Given that Poe's predilection for short forms of fiction is known to have motivated the majority of his writings, the status of The Narrative of Arthur Gordon Pym as his only completed novel forms an interesting development worthy of investigation. One of the most striking features of the novel is the discrepancy between physical phenomena and the protagonist's subjective interpretation of these. This study is concerned with the significance of Pym's perceptions particularly in those episodes which reveal the problematic relationship between appearance and reality evident in the character's constant misreading of events, as well as the tension between these two conflicting elements that underlies the movement of the text.
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Kostouli, Triantafillia. "Resolving conflicts between maxims : a developmental account of narrative text production in Greek." Thesis, University of Edinburgh, 1991. http://hdl.handle.net/1842/19906.
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The work in this thesis illustrates the system underlying narrative text production through a detailed description of the nature and working of the principles that give rise to age-related differences in textual style in Greek. The stated issue is addressed by tracing the way in which event connectivity is realized through the options that Greek language makes available to language producers, Greek schoolchildren (8, 10 and 12 years old) and adults. The data consist of three types of material: a) narrative texts written by Greek schoolchildren and adults on the basis of picture-sequences and on free topics b) readers' responses and c) conversations with the children and their teachers used as a means of capturing their assumptions regarding language use. Differences in text production are accounted for through a system, called 'textural logic', consisting of a number of multiple-interacting first- and second-order pragmatic principles and maxims (including the Gricean maxims) whose operation and interaction represent the logic underlying specific text-building strategies. The crucial issue examined pertains to tensions in textual logic brought about by clashes between the postulated maxims. Conflicts between maxims are shown to be one of the most intricate areas of practical reasoning for much can be learnt about text acquisition processes by examining the way in which different age-groups weight opposing requirements. The resolution of conflicts is described as a problem of decision-making during which the maxims in conflict are weighed not against each other but rather against second-order principles of a socio-culturally specific character. Tellability is proposed to be the highest principle that restores and guarantees the internal coherence of the system of textual logic in Greek. It is within this framework that we trace children's increasing sensitivity to balance the demands of multiple-interacting maxims and to explore their available resources within the limits that socially-transmitted conventions (such as generic conventions) impose on them. The varying choice of principles is shown to lead to distinct communicative strategies and, ultimately, to age-specific textual styles.
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Jardaneh, Said. "AN EXPLORATION OF THE POTENTIALS AND LIMITATIONS OF ADAPTING TRADITIONAL TEXT-BASED NARRATIVE TO INTERACTIVE TECHNOLOGY." Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2519.
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Narrative is expressed in many forms, yet the reading of narrative through books may be unique in its transformative qualities. The medium of books has existed for thousands of years as a primary means of passing down and internalizing narrative from generation to generation. Are books now a dying medium in the face of ever-advancing technology in an increasingly fast-paced and technologically-dependent society? Technology now incorporates narrative into interactive environments in various ways often immersing the user in ever more realistic experiential scenarios. Yet, is something potentially lost with these advancements that can only be afforded through the time-tested method of old-fashioned reading? What makes reading so compelling a medium/activity for personal development? Does experience in these interactive environments offer the same transformative intrinsic experience afforded through the tranquil receptive processing, reflective elaboration and insight offered through the reading of books? This thesis seeks to explore these questions by looking at three major factors that must be considered in furthering our understanding of the potentials and limitations of interactive narrative technologies as they compare to narrative delivered via the established medium of books: 1) theories of self, identity/character, cognitive development and behavior (specifically as these relate to traditional text-based narrative), 2) theory and research associated with narrative transportation and transformation, and 3) current and future efforts to adapt narrative to the medium of interactive technology.M.A.
Department of Liberal and Interdisciplinary Studies
Arts and Humanities
Interdisciplinary Studies MA
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Reimer, Andy Melford. "Miracle-workers and magicians in the Acts of the Apostles and Philostratus' Life of Apollonius of Tyana." Thesis, University of Sheffield, 1999. http://etheses.whiterose.ac.uk/3488/.
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The miracle-workers and magicians we meet in the Greco-Roman world and on the pages of Greco-Roman narratives are among the most difficult characters for modem scholars to understand. While Greco-Roman writers presume their readers will share their socio-cultural script and understand how one distinguishes between a legitimate miracle-worker and an illegitimate magician, this script is lost on modem scholars. Hindered first by absolute definitions for miracle and magic from social anthropology and then by relative definitions from the sociology of knowledge, this thesis calls for a re-engagement of the "historic imagination" with respect to these sorts of characters. In particular, this thesis suggests that a detailed investigation into the operation of characters labelled as performers of miracles or magic can reveal the criteria which distinguished the two in the minds of Greco-Roman Mediterraneans as well as revealing the practical outworking of the criteria themselves. Two narratives are chosen for this task-the canonical Acts of the Apostles, representing a Jewish- Christian angle, and Philostratus' Life of Apollonius of Tyana, representing a pagan angle. Methodologically the study proceeds by converting these narratives into "narrative worlds" and then subjecting the narrative worlds to a social investigation using models suggested by the work of Mary Douglas and Peter Brown. Under the rubric of "gaining power, " "intersecting power, " and "defending power" the two narrative worlds projected by these texts are compared and contrasted with respect to the criteria being used to distinguish miracle-worker from magician. The conclusion reached is that in both texts legitimacy for a mediator of divine power is found especially in demonstrating power without appearing desirous of personal gains. A miracle-worker is successful in this regard; a magician is one who fails in this regard.
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Collier, E. H. "A biographical narrative study exploring mental ill health through the life course." Thesis, University of Salford, 2012. http://usir.salford.ac.uk/32510/.
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This thesis is about people with mental health problems who happen to be older, rather than older people with mental health problems. Health policy that has focused on older people as a category has maintained a narrow focus on recognising depression and dementia, with older people being excluded from mental health policy aimed at adults of working age. This has resulted in age discriminatory practices, but in addition, the unique needs of people who have lived long term with mental ill health into later life have been ignored. Older people have been often conceptualised as consumers of care rather than citizens with aspirations and research about long term experience of mental ill health and recovery commonly excludes older people. This study aimed to redress this marginalisation and lack of knowledge by exploring the experience of long term mental ill health to older age from a strengths perspective congruent with recovery principles. The study is based on a social constructionist epistemology and narrative inquiry methodology. The research questions were: 1) How does living with long term mental ill health affect achievement and 2) How does long term mental ill health affect life in the present? People who were aged over 50 and who had at least 20 years duration of mental ill health that started before the age of 45 were included. Seven people were recruited though posters placed in GP surgeries, leisure centres and libraries and contacts through mental health services. Four women and three men between the ages of 52 and 76 participated. The study develops the curriculum vitae as a research tool, a method unique in mental health research, in order to root the enquiry within participant relevancies and perspectives to ensure that this previously unheard voice is captured. This tool is congruent with a biographical method that informs the development of two personalised interviews and enables the implementation of this method within a recovery (strengths) frame of reference. The resulting individual narratives were interpreted with reference to the principles of over reading and life course theory. A collective text was also developed which discusses the key findings. The novel approach taken in this research study resulted in an original contribution to current knowledge which provides evidence that can be used to challenge beliefs about people who have lived a lifetime with mental ill health. The study revealed a lifelong process where participants returned to their early life in making sense of their experiences. Long term mental ill health appeared to create an environment whereby participants maximised their chances of success by avoiding stress which has a myriad of personally relevant causes. This appeared to be achieved by keeping silent, which, whilst self-protective, nevertheless potentially exacerbated their stress further and resulted in further stressful consequences. In later life the changed sociocultural and personal environment became part of an autobiographical reasoning that sustained self-theory. This created a situation whereby the participants felt better but also worse at the same time, where personal growth co-existed alongside stress burnout but was coupled with a renewed sense of hope in later life. The implications for health and social care are discussed in relation to policy, practice, research and education in the context of age equality, recovery and long term conditions. Recommendations include: to focus on extensive durations of mental ill health as a special characteristic, to review the of use stress assessments and trauma histories in practice and research, for practitioners to establish the hopes and aspirations of older people who come into contact with services and for researchers to examine the presence of hope in older people with long term mental health problems.
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Tseng, Ching-Pin. "Redrawing Taiwanese spatial identities after martial law : text, space and hybridity in the post-colonial condition." Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/7765.
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Colonial powers exert dominance over their subject countries in multiple registers, for example, education and spatial constructions, which foster the colonised other‘s identification with the colonial power centre. Racial and local cultures of subject nations are thus systematically distorted and the transmission of memory through material culture is obscured. Focusing on contemporary Taiwan, this research examines how architectural and ideological strategies were employed by the dominant authorities to consolidate the power centre and explores possible means for shaping Taiwanese spatial subjectivity in the historical aftermath of such situations. The research examines the Formosans‘ ambiguous identification with local cultures and marginal spatial propositions, as well as discussing the inculcation of the 'great Chinese ideology‘ by analysing the teaching materials used in modern Taiwanese primary education. Reviewing aspects of contemporary post-colonial theory, the research explores the spatial implications of Taiwanese post-colonial textual narratives and argues for them as a potential source for the construction of contemporary spatial conditions, as these novels are shaped by an awareness of the importance of local cultures and the voices of marginalised people. The thesis thus suggests that a re-thinking of Taiwan‘s public spaces can be stimulated by spatial metaphors in textual narratives that associate peoples‘ memories of political and local events with spatial images that were previously suppressed. To explore the potential for the generation of space through reference to literary works, this research studies the ‗narrative architecture‘ experiments of the 1970s and 80s and goes on to propose a series of representational media for the construction of spatial narrations in Taiwan. Multiple spatial propositions concerning the island‘s post-colonial condition can be suggested by the visualisation of spatial metaphors that are embedded in Taiwanese textual narratives. At the end of the thesis, two proposals for post-colonial spatial narration are put forward, which transform the spatial propositions latent in the devices developed through a new juxtaposition with existing urban contexts. The intention of the research is to indicate a new urban spatial strategy for Taiwan, one that can allow its people to grasp the multiple layers of their conflicted spatial history while at the same time responding to the ongoing spatial confrontation between the power centre and the voices in the margins.
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Haezewindt, B. P. R. "Guy de Maupassant, craftsman of the narrative text : studies on the 'Contes et Nouvelles'." Thesis, University of Nottingham, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.305352.
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Ghattas, Kai Christian. "Rhythmus der Bilder narrative Strategien in Text- und Bildzeugnissen des 11. bis 13. Jahrhunderts." Köln Weimar Wien Böhlau, 2009. http://d-nb.info/988762838/04.
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Laitinen, Siiri. "Att levandegöra historien : En studie om berättarteknik i historisk utställningstext." Thesis, Mälardalens högskola, Akademin för innovation, design och teknik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-40026.
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Tidigare forskning tyder på att det kan vara svårt att få besökare att ta del av utställningstexter. Studien ifråga undersöker därför hur berättartekniska grepp kan användas för att skapa läsvärda utställningstexter. Det kombinerade design- och forskningsprojektet grundar sig i ett uppdrag från föreningen Kunskapsturism Kafjärden, som vill ha hjälp med att ta fram en populärhistorisk utställningstext om den svenska stormaktstiden och rikskanslern Axel Oxenstierna. I studien undersöktes effekten av de fem berättartekniska greppen anföring, disposition, tempus, bildspråk i form av metaforer och liknelser samt tematiskt fristående adjektiv. Baserat på analyser av användningen av dessa grepp i befintliga utställningstexter, konstruerades två prototyper av en narrativ utställningstext om Axel Oxenstierna. Utprovningar av prototyperna indikerade att en omvänd disposition skapar nyfikenhet att läsa texten, att historiskt presens gör det lättare för läsaren att leva sig in i berättelsen samt att bildspråk och tematiskt fristående adjektiv främjar mottagarens föreställningsförmåga. Typen av anföring verkade däremot inte påverka läsupplevelsen nämnvärt. Resultaten indikerar att berättartekniska grepp har en inverkan på utställningstexters läsvärde och att en viss användning av greppen dessutom kan göra mottagarna mer benägna att läsa texterna. Undersökningen mynnade ut i en gestaltning till Kunskapsturism Kafjärdens utställning om Axel Oxenstierna. Där användes de fem berättartekniska greppen på det sätt som visade sig vara mest intresseväckande i utprovningarna.Previous research suggests that it can be difficult to get visitors to read the texts in an exhibition. Hence, the present study investigates how narration techniques may be used in order to grab readers’ interest and create readable exhibition texts. The combined design and research project was led in collaboration with a Swedish local history association. The design brief was to create an exhibition text for a forthcoming exhibition about 17th century Swedish politician Axel Oxenstierna. The study focused on the effects of five different narration techniques, namely style of speech, discourse structure, tense, figurative language in the form of metaphors and similes, and the use of adjectives. Based on analyses of preexisting exhibition texts, two prototypes of a narrative about Axel Oxenstierna were constructed. Results from user testing then indicated that a reverse discourse structure creates curiosity for the story in question, that present tense facilitates reader involvement into the narrative, and that the use of figurative language and adjectives promotes the creation of mental imagery while reading. The style of speech in the narrative did not seem to have an impact on the reading experience. These results suggest that the narration techniques examined in this study affect the readability of exhibition texts, and that a particular use of these techniques may be preferable in order to get visitors to read the texts. Research findings were then used to create a final version of the narrative exhibition text about Axel Oxenstierna.
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Dickson, C. R. (Charles Richard). "The role and portrayal of the king in the Esther narrative : a narratological-synchronic reading of the Masoretic text of the Esther narrative." Thesis, University of Pretoria, 1999. http://hdl.handle.net/2263/29477.
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O'Neill, Shannon M. Murphy Ferguson Paul Harry. "Sound design and music as part of the adapted and performed text in narrative theatre." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,441.
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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2006.Title from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the degree of Master of Arts in the Department of Communication Studies." Discipline: Communication Studies; Department/School: Communication Studies. Includes 16 supplemental mp3 sound files.
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Burns, Margaret Karch. "The great disconnect how middle school teachers describe their use of expository and narrative text /." Cincinnati, Ohio : University of Cincinnati, 2007. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1196084761.
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Thesis (Master of Education)--University of Cincinnati, 2007.Advisor: Holly Johnson. Title from electronic thesis title page (viewed Feb. 18, 2008). Includes abstract. Keywords: expository, reading instruction, middle school. Includes bibliographical references.
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Winzenz, Marilyn Anne. "Comprehension of extended narrative text: The role of spontaneous mental imagery while reading or listening." Scholarly Commons, 1988. https://scholarlycommons.pacific.edu/uop_etds/3330.
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To investigate the cognitive processes involved in language comprehension, this research examined the role of naturally occurring mental imagery in facilitating college students' understanding of lengthy narrative prose. During hour-long individual interviews, 40 undergraduates read silently or listened to a 1700 word short story. Subjects were asked to free recall as much as they could of the story and to answer higher level comprehension questions which involved verbal reasoning strategies such as inference and drawing conclusions regarding character development and motivation, theme, plot, and personal relevance. Subjects were also asked to describe the mental images they experienced, if any, and to rate the vividness of their mental images. Two instruments designed for this study, the Prose Comprehension Interview and the Mental Imagery Interview, were used to elicit subjects' oral self-reports on their comprehension and use of mental imagery. All subjects reported the existence of mental images, and the number of reported images was related significantly to literal comprehension, as measured by the number of memories reported on the free recall task. The number of reported images was not related significantly to subject responses on higher level comprehension questions. Although listeners reported significantly more images than readers, there was no significant difference between the comprehension of readers and listeners, at either the literal level or the higher levels of comprehension. A content analysis of the images reported by good comprehenders (the 7 top scoring subjects) and poor comprehenders (the 7 bottom scoring subjects) revealed qualitatively, as well as quantitatively different images between the two groups. Good comprehenders not only reported more images, but they also reported abstract, inferential, and objective images more often than did the poor comprehenders, who reported concrete, literal, and subjective images more often. Good comprehenders appeared to distinguish themselves from poor comprehenders by their ability to use their images to reason inferentially, draw conclusions, and make appropriate judgments. The findings of this study suggest that it is not simply the existence and frequency of mental images that facilitate reading and listening comprehension. It appears, instead, that the quality of our mental images, along with the way we reason and make use of our images, also contribute to our comprehension of the written and spoken word.
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BURNS, MARGARET. "THE GREAT DISCONNECT: HOW MIDDLE SCHOOOL TEACHERS DESCRIBE THEIR USE OF EXPOSITORY AND NARRATIVE TEXT." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1196084761.
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Gerrard, Emily Elizabeth. "Picturebooks as visual literacy the influence of illustrations on second-graders' comprehension of narrative text /." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8999.
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Thesis (M.A.) -- University of Maryland, College Park, 2008.Thesis research directed by: Dept. of Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Repaskey, Lisa. "First and Fourth Grade Boys' and Girls' Preferences for and Perceptions about Narrative and Expository Text." Scholarly Repository, 2011. http://scholarlyrepository.miami.edu/oa_dissertations/521.
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This study focused on elementary-aged children’s preferences for and perceptions about narrative and expository text. Preference refers to the children’s choice of reading material for themselves, what they prefer to read. Perception refers to the children’s beliefs about what their same-aged peers would like to read. The current study examined these preferences and perceptions about narrative and expository text through the lens of two distinct frameworks – social constructivism and engaged reading. The current study was a systematic replication and extension of a qualitative study conducted by Chapman, Filipenko, McTavish, and Shapiro (2007). It replicated the original study by conducting it with first grade students, and extended the original study by including fourth grade students. Equal numbers of children in the study were represented at three reading achievement levels (above, on, and below grade level). Two individually administered book preference (Open and Closed) tasks and interviews were administered and analyzed to determine elementary-aged children’s genre preferences and perceptions about narrative and expository text. Qualitative research methods were used to glean an understanding of primary and intermediate students’ preferences and perceptions. The findings suggest that first and fourth grade boys preferred expository text while first and fourth grade girls demonstrated an equal preference for both narrative and expository genres for themselves. At both grade levels, both boys and girls held the perception that boys like expository text and girls like narrative text. There were no differences in terms of preferences or perceptions of both genres among children of different reading achievement levels. There were gender and grade level differences in the number of reasons provided for their book choices with girls providing more reasons than boys and fourth graders providing more reasons than first graders. However, there were not marked differences in the reasons they provided for their choices. Findings are discussed in light of implications for instruction, assessment, and future research.
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Wong, Mei Mei. "Contrastive text analysis : Chinese and English newspaper accounts of fire accidents." HKBU Institutional Repository, 1996. http://repository.hkbu.edu.hk/etd_ra/74.
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Joar, Hedvall, and Claesson Charlie. "Character description by the use of level design and game mechanics : A study on how to convey a character based narrative within a game." Thesis, Uppsala universitet, Institutionen för speldesign, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-260644.
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This study is an investigation of the possibilities to create levels that convey a character and its personal narrative with the use of three level design methods. The used methods are: the use of smaller objects and details to convey information, using the player's personal references and memories and having a clear goal for the player. The results are gathered though qualitative interviews with the participant in the study and examining how participants interpret the narrative in game levels that were designed by using these three level design methods. This study uses the game Project Rewind as test bed, which was partially developed for this thesis purpose. The test result have shown that players took more notice of clusters of smaller visual objects, and memorized interactive objects much better than the stationary objects. They also used their own personal and cultural references, memories and stereotypes when analysing the objects in the levels to create an image of the character presented to them. Based on the results that we received from the interviews we found that having a clear demographic is important when designing a narrative level that needs be easy to understand. This is because of each player's own personal references, certain things can be perceived differently based on the player's references. The test results also show that the three level design methods mentioned can to a certain degree be used to convey a narrative when used to design a level.Denna studie är en utredning av möjligheterna att skapa spelnivåer som förmedlar en karaktär och dess personliga berättelse med användning av tre level design metoder. De använda metoderna är: användning av mindre objekt och detaljer, användning av spelarens personliga referenser och minnen samt att ha ett tydligt mål för spelaren. Resultaten samlas in genom kvalitativa intervjuer med deltagarna i studien och analysera hur deltagarna tolkar berättelsen i spelets nivåer som var designade med hjälp av dessa tre level design metoder. Denna studie använder spelet Project Rewind för testerna, detta spel var delvis utvecklat för denna studiens ändamål. Test resultaten visar att spelaren tog upp mer information genom kluster av mindre visuella föremål, och memorerade interaktiva objekt mycket bättre än de stillastående objekten. De använde också sina egna personliga och kulturella referenser, minnen och stereotyper när de analyserade objekten i nivåerna för att skapa en bild av karaktären presenteras för dem. Baserat på de resultat som vi fått från undersökningen fann vi att det är viktigt att ha ett tydligt demografiskt mål, vilket är viktigt när man utformar en berättelse i en spel nivå som ska vara lätt att förstå. Detta är på grund av varje spelare har sina egna personliga referenser, vissa saker kan uppfattas på olika sätt beroende på vad för referenser man har. Test resultaten visar också att de tre level design metoderna som nämndes tidigare kan till en viss grad bli använda för att förmedla ett narrativ när man använder dem för att designa en nivå.
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Stephens, Wendy Steadman. "The Influence of Engagement with Graphic Narrative Text Formats on Student Attitudes Towards the School Library." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc700038/.
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Comics, graphic novels, and manga differ appreciably from textual narrative formats, and materials with increasingly visual elements have found their way into progressive and student-centered library collections. But many educators and librarians still resist inclusion of graphic narratives in school libraries and devalue the reading practice of students who prefer more visual texts. Using the framework of radical change, which posits that both text conventions and reader expectations for text are increasingly multimodal as they possess characteristics of evolving digital media, this study considered the relationship of the characteristics of text individual students prefer, particularly those they select from the school library, and their attitudes towards aspects of reading practice as evidenced through the Adolescent Motivation to Read Profile instrument. Survey data was supplemented with circulation history from the library management system to inform a correlational study punctuating attitudinal differences based on reader preferences. Findings include high school students who engage with graphic narrative text formats reporting more favorable views of libraries and reading. There is a demonstrable distinction in attitudes between students who prefer more visual text when compared with peers with more traditional print affinities. Student engaging with graphic narrative texts also report more frequent engagement with text overall. These demonstrated relationships should help to legitimize the inclusion of more graphic narrative text formats in school library collections.
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Nobile, Gislaine Gasparin. "Efeitos de intervenção em habilidades metatextuais na produção escrita de textos narrativos." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/59/59141/tde-13122017-112314/.
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A metacognição diz respeito ao conhecimento que se adquire sobre o próprio pensamento e à possibilidade de utilizar esse conhecimento, monitorando, o próprio indivíduo, o seu desempenho, favorecendo, dessa forma, o alcance de melhores resultados na realização de diversas tarefas. As habilidades metalinguísticas podem ser entendidas como um aspecto da metacognição; nesse caso, o aprendiz desenvolve conhecimentos que lhe permitem realizar um controle consciente e intencional sobre diferentes aspectos da linguagem, contribuindo para a aprendizagem da leitura e escrita. Dentre essas habilidades, destaca-se a consciência textual, também denominada habilidade (s) metatextual (is), na qual a unidade de análise e reflexão é o texto, o foco está em sua estrutura, partes constituintes, convenções e marcadores, sendo o objeto da presente pesquisa. Dessa forma, o objetivo geral deste estudo foi verificar a eficácia de sessões de intervenção visando ao desenvolvimento da habilidade metatextual sobre a escrita de histórias em duas situações de produção textual: livre e reprodução escrita. Objetivou-se também analisar os efeitos da intervenção sobre as habilidades metatextuais referentes ao conhecimento explícito da estrutura do texto narrativo, bem como verificar a estabilidade dos possíveis efeitos dessa intervenção ao longo do tempo. Participaram do estudo 97 alunos cursando o 4º e 5º ano do ensino fundamental de uma escola pública na cidade de Ribeirão Preto SP. Após todos os alunos realizarem o pré-teste, constituído por uma produção de texto sobre tema livre, uma produção de texto baseada na reprodução escrita de uma história ouvida (reescrita) e a aplicação de um questionário para avaliar o nível da habilidade metatextual, os mesmos foram divididos aleatoriamente em grupo controle (GC) e grupo experimental (GE). Enquanto o GE passou por quatro sessões com o intuito de desenvolver conhecimentos explícitos sobre a estrutura narrativa de histórias, o GC continuou em sala de aula, realizando suas atividades curriculares normais. Após a intervenção, foram aplicadas tarefas equivalentes ao pré-teste (pós-teste 1) nos dois grupos e, posteriormente o GC passou pela mesma intervenção do GE, realizando-se o segundo pós-teste. Nas análises das produções textuais, foram adotados níveis de pontuações, para avaliação da elaboração da estrutura narrativa. Os questionários foram pontuados em função do conhecimento explícito da estrutura narrativa de histórias. Os dados foram analisados quantitativamente, por meio da aplicação de testes estatísticos, análises descritivas e inferenciais. Os resultados indicaram um efeito favorável à intervenção referente às habilidades metatextuais, avaliadas pelo questionário, porém essa melhora não se refletiu de modo significativo nas produções de texto, sobretudo nas reescritas. Referente às produções livres, observou-se melhoras significativas apenas nos alunos do GC, após a intervenção postergada. Discutem-se possíveis razões que podem ter contribuído para minimizar os efeitos esperados com a intervenção, entre elas o pequeno número de sessões de intervenção e a diferença entre conhecimento e controle metacognitivo, no que se refere às habilidades metatextuais.Metacognition refers to the knowledge acquired about one\'s own thinking and the possibility of using this knowledge, monitoring the individual yours own performance, thus favoring the achievement of better results in performing various tasks. Metalinguistic skills can be understood as an aspect of metacognition; in this case, the learner develops knowledge that allows him to perform a conscious and intentional control over different aspects of the language, contributing to the learning of reading and writing. These skills include textual awareness, also called metatextual ability (ies), in which the unit of analysis and reflection is the text, the focus is on its structure, constituent parts, conventions and markers, the object of this research. Thus, the general objective of this study was to verify the effectiveness of intervention sessions aiming at the development of metatextual ability on the writing of stories in two situations of textual production: free theme and written reproduction. Another objective of this study was to analyze the effects of the intervention on the metatextual abilities related to the explicit knowledge of the structure of the narrative text, as well as to verify the stability of the possible effects of this intervention over time. The sample was composed by 97 students enrolled in the 4th and 5th degree of an elementary public school in a public school in the city of Ribeirão Preto - SP. After all the students perform the pretest, consisting of a text production on a free theme, a text production based on the written reproduction of a heard story (rewritten) and the application of a questionnaire to evaluate the level of metatextual ability, the same ones were randomly separated into control (CG) and experimental (GE) groups. While the GE took part in four sessions with the purpose of developing explicit knowledge about the narrative structure of stories, the GC continued in the classroom, performing its normal curricular activities. After the intervention, tasks equivalent to the pretest (post-test 1) were applied in both groups and, afterwards, the GC underwent the same intervention of the GE, and the second post-test was performed. The analyzes of the textual productions was made adopting, levels of scores to evaluate the elaboration of the narrative structure of the texts. The questionnaires were punctuated by the explicit knowledge of the narrative structure of stories. The data were analyzed quantitatively, through the application of statistical tests, descriptive and inferential analyzes. The results indicated a favorable effect to the intervention regarding the metatextual abilities, evaluated by the questionnaire, but this improvement was not reflected in a significant way in the text productions, especially in the rewriting. Regarding the free texts, significant improvements were observed only in the GC students, after the delayed intervention. Possible reasons are discussed that may have contributed to minimize the expected effects with the intervention, among them the small number of intervention sessions and the difference between knowledge and metacognitive control, as far as metatextual skills are concerned.
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Marmolejo-Ramos, Fernando University of Ballarat. "The comprehension of emotions in narrative texts : the role of embodied knowledge." University of Ballarat, 2007. http://archimedes.ballarat.edu.au:8080/vital/access/HandleResolver/1959.17/12824.
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"This work explores how current embodied theories of cognition can account for the comprehension of narrative texts. Theoretically, this thesis develops a framework for the study of narrative text comprehension by linking current advances in embodied theories of cognition, discourse processing, and neurosciences. Experimentally, two experiments are reported in which participants were required to read passages of text implying emotional states. The coherence of critical sentences in relation to the preceding text was manipulated in terms of both the emotional adjectives used and the sensory-motor component. In the first experiment, three tasks were used to index the effect of the manipulations on the critical sentences. The first was an on-line naming task in which response times to name emotional labels which matched the implied emotional state of the texts were recorded. [...] The second experiment used backward masking in the naming task with the aim of providing a more sensitive index of the effect of the text manipulations on on-line processing."Master of Applied Science by research
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Marmolejo-Ramos, Fernando. "The comprehension of emotions in narrative texts : the role of embodied knowledge." University of Ballarat, 2007. http://archimedes.ballarat.edu.au:8080/vital/access/HandleResolver/1959.17/14631.
Full textAbstract:
"This work explores how current embodied theories of cognition can account for the comprehension of narrative texts. Theoretically, this thesis develops a framework for the study of narrative text comprehension by linking current advances in embodied theories of cognition, discourse processing, and neurosciences. Experimentally, two experiments are reported in which participants were required to read passages of text implying emotional states. The coherence of critical sentences in relation to the preceding text was manipulated in terms of both the emotional adjectives used and the sensory-motor component. In the first experiment, three tasks were used to index the effect of the manipulations on the critical sentences. The first was an on-line naming task in which response times to name emotional labels which matched the implied emotional state of the texts were recorded. [...] The second experiment used backward masking in the naming task with the aim of providing a more sensitive index of the effect of the text manipulations on on-line processing."Master of Applied Science by research
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Alves, Roberta Caroline Vesu [UNESP]. "Aboutness em Análise Documental de textos literários infanto-juvenis: perspectivas para o aprimoramento da representação de conteúdo." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/136373.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)
A necessidade de recuperação da informação do texto narrativo ficcional infanto-juvenil levou ao desenvolvimento de pesquisa que abordou a identificação de temas, considerando aboutness e a etapa analítica da Análise Documental de Conteúdo. Tornou-se necessário efetivar os meios de representação desses textos para fins de recuperação com a etapa sintética da Análise Documental de Conteúdo, por meio do desenvolvendo do produto informacional resumo, contendo elementos do texto importantes e que respondam as necessidades informacionais de usuários potenciais. O problema de pesquisa identificado consistiu em como representar o conteúdo do texto narrativo ficcional infanto-juvenil em resumos, considerando sua estrutura textual e o aboutness proveniente do texto? A hipótese é de que a representação dos textos narrativos ficcionais infanto-juvenis em resumo deve adaptar a estrutura, a temática ou aboutness e os elementos característicos do texto narrativo ficcional para o texto do resumo. A tese consistiu em que os fundamentos teóricos do Percurso Gerativo de Sentido, Semiótica Greimasiana e Teoria da Narrativa contribuíram para subsidiar os elementos macroestruturais e superestruturais importantes a serem usados de modo adaptado nos resumos dos textos narrativos ficcionais infanto-juvenis. A proposição consistiu no estudo dos fundamentos teóricos para elaboração de resumos de textos narrativos ficcionais infanto-juvenis em Análise Documental de Conteúdo, e dos elementos macroestruturais e superestruturais da Linguística Textual, do aboutness proveniente do Percurso Gerativo de Sentido advindo da Análise do Discurso e Semiótica Greimasiana, e dos elementos que caracterizam o texto narrativo ficcional da Teoria da Narrativa. Objetivou-se desenvolver procedimentos de elaboração de resumos de textos narrativos ficcionais infanto-juvenis, no âmbito da Análise Documental de Conteúdo, para fins de representação de seus aspectos estruturais, temáticos ou de aboutness e característicos, entendidos por meio do Percurso Gerativo de Sentido, Semiótica Greimasiana e Teoria da Narrativa. Utilizou-se a metodologia de estudo exploratório, que permitiu analisar diferentes teorias, de diferentes áreas do conhecimento, para o desenvolvimento de procedimentos de elaboração de resumos, a fim de aplicar esses procedimentos em amostra de textos narrativos ficcionais infanto-juvenis. Verificou-se que os procedimentos de elaboração de resumos de textos narrativos ficcionais infanto-juvenis devem considerar a representação segundo os aspectos do conteúdo e estrutura do texto para recuperação da informação, que consistiram em temáticas, personagem, espaço, tempo da história, tipo de narrador, tempo da narrativa e tipos de gêneros literários. A seleção desses elementos textuais norteou os procedimentos de leitura e representação, pois, são procedimentos complementares que têm em comum a utilização dos aspectos importantes da superestrutura e macroestrutura, além do apoio de estratégias metacognitivas. A aplicação dos procedimentos propostos de elaboração de resumos na amostra considerou a adaptação da estrutura e temática dos textos narrativos ficcionais infanto-juvenis para os resumos. Verificou-se ainda que os procedimentos de representação em resumos de textos narrativos ficcionais infanto-juvenis puderam ser desenvolvidos, considerando o embasamento teórico e os procedimentos propostos, respeitando a estrutura e aboutness advindos do texto.
The need to retrieve information of infant-juvenile fictional narrative text led to the development of research that discussed the identification of themes considering aboutness and analytical phase of Documentary Content Analysis. It was necessary to bring about ways of representing those texts for retrieval with the synthetic phase of Documentary Content Analysis, by means of developing the informational product abstract, containing important text elements and answer for information needs of potential users. The problem of the research is how to represent the content of infant-juvenile fictional narrative text in abstracts, considering their textual structure and aboutness from the text? The hypothesis is that the representation of infant-juvenile fictional narrative text in abstract requires adapted structure, theme or aboutness and the characteristic elements of fictional narrative text for the text of the abstract. The thesis considered that the theoretical foundations of the Generative Sense Course, Greimasian Semiotic and Theory of Narrative contributed to subsidize the important macro structural and super structural elements to be used in an adapted way in abstracts of infant-juvenile fictional narrative text. The proposition consisted in the study of theoretical foundations for elaboration of abstracts of infant-juvenile fictional narrative text in Documentary Content Analysis, and macro structural and super structural elements of Text Linguistics, aboutness from the Generative Sense Course, arising from Discourse Analysis and Semiotic Greimasian, and elements that characterize fictional narrative text of the Narrative Theory. The goal was to develop procedures of infant-juvenile fictional narrative text abstracts, in the range of the Documentary Content Analysis for representation of their structural, thematic or aboutness and characteristic aspects, understood through the Generative Sense Course, Greimasian Semiotic and Theory of Narrative. The exploratory study methodology, which allowed analysis of different theories from different knowledge areas, was used to develop procedures for abstracts elaboration, in order to apply these procedures in sample of infant-juvenile fictional narrative text. The elaboration procedures of abstracts for infant-juvenile fictional narrative text should consider the representation according to the aspects of text structure and content for information retrieval of theme, character, story space, story time, narrator, time of narrative and types of literary genres, should also be considered. The selection of these textual elements guided the reading and representation procedures, for they are complementary procedures that have in common the use of the important aspects of the superstructure and macrostructure, besides the support of metacognitive strategies. The application of procedures for elaboration of abstracts in the sample considered the adjustment of structure and theme for these abstracts of infant-juvenile fictional narrative text. Procedures for representation in abstracts for youth fictional narrative text could be developed, considering theoretical basis and proposed procedures, respecting the structure and aboutness following the text.
FAPESP: 2012/24229-4