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Journal articles on the topic 'Paragraphos'

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Author: Grafiati
Published: 11 March 2023

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1

Krans, Jan. "Paragraphos, Not Obelos, in Codex Vaticanus." New Testament Studies 65, no. 2 (February 22, 2019): 252–57. http://dx.doi.org/10.1017/s0028688518000450.

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There are serious problems with P. Payne's discussion of ‘distigmai’ in Codex Vaticanus, and more in particular with his identification and interpretation of so-called ‘distigme-obelos’ combinations. The ‘distigmai’ remain elusive and any ‘distigme-obelos’ is coincidental.
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2

Pastuszko, Marian. "Czas i miejsce sprawowania Eucharystii." Prawo Kanoniczne 35, no. 1-2 (June 5, 1992): 129–88. http://dx.doi.org/10.21697/pk.1992.35.1-2.08.

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Praesens studium ex proemio, duabus partibus, conclusione et argumento lingua latina exarato constat. In proemio canones 931-933 Codicis Juris Canonici Romani Pontificis Joannis Pauli ll huius studii obiectum esse, dicitur. Pars prima in paragraphum primam de die et in paragraphum alteram de hora celebrationis et distributionis Sanctissimae Eucharistiae subdividitur. Ad normam can. 931 Sanctissimae Eucharistiae tam celebratio quam distributio fieri potest qualibet die et hora, iis exceptis, quae secundum liturgicas normas excluduntur. Pars altera de loco celebrationis et distributionis Sanctissimae Eucharistiae tractat et subdividitur in tres paragraphi. - Paragrahus prima de celebratione et distributione Sanctissimae Eucharistiae in loco sacro, docet. Ad normam can. 932 § 1 et § 2 celebratio Eucharistiae cum distributione Sacrae Communionis ordinariis in circumstantiis in loco sacro peragitur. - Paragraphus altera de Sanctissimae Eucharistiae celebratione extra locum sacrum enarrat. Juxta can. 931 § 1 et § 2 Eucharisticae celebratio extra locum sacrum solummodo in casu particulari cum necessitas id postulet, peragitur. - Tertia et iam ultima paragrapho - de celebratione Sanctissimae Eucharistiae in templo alicuius Ecclesiae aut communitatis ecclesialis plenam communionem cum Ecclesia Catholica non habentium tractat. Vi can. 933 eiusmodi celebratio Eucharisticae solummodo de licentia ordinarii loci, iusta de causa et remoto scandalo fieri potest. In conclusione auctor scribit, quod vigens ius de tempore et loco celebrationis et distributionis Sanctissimae Eucharistiae mitius est quam ius in Codice luris Canonici 1917 anni contentum.
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3

Turini, Sandro. "La dottrina del laicato come dimensione informatrice del rapporto Chiesa-Mondo nel Concilio Vaticano II." Ius Canonicum 12, no. 24 (April 13, 2018): 57–84. http://dx.doi.org/10.15581/016.12.21375.

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Hoc studium de doctrina laicorum oppetit quaestionem relationum Ecclesiae et mundi lumini praeceptorum Conci1ii, sumens nucleum investigationis doctrinam laicorum in rebus saeculi. Fundamentale pondus humanae personae laicique ut talis, praeter fidelem, in Concilio Vaticano Il hunc proprium prospectum exigit. In primis paragraphum IIl, «De laicis et de personae humanae dignitate», agit de mutua conexione atque intelligentia duorum thematum etsi se contineat problematibus libertatis religiosae. Thema autem personae humanae,. media Concilii declaratio, in hoc paragrapho non examinatur quamquam adsit rector totius operis valde nexum cum themate laicorum. Alterum est elementum singulare quamvis summa investigatione situm, repraesentatum re pluralismi (socialis religiosique) in quo auctor vult ostendere momentum vi Ecclesiae in mundo profectionis magis quam adventus tantum cogitationis Ecclesiae; et eminent aliquae ulteriores conexiones thematum humanae personae, laicorum et pluralismi, quorum maiores derivationes disseruntur in paragraphis IV et V, de Statu Internationalique communitate; restructuratio primi et magna evolutionis potentia secundi summum exitus sunt plurallsmi et activitatis hominum eam animantium. Eminet in primis in paragrapho IV peculiaris activitas laicorum ordine internationali et munus «creativum» quod in tale contextu possit habere haec activitas, ad Ecclesiam ducem malentem loqui hominibus quam nationibus. Hoc sensu (par. IV) interpretat auctor viam individualem ut primariam ET secundariam institutionalem. Ceterum restructurationi Status explicationes et indications quaerunt, inter eas rationem agendi Concilli in confesionalitatis Stati themate. Denique parag. VI conatur evidentia facere problemata et consequtiones laicorum in rebus saeculi, his conexis cum supra dictis ut coordinentur. Opus experitur facere continuationem conceptuum quae in miscendis et concatenandis thematibus singularibus permittat eminere profundam signüicationem relationum praesentium Ecclesiae et mundi in omnibus suis implicationibus valde praecipuis.
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4

Brault, Jacques. "Paragraphes." Études françaises 35, no. 2-3 (1999): 131. http://dx.doi.org/10.7202/036146ar.

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5

Acker, Kathy. "Paragraphs." Journal of the Midwest Modern Language Association 28, no. 1 (1995): 87. http://dx.doi.org/10.2307/1315245.

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6

Bekele, Getachew, Tamiru Olana, and Sherif Ali. "Effect of Critical Thinking-infused Paragraph Writing Instruction on University First-year Students’ Argumentative Paragraphs Writing Performance." East African Journal of Education Studies 5, no. 1 (April 19, 2022): 170–81. http://dx.doi.org/10.37284/eajes.5.1.624.

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The purpose of this study was to investigate the effect of critical thinking-infused paragraph writing instruction on university first-year students’ argumentative paragraph writing performance. In order to achieve the purpose, two randomly selected intact classes with 31 and 32 participants were involved in the study as a non-treatment group and a treatment group respectively. The treatment group was provided with critical thinking-infused paragraph writing instruction, but the non-treatment group received a conventional paragraph writing instruction. The embedded design was employed in the study since it was mainly conducted using quantitative data gathered through tests before and after the intervention, and a semi-structured interview was also employed to gather data about the treatment from some randomly selected participants in the treatment group. The quantitative data were entered into SPSS version 20 and analysed using descriptive statistics and one-way between groups ANCOVA while the qualitative data were analysed by narrating the reactions of the randomly selected participants using words. The one-way ANCOVA results for argumentative paragraph writing performance scores F (1, 60) = 106.555, p = 0.000, partial Eta squared = 0.640) showed that there was statistically a significant difference between the non-treatment and the treatment groups in their argumentative paragraph writing performance due to the intervention (Critical thinking-infused paragraph writing instruction). The interview analysis result also revealed that the intervention guided participants in the treatment group to perform better while they wrote argumentative paragraphs. Thus, it was recommended that EFL instructors, curriculum (syllabus) designers, and material developers need to integrate critical thinking instruction into argumentative paragraph writing lessons in order to promote first-year students’ argumentative paragraph writing performance.
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7

Marranca, Bonnie. "Remaining Paragraphs." Contemporary Theatre Review 25, no. 1 (January 2, 2015): 133–34. http://dx.doi.org/10.1080/10486801.2015.992614.

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8

Musto, Marcello. "OS MANUSCRITOS ECONOMICO-FILOSÓFICOS DE 1844 DE KARL MARX: dificuldades para publicação e interpretações críticas." Caderno CRH 32, no. 86 (November 4, 2019): 399. http://dx.doi.org/10.9771/ccrh.v32i86.25803.

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<div><p class="trans-title"><span>Os Manuscritos econômico-filosóficos de 1844 constituem um dos escritos de Karl Marx mais célebres e difundidos em todo o mundo. Todavia, este texto, tão debatido e tão presente nos debates marxistas permaneceu desconhecido por muito tempo. As leituras instrumentais, que um e outro grupo fizeram sobre os Manuscritos econômico-filosóficos de 1844, são um claro exemplo de como a obra de Marx tenha sido constantemente objeto de conflitos teórico-políticos. Para melhor evidenciar tal realidade, o segundo e o terceiro parágrafo deste artigo reconstroem as dificuldades editoriais ligadas à sua publicação. Os parágrafos quarto, quinto e sexto apresentam, no entanto, uma breve resenha. Uma análise filológica dos Manuscritos econômico-filosóficos de 1844 foi desenvolvida no sétimo e oitavo parágrafos, tendo por base a nova edição históricocrítica MEGA. Na conclusão, segue uma tabela que reconstrói a cronologia da elaboração dos manuscritos e dos cadernos de extratos do período.</span></p><p class="trans-title"> </p><p class="trans-title"><strong>THE ECONOMIC AND PHILOSOPHIC MANUSCRIPTS OF 1844 BY KARL MARX: publishing difficulties and critical interpretations</strong></p><p>The Economic and Philosophic Manuscripts of 1844 constitute one of Karl Marx’s most renowned and widespread writings worldwide. However, this much debated and present in the Marxist debates’ text, remained unknown for a long time. The instrumental readings which different groups made on the Economic and Philosophic Manuscripts of 1844 are a clear example of how Marx’s work was constantly the object of theoretical-political conflict. To better highlight this reality, the second and third paragraphs of this article reconstruct the editorial difficulties associated with its publication. The fourth, fifth and sixth paragraphs, however, provide a brief review. A philological analysis of the Economic and Philosophic Manuscripts of 1844 based on the new historical-critical MEGA edition was developed in the seventh and eighth paragraphs. In the conclusion, follows a table that reconstructs the chronology of the elaboration of the manuscripts and notebooks of excerpts of the period.</p><p><strong>Key words: </strong>EPM of 1844; Young Marx; Marxism; Alienation; MEGA</p><p class="trans-title"> </p></div><div><p class="trans-title"><strong>LES MANUSCRITS ÉCONOMICO-PHILOSOPHIQUES DE KARL MARX DE 1844: Les difficultés pour l’édition et les interprétations critiques</strong></p><p>Les manuscrits économico-philosophiques de 1844 constituent l’un des écrits les plus célèbres et les plus répandus de Karl Marx dans le monde. Ce texte si controversé et si présent dans les débats marxistes est cependant resté longtemps méconnu. La compréhension des textes des Manuscrits économico-philosophiques de 1844, réalisée par l’un ou l’autre groupe, montre bien la manière dont les travaux de Marx ont constamment fait l’objet de conflits théorico-politiques. Pour mieux souligner cette réalité les deuxième et troisième paragraphes de cet article reconstituent les difficultés de rédaction liées à la publication de son œuvre. Les quatrième, cinquième et sixième paragraphes en présentent toutefois un bref aperçu. Une analyse philologique des Manuscrits économico-philosophiques de 1844 est présentée dans les septième et huitième paragraphes sur la base de la nouvelle édition historique et critique MEGA. Dans la conclusion un tableau reconstruit la chronologie de l’élaboration des manuscrits et des cahiers d’extraits de la période.</p><p><strong>Key words: </strong>Manuscrits économico-philosophiques de 1844; le jeune Marx; Aliénation; MEGA</p><p class="trans-title"><strong><br /></strong></p></div>
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9

Krause, Maureen T., and Peter Newmark. "Paragraphs on Translation." Modern Language Journal 78, no. 2 (1994): 269. http://dx.doi.org/10.2307/329050.

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10

TAYLOR, PETER J. "BEYOND FIRST PARAGRAPHS…" Tijdschrift voor Economische en Sociale Geografie 84, no. 2 (April 1993): 100–102. http://dx.doi.org/10.1111/j.1467-9663.1993.tb00638.x.

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11

Epstein, Pamela. "‘VILLAINOUS LITTLE PARAGRAPHS’." Media History 18, no. 1 (February 2012): 21–32. http://dx.doi.org/10.1080/13688804.2011.632197.

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12

Dawson, J. H. "Writing Effective Paragraphs." Weed Technology 7, no. 2 (June 1993): 536. http://dx.doi.org/10.1017/s0890037x00028037.

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13

Messuri, Kristin. "Writing Effective Paragraphs." Southwest Respiratory and Critical Care Chronicles 4, no. 15 (July 14, 2016): 86. http://dx.doi.org/10.12746/swrccc.v4i15.290.

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Taking a methodical approach to constructing paragraphs can improve clarity and organization in medical writing. This article describes a typical model for paragraph structure, explains the significance of coherence and cohesion, and recommends revision strategies.
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14

Hofmann, Thomas R. "Paragraphs, & anaphora." Journal of Pragmatics 13, no. 2 (April 1989): 239–50. http://dx.doi.org/10.1016/0378-2166(89)90093-3.

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15

Yu, Xiu. "An Analysis of Effective Paragraphs and Ways of Developing Paragraphs." Theory and Practice in Language Studies 7, no. 9 (September 1, 2017): 804. http://dx.doi.org/10.17507/tpls.0709.13.

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This paper aims to analyze qualities of effective paragraphs and ways of developing paragraphs. Through the analysis, it is hoped that English learners can know more about paragraphs so that they can write more impressive and effective paragraphs.
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16

Coleman, Edwin. "Paragraphy." Information Design Journal 6, no. 2 (January 1, 1990): 131–46. http://dx.doi.org/10.1075/idj.6.2.02col.

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Paragraphy, the use of signs such as footnotes, layout, format, advance organisers and other marginalia of written text, has not been conceptualised as a system with specific semiotic functions. It is one of four interacting sign-systems at work in the constitution and use of mathematical text, where its importance has been overlooked. The main functions of paragraphy in any kind of text are text articulation and grounding. In the case of mathematics, these make essential contributions to the objective and certain character of its truths.
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17

Chuenchaichon, Yutthasak. "An Error Analysis of Written English Paragraphs at Lexical, Syntactic, and Paragraph Levels Made by Thai EFL Non-English Major Students." 3L The Southeast Asian Journal of English Language Studies 28, no. 2 (June 29, 2022): 96–108. http://dx.doi.org/10.17576/3l-2022-2802-07.

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18

McDonough, Kim, and César García Fuentes. "The Effect of Writing Task and Task Conditions on Colombian EFL Learners’ Language Use." TESL Canada Journal 32, no. 2 (November 30, 2015): 67. http://dx.doi.org/10.18806/tesl.v32i2.1208.

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This classroom study examines whether English L2 writers’ language use differs depending on the writing task (operationalized as paragraph type), and task con- ditions (operationalized as individual or collaborative writing). The texts written by English L2 university students in Colombia (N = 26) in response to problem/ solution and cause/effect writing tasks were compared in terms of analytic ratings, use of target grammatical clauses, and accuracy. Approximately half of the students wrote individually while the other half collaborated in pairs. Results indicated that the writing task was a significant factor, with cause/effect para- graphs rated higher and having more target clauses than the problem/solution paragraphs. Task condition was also a significant factor, with collaborative texts more accurate than individual texts. Implications for L2 writing pedagogy are highlighted. Cette étude s’est déroulée dans une salle de classe et a examiné dans quelle mesure l’utilisation de la langue par des étudiants d’ALS varie selon la tâche d’écri- ture (types de paragraphe) et les conditions de la tâche (travail individuel ou en groupe). Des étudiants d’ALS dans une université en Colombie (N=26) ont rédigé des textes cause-effet et problème-solution. Nous avons comparé leurs textes en fonction d’éléments analytiques, de l’emploi de propositions grammaticales ciblées et de l’exactitude. Environ la moitié des étudiants ont écrit de façon individuelle; les autres ont rédigé en groupe. Les résultats indiquent que la tâche d’écriture constitue un facteur significatif, les paragraphes cause-effet ayant reçu de meil- leures évaluations et comportant plus de propositions ciblées que les paragraphes problème-solution. Les conditions de la tâche se sont aussi avérées être un facteur significatif, les textes collaboratifs étant plus précis que les textes écrits individuel- lement. Les implications pour l’enseignement de l’écriture en L2 sont exposées.
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19

Gray, John Ayric. "Paragraphs in medical writing." AME Medical Journal 4 (June 2019): 28. http://dx.doi.org/10.21037/amj.2019.05.02.

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20

Spies, Claudio. "Two Apparently Disparate Paragraphs." Music Theory Spectrum 34, no. 1 (April 2012): 25. http://dx.doi.org/10.1525/mts.2012.34.1.25.

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21

Hagen, Hans, and Idris Samawi Hamid. "Oriental TeX: Optimizing Paragraphs." Zpravodaj Československého sdružení uživatelů TeXu 27, no. 1-2 (2017): 64–97. http://dx.doi.org/10.5300/2017-1-2/64.

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22

Mahrer, Kenneth D. "Cohesive paragraphs, Part 2." Leading Edge 20, no. 10 (October 2001): 1128. http://dx.doi.org/10.1190/1.1487243.

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23

Mahrer, Kenneth D. "Cohesive paragraphs, Part 1." Leading Edge 20, no. 8 (August 2001): 839–67. http://dx.doi.org/10.1190/1.1487292.

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24

Imber, Jonathan B. "Editor’s column: Two paragraphs." American Sociologist 27, no. 1 (March 1996): 3. http://dx.doi.org/10.1007/bf02691993.

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25

Kremenak, Nellie W. "Paragraphs need structure too!" Journal of Prosthodontics 11, no. 2 (June 2002): 151. http://dx.doi.org/10.1053/jpro.2002.125404.

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26

Rothblatt, Sheldon. "Thinking In Perfect Paragraphs." Minerva 45, no. 4 (October 25, 2007): 445–58. http://dx.doi.org/10.1007/s11024-007-9059-6.

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27

Ghazanfari, Mohammad, Sahar Zahed Alavi, and Zargham Ghabanchi. "The Relationship Between Types Of Paragraphs And Topic Progression Used In Paragraphs Written By Iranian EFL Students." Journal of International Education Research (JIER) 7, no. 4 (August 14, 2013): 39–46. http://dx.doi.org/10.19030/jier.v7i4.8003.

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Using Lautmattis (1978) framework, this study examines the types of topic progression techniques used in 120 paragraphs written by 40 Iranian undergraduate students. Each student was asked to write three types of paragraphs; namely, those of comparison and contrast, cause-effect, and chronology. The present study investigates the relationship between the types of paragraphs and types of topic progression techniques used in them. As the results of the Chi-square test show, there is a relationship between types of paragraphs and types of topic progression techniques. In paragraphs of comparison and contrast, sequential progression (38.44%); in paragraphs of cause-effect, sequential progression (34.72%); and in paragraphs of chronology, extended parallel progression (35.52%) were the most frequently used types of topic progression.
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28

Murata, Masaki, Satoshi Ito, Masato Tokuhisa, and Qing Ma. "Order Estimation of Japanese Paragraphs by Supervised Machine Learning and Various Textual Features." Journal of Artificial Intelligence and Soft Computing Research 5, no. 4 (October 1, 2015): 247–55. http://dx.doi.org/10.1515/jaiscr-2015-0033.

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Abstract In this paper, we propose a method to estimate the order of paragraphs by supervised machine learning. We use a support vector machine (SVM) for supervised machine learning. The estimation of paragraph order is useful for sentence generation and sentence correction. The proposed method obtained a high accuracy (0.84) in the order estimation experiments of the first two paragraphs of an article. In addition, it obtained a higher accuracy than the baseline method in the experiments using two paragraphs of an article. We performed feature analysis and we found that adnominals, conjunctions, and dates were effective for the order estimation of the first two paragraphs, and the ratio of new words and the similarity between the preceding paragraphs and an estimated paragraph were effective for the order estimation of all pairs of paragraphs.
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Wade, Derick. "Introductory paragraph." Clinical Rehabilitation 25, no. 7 (June 22, 2011): 578. http://dx.doi.org/10.1177/0269215511414311.

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30

Ginting, Indri Kristine br, Erikson Saragih, and Jontra Jusat Pangaribuan. "THE CORRELATION BETWEEN STUDENTS’ VOCABULARY MASTERY AND ABILITY IN ARRANGING NARRATIVE PARAGRAPHS AT SMA SWASTA SANTO PETRUS MEDAN." Kairos English Language Teaching Journal, June 16, 2020, 130–43. http://dx.doi.org/10.54367/kairos.v1i3.718.

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This study attempts to investigate the correlation between students‟ vocabulary mastery and ability in arranging narrative paragraphs. The research approach was quantitative. The research method was descriptive. The research design of this study was a correlational design. The population of this study was second grade students of SMA Swasta Santo Petrus Medan totaling to 118 of three parallel classes. The sample of this research was the class XI MIA totaling to 38 students. The instrument of collecting the data were vocabulary test and arranging narrative paragraphs test and split half formula was used to obtain the reliability of the test. The data was analyzed by using Pearson Product Moment formula. From this study it was found that robserved is higher than rtable (0.881>0.413). It means that null hypothesis is rejected and Alternative hypothesis is accepted. As the conclusion, there is very strong correlation between students‟ vocabulary mastery and ability in arranging narrative paragraphs at SMA Swasta Santo Petrus Medan in Academic Year of 2016/2017.
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Dobson, James, and Scott Sanders. "Distant Approaches to the Printed Page." Digital Studies/le champ numérique (DSCN) Open Issue 2022 12, no. 1 (May 5, 2022). http://dx.doi.org/10.16995/dscn.8107.

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Laurence Sterne’s novel – The Life and Opinions of Tristram Shandy, Gentlemen – includes a tongue-and-cheek moment that prefigures distant reading. Near the end of the sixth volume, the narrator represents uncle Toby’s story as a meandering line with unexpected twists and predictable turns. The narrator’s precise line is inserted between two paragraphs. Its shape reminds the reader of the book’s tangential plot. But it also brings the reader back to the material contours of the story. It is a story that comes into being from the organization of lines and paragraphs on the printed page. The narrator’s precise line exists as a material object, in the middle of page 407 in volume 6 of the 1762 Lynch edition. The line gestures towards the physical space that it inhabits. In order to interpret its contours, the reader should also take into account the shape, organization and size of the printed page.This type of material analysis is under-represented in computational humanities, the majority of which has addressed segmented objects at the level of the book—actually, at the level of collections of books. The most common category of this text segmentation procedure is natural to literary scholars: the separation of individual works from within a larger collection of texts. Other categories or types of text segmentation might include the segmentation and parcellation of a longer text into its component chapters or automated algorithmically-defined procedures that ignore chapter and paragraph boundaries to cut a text or collection of texts into equally sized units of words. Segmentation enables comparison of textual objects to determine smaller effects—signals that within the larger stream of words might otherwise be lost.There has been some interest in examining individual sentences. Sarah Allison, Marissa Gemma, Ryan Heuser, Franco Moretti, Amir Tevel, and Irena Yamboliev argue that “style” exists at the level or scale of the sentence. Thematic units, however, as Mark Algee-Hewitt, Ryan Heuser, and Franco Moretti argue, might be best captured at the level of the paragraph. Sentences and paragraphs are two different units of segmentation that are both connected with linear, human reading practices. However, segmenting a text into paragraphs rids us of information about the appearance of the paragraph and its relation to the rest of the page remains occluded. Where, for example, does a particular paragraph appear in the space of the page? Are there gaps between paragraphs? Are there printed ornaments, illustrations or annotations? When digital humanists erase the footnotes from Walter Scott’s novels, the marginalia from Bunyan’s Pilgrim’s Progress and the irreverent experimental pages from Tristram Shandy, they lose the page-level context with which these texts are presented. Le roman Vie et Opinions de Tristram Shandy gentilhomme de Laurence Sterne inclut un momentironique qui préfigure la lecture à distance. Vers la fin du sixième tome, le narrateur décrit l’histoire de l’once Toby comme une ligne sinueuse avec des rebondissements inattendus et des tournures prévisibles. Les lignes précises du narrateur sont insérées entre deux paragraphes. Sa forme rappelle la tangente de l’intrigue au lecteur. Mais aussi, elle rappelle le lecteur du contour matériel de l’histoire. C’est une histoire qui voit le jour à partir d’une organisation de lignes et paragraphes sur des pages imprimées. Les lignes précises du narrateur existent en tant qu’objet matériel, dans le milieu de la page 407 du volume six de l’édition Lynch de 1762. Cette ligne fait signe à l’espace physique que celle-ci habite. Afin d’interpréter ces contours, le lecteur doit alors tenir compte de la forme, de l’organisation et de la grosseur de la page. Ce type de matériel d’analyse est sous-représenté dans le domaine des humanités informatiques, dont la majorité s’adresse à des objets segmentés au niveau du livre – et même au niveau des collections de livres. La catégorie la plus commune de cette procédure segmentée est naturelle pour les spécialistes littéraires&nbsp;: la séparation de travaux individuels au sein de collections de textes plus larges. D’autres catégories ou types de textes segmentés peuvent inclurent la division et le morcellement d’un texte long dans son chapitre ou des procédures algorithmiques définies et automatisées qui ignorent les limites de chapitre ou paragraphe et coupent un texte ou une collection de textes en unités de mots de la même taille. Cette division permet la comparaison d’objets textuels pour déterminer de plus petits effets – des signaux qui seraient autrement perdus dans le flux de mots plus large. Il y a de l’intérêt pour examiner les phrases individuelles. Sarah Allison, Marissa Gemma, Ryan Heuser, Franco Moretti, Amir Tevel et Irena Yamboliev soutiennent que le «&nbsp;style&nbsp;» existe au niveau ou à l’échelle de la phrase. Toutefois, comme Mark Algee-Hewitt,Ryan Heuser et Franco Moretti soutiennent, les unités thématiques pourraient être mieux capturées au niveau du paragraphe. Les phrases et paragraphes sont deux unités de segmentation différentes qui sont toutes deux connectées aux pratiques humaines de lecture linéaire. Cependant, diviser un texte en paragraphes nous enlève l’information sur l’apparence du paragraphe et les relations au reste de la page demeurent obstruées. Par exemple, où est-ce qu’un paragraphe particulier apparait sur la page? Est-ce qu’il y a des espaces entre les paragraphes? Est-ce qu’il y a des décorations, illustrations ou annotations imprimées sur la page? Lorsque les humanités numériques effacent les notes de bas de page de romans de Walter Scott, les notes marginales de&nbsp;Le Voyage du pèlerin de Bunyan et les pages expérimentales impertinentes de Tristam Shandy, ils perdent le contexte au niveau de la page dans lequel ces textes sont présentés.&nbsp;
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"Writing Effective Paragraphs." Southwest Respiratory and Critical Care Chronicles 4, no. 15 (2016). http://dx.doi.org/10.12746/swrccc2016.0415.209.

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"Paragraphy." Applied Ergonomics 23, no. 1 (February 1992): 63. http://dx.doi.org/10.1016/0003-6870(92)90036-u.

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Akbi, Denar Regata, and Arini Rahmawati Rosyadi. "Paragraph Selection Methods Using Feature-Based on Segment-Based Clustering Process Using Paragraphs for Identifying Topics on Indication Detection of Plagiarism System." Kinetik: Game Technology, Information System, Computer Network, Computing, Electronics, and Control, April 16, 2018, 91–102. http://dx.doi.org/10.22219/kinetik.v3i2.593.

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In segment-based clustering, the paragraphs selection as a dataset in the clustering process has a very important role. This is because the paragraph used as the dataset can affect the clustering result. This research uses paragraph selection using feature-based method which aims to optimize the clustering process conducted in the previous research. Based on the evaluation results using Silhouette Coefficient and Sum Square Errors evaluation methods to find the proper k value, it is found that with the utilization of Feature-based method, better results can be acquire compared to the evaluation result from the previous research.
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Fruehwald, Edwin S. "Exercises for Legal Writers V: Organizing Paragraphs, Creating Coherence, Writing Thesis Paragraphs." SSRN Electronic Journal, 2011. http://dx.doi.org/10.2139/ssrn.1765283.

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"Introductory paragraph." Clinical Rehabilitation 35, no. 2 (February 2021): 158. http://dx.doi.org/10.1177/0269215521993367.

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"Introductory paragraph." Clinical Rehabilitation 35, no. 3 (March 2021): 316. http://dx.doi.org/10.1177/0269215521996901.

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"Introductory paragraph." Clinical Rehabilitation 35, no. 1 (January 2021): 2. http://dx.doi.org/10.1177/0269215520987050.

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"Introductory paragraph." Clinical Rehabilitation 35, no. 5 (April 23, 2021): 628. http://dx.doi.org/10.1177/02692155211012812.

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"Introductory paragraph." Clinical Rehabilitation 35, no. 4 (April 2021): 470. http://dx.doi.org/10.1177/02692155211001959.

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"Introductory paragraph." Clinical Rehabilitation 35, no. 12 (October 27, 2021): 1649. http://dx.doi.org/10.1177/02692155211057757.

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"Introductory paragraph." Clinical Rehabilitation 35, no. 11 (October 18, 2021): 1505. http://dx.doi.org/10.1177/02692155211053408.

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"Introductory paragraph." Clinical Rehabilitation 35, no. 9 (August 9, 2021): 1220. http://dx.doi.org/10.1177/02692155211036217.

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"Introductory paragraph." Clinical Rehabilitation 35, no. 7 (June 10, 2021): 936. http://dx.doi.org/10.1177/02692155211026038.

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"Introductory paragraph." Clinical Rehabilitation 35, no. 6 (June 2021): 786. http://dx.doi.org/10.1177/02692155211014752.

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"Introductory paragraph." Clinical Rehabilitation 35, no. 8 (July 10, 2021): 1076. http://dx.doi.org/10.1177/02692155211032415.

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"Introductory paragraph." Clinical Rehabilitation 36, no. 1 (January 2022): 3. http://dx.doi.org/10.1177/02692155211070634.

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"Introductory paragraph." Clinical Rehabilitation 35, no. 10 (October 2021): 1363. http://dx.doi.org/10.1177/0269215520957837.

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"Introductory paragraph." Clinical Rehabilitation 29, no. 1 (January 2015): 2. http://dx.doi.org/10.1177/0269215514566265.

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"Introductory paragraph." Clinical Rehabilitation 29, no. 2 (February 2015): 106. http://dx.doi.org/10.1177/0269215515569627.

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