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Bibliografias temáticas / Punctuation

Literatura científica selecionada sobre o tema "Punctuation"

Autor: Grafiati

Publicado: 4 de junho de 2021

Última modificação: 9 de março de 2023

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Artigos de revistas sobre o assunto "Punctuation":

1

Shmelev, A. D. "Aleksandr Solzhenitsyn and Codification of Russian Punctuation". Russian language at school 79, n.º 9 (15 de novembro de 2018): 55–60. http://dx.doi.org/10.30515/0131-6141-2018-79-9-55-60.

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The paper deals with the general view of punctuation set forth in Grammatical considerations by Alexander Solzhenitsyn as well as the use of punctuation marks in his literary prose. The paper claims that the general principles of punctuation put forward by Solzhenitsyn combined with the results of observation over his punctuation usage should have certain implications for the codification of Russian punctuation. The author suggests that taking account of Solzhenitsyn’s ideas related to the use of punctuation marks and his own punctuational practice can be a help in finding a balance between semantic, syntactic and intonational criteria of punctuation.

2

PALYKHATA, ELEONORA. "TRADITIONAL AND INTERACTIVE METHODOLOGY OF VECTORIZATION OF LEARNING SYNTAX AND PUNCTUATION STANDARDS IN COMPREHENSIVE SCHOOL". Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy 1, n.º 2 (11 de janeiro de 2023): 67–73. http://dx.doi.org/10.25128/2415-3605.22.2.8.

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The article highlights the ways to ensure the assimilation of syntactic knowledge and punctuation rules of linguistic didactic vectorization of the traditional and interactive methodology of acquiring punctuation skills and abilities using a system of exercises. An analysis of linguistic didactic research on the topic was carried out and a conclusion was drawn about the need to improve the system of syntactic and punctuational traditional and interactive exercises. As a result, attention is focused on the concepts of “exercises”, “system of exercises”, “tasks” which are relevant for the development of students' punctuation literacy; information about traditional and interactive exercises as vectors of the linguistic didactic methodology of developing punctuation skills is highlighted; a classification of syntactic and punctuational exercises and tasks aimed at developing automated abilities and skills of using separate and distinguishing punctuation marks in writing is proposed. Particular attention is paid to the characteristic features of punctuation marks – separating and distinguishing, the first of which are single, the second – couple. The same punctuation marks can be both separating and distinguishing, the difference is only in the function – allocation or separation. The classification of syntactic and punctuational exercises (recognition, by analogy, analytical, reproducing, productive, creative, communication), their characteristics and purpose according to each stage of the lesson of learning new material is proposed. Attention is focused on syntactic and punctuation exercises which have a double task: 1) to present the syntactic characteristics of a language unit, to find out the punctuation features of this syntactic unit (rules for the use of distinguishing and separate punctuation marks) and 2) to draw a structural diagram of a sentence – linear or vertical according to using blocks and pointers. Emphasis is placed on the use of appropriate patterns of teaching syntactic and punctuation norms in primary school conditions (understanding the meaning of language units; the ability to learn the norms of the Ukrainian language, in particular syntactic and punctuation; development of language and speech sense; distinguishing concepts: syntax, word combinations, sentences, text; awareness of concepts: punctuation, punctuation marks, etc.); general didactic principles of learning: methodical, specific and linguistic-didactic; psychological and age characteristics of schoolchildren; linguistic foundations – syntactic and punctuation.

3

LEE, Jeon Kyung. "The Korean Punctuation Systems". Acta Linguistica Asiatica 4, n.º 1 (31 de dezembro de 2014): 29–41. http://dx.doi.org/10.4312/ala.4.1.29-41.

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Currently, the concept of punctuation marks organized by the National Institute of Korean Language involves minimum punctuation marks that help communication between a writer and a reader. There are no traditional marks and instead, all of them reflect the Western punctuation marks. The former reflects the writer’s situation and functions in a sentence unit while the latter functions in a text unit which is related to the reading activity. The Korean traditional punctuation marks indicate the result of understanding the text. This means that Korean punctuation marks were developed in connection with learning. The punctuation was developed, at first, from making the punctuation marks in order to understand Chinese when the Koreans accepted Chinese letters. Further, whenever they faced new letters, they developed several kinds of marking. This is why there is a conceptual gap between the traditional punctuation and the current punctuation marks. This research thoroughly examines Korean traditional punctuation marks and discusses how Korean traditional punctuations can be classified in the same category with the current punctuation marks.

4

Suliman, Fatma, Manal Ben- Ahmeida e Salma Mahalla. "Importance of Punctuation Marks for Writing and Reading Comprehension Skills". (Faculty of Arts Journal) مجلة كلية الآداب - جامعة مصراتة, n.º 13 (30 de junho de 2019): 29–53. http://dx.doi.org/10.36602/faj.2019.n13.06.

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This study aims to highlight the causes behind the misuse of punctuation marks in order to help Libyan students reduce committing less mistakes in both skills writing and reading. In addition, this current study investigates the relationship between writing and reading in terms of punctuations, it is restricted only to punctuation marks, not all the cohesive devices. A writing test and a reading passage is formulated to test Libyan university students’ ability in using punctuation marks as well as an interview is conducted to collect more accurate data. In this research paper, the participants are chosen according to Solven's formula using the qualitative descriptive study, results of this study, could provide solutions that may help to overcome punctuation problems, which many EFL students of the English Department, Faculty of Arts Misurata University face. Finally, the findings refer to the fact that Libyan students do suffer from dealing with punctuation mechanics continuously. Moreover, these findings can be used by teachers to improve students’ ability to acknowledge the effective use of punctuations and reduce their problem of misusing punctuation marks in both skills writing and reading. On the light of the findings, it is clear that they committed a large number of remarkable errors progressively, yet in this study, having students become aware of their punctuation mistakes, would possibly enhance and help students to improve their capability to write and read committing less errors. Additionally, their educational motivation and interaction have been turned out extremely higher.

5

Flink, Carla M., e Scott E. Robinson. "Corrective policy reactions: positive and negative budgetary punctuations". Journal of Public Policy 40, n.º 1 (30 de agosto de 2018): 96–115. http://dx.doi.org/10.1017/s0143814x18000259.

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AbstractPunctuated equilibrium theory seeks to explain policy volatility and stability in government attention. In previous research into the temporal dynamics of punctuations, scholars found that punctuations occur in clusters – a recent budgetary punctuation increases the likelihood of a subsequent punctuation. This article examines the direction, positive or negative, of budgetary punctuations over time. Are budgetary punctuations corrective, grouping positive and negative changes? Or, do budgetary punctuations occur in cumulative trends of positive or negative changes? These questions address the heart of the theoretical metaphor for punctuated equilibrium. In an analysis of over 1,000 Texas school districts for nearly a 20-year-period, results support the notion of reactive patterns of budgetary punctuations – positive and negative budgetary punctuations pair up at a rate much higher than expected by chance. The findings demonstrate that even though it is likely to see consecutive positive and negative punctuations, they are not always fully corrective.

6

Bučienė, Laimutė. "Punctuation-related Issues in Essays of Lithuanian Language and Literature State Matura Examination". Pedagogika 135, n.º 3 (1 de dezembro de 2019): 122–38. http://dx.doi.org/10.15823/p.2019.135.7.

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The research object of this article is the essays written during the Lithuanian language and Literature State matura examination in 2019. The aim of the research is to investigate the essays from the perspective of punctuation, identify the most common punctuation mistakes based on the applicable punctuation norms and present methodological recommendations concerning the teaching/learning of punctuation of various syntactical units in the comprehensive school.The quantitative study of the essays confirmed the insights provided by earlier studies concerning a strong tendency of deteriorating pupils’ punctuation skills. By their frequency the mistakes of punctuating the clauses in a complex sentence significantly exceed other mistakes. More troublesome cases include the punctuation of attributes, parentheses and explanatory parts of the sentence. Unmotivated punctuation, which is not based on the internal structure of the sentence, is also rather common in the language practice of pupils. The high number of such mistakes is determined by the poor skills of syntactical and punctuation analysis. Apparently, the overestimation of intonation as a punctuation criterion plays an important role in the occurrence of mistakes.The compulsory punctuation rules are mainly based on syntax. Therefore, it is very important to strengthen the skills and abilities of syntactical analysis. The source of mistakes is both the lack of and poor knowledge of the rules. It is important to make pupils aware that the variety of the variants of optional punctuation is only useful for those who are well versed in punctuation and understand which rules are elementary, compulsory and helping to grasp the thought and which only show its nuances and a different intonation.

7

Yudina, N. V. "RUSSIAN ORTHOGRAPHY AND PUNCTUATION IN THE 21ST CENTURY: «MAN» AND «LAW»". Bulletin of Kemerovo State University, n.º 3 (28 de julho de 2016): 227–333. http://dx.doi.org/10.21603/2078-8975-2016-3-227-333.

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The paper is focused on the research and description of several active processes in Russian orthography and punctuation of the 21st century. The following tendencies are most specific: difference between the codified recommendations of rules and the written (orthographic and punctuative) practice; wish of a modern language personality to make the linguistic activity creative, use the expressive means of graphics, orthography and punctuation and draw attention of those who read and write; intentional violation of the orthographic and punctuative norms caused either by a low level of the written communication, neglect of the existing rules, or motive to the linguistic self-identification. The tendencies in the dynamics of Russian orthography and punctuation are viewed as an active part of the common processes in the Russian language and speech. The research makes it possible to investigate and review the existing orthographic and punctuative norms in order to meet the “challenges of time” and build a reasonable and functional dialogue between a modern language personality and the normative “laws” of the Russian language of the 21st century.

8

Gardner-Thorpe, Christopher. "Punctuation". Journal of Medical Biography 14, n.º 1 (fevereiro de 2006): 2. http://dx.doi.org/10.1258/j.jmb.2006.05-74.

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9

Nwike, Christopher Chinedu. "Punctuation Relevance in Subtitle: The Foreign Audience Example". Theory and Practice in Language Studies 11, n.º 3 (1 de março de 2021): 326. http://dx.doi.org/10.17507/tpls.1103.14.

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This study looked at punctuation mark and their relevance in written information although; the objective of the study is to discover the relevance of punctuation mark in subtitle: The Foreign audience example and to re-echo the need to have a well punctuated write-up in literary genres. The study sees language as a system of human communication. The problem of the study sets in from lots of poor and wrongly applied punctuations, as various forms of signs are seen to be used in some of the movies of the entertainment industry – Nollywood, which in turn, gives rise to wrong interpretation to the foreign audience of that language, and as such, the foreign learner of a particular language, the Igbo example will not enjoy the supposed information. The study adopted the framework of Vinay and Darbelnet principles and strategies as a guide to solving the problem as one of its principles – equivalence was used to relate the movie wrong punctuated subtitles to their supposed target language. The methodology of explication is equally adopted while the study concludes that punctuation errors are involved with wrong application of punctuation mark to written discourses on where it is not supposed to be since punctuation occurs only in written discourses and not spoken.

10

Mulvey, Christopher. "The English Project's History of English Punctuation". English Today 32, n.º 3 (27 de abril de 2016): 45–51. http://dx.doi.org/10.1017/s0266078416000110.

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The mission of the English Project (www.englishproject.org) is to explore and explain the English language in order to educate and entertain the English speaker, and 2015 was the year of punctuation for the Project because 6 February 2015 was the 500th anniversary of the death of Aldus Manutius. Aldus was a Venetian printer who shaped the comma, invented the semicolon and created italic fonts. He may have been the greatest punctuator of all time. We ‘punctuated’ the year by looking in turn at the full stop, the semicolon, the colon, the comma, the slash, the hyphen, the parenthesis, the exclamation, the apostrophe, the quotation mark and the question mark. Those twelve provide the fundamentals of English language punctuation, and all of them do more than one job. If we had a complete and unambiguous set of punctuation marks, we might need as many as 50, but the writing world does not want the trouble of such precision. In just same way, the writing world has never accepted the need for 44 separate letters to match the 44 separate sounds of the English language. Providing a separate grapheme (letter) for every phoneme (sound) is the linguist's business. Punctuation marks are ambiguous therefore. They suggest rather than define. They rely on context and the quick wittedness of the reader. If precision is needed, there are proofreader's marks. Merriam-Webster lists 42 of them, but proofreading is a special practice. Punctuation marks are a special set of symbols, and of symbols and signs there is no end. Punctuation marks are regularly appropriated by the devisers of computer languages. Punctuation marks can become logotypes – ‘a single piece of type that prints a word’. The exclamation mark can be made to work like &, $, or @. There are fuzzy edges to the subject of punctuation.

Mais fontes

Teses / dissertações sobre o assunto "Punctuation":

1

Wright, Elizabeth M. "PRAGMATIC FUNCTIONALITY OF PUNCTUATION ON TWITTER". UKnowledge, 2018. https://uknowledge.uky.edu/ltt_etds/29.

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This work presents an analysis of punctuation use in computer-mediated communication (CMC); in particular, the present study aims to describe the pragmatic functions of nonstandard punctuation on Twitter, providing a corpus-driven overview of the distribution and frequency of nonstandard punctuation use, and an analysis of sampled tweets at the individual tweet level to estimate noise levels in the overall corpus. A survey was also conducted which aimed to identify user understanding of the affective content of nonstandard punctuation strings and to identify any possible effects of character repetition. Survey results indicate that linguistic content was the strongest indicator of affective understanding, type of punctuation (i.e., ?, !, and combinations thereof) was a weaker indicator of some affective content, and repetition was not found to be significant. The study argues that certain string types, possibly defined by punctuation type and not count, have large indexical fields of pragmatic meaning available to them, which are bounded by context. In light of these observations, the study also proposes distinctions/categories of punctuation strings and their associated pragmatic meanings.

2

Albritton, M. Andrew. "An exploration of punctuation in digital discourse". Thesis, University of Nottingham, 2015. http://eprints.nottingham.ac.uk/30581/.

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In this thesis, some of the functions of punctuation marks in digital discourse are explored. A theoretical model of punctuation mark function was generated specifically for this project and is based in rhetorical theory. According to this model, punctuation marks can function in three ways: First, they can build or damage the credibility of the writer; second, they can clarify the meanings of texts in a number of ways; and third, they can convey emotional and relational meaning. Two empirical studies are presented in this thesis. The first uses data from text-messages and the second uses data from message boards. For the text-message study, a new method of data collection was employed: Respondents were given Discourse Completion Tasks that asked what text-message they would send in a series of four respective hypothetical contexts; they were then asked to type out and send their responses, in text-messages, to email addresses. For the second study, data was taken from Reddit message boards on the Internet. In the analysis sections of the thesis, punctuation marks are examined in the collected data according to the rhetorical model with special attention being paid to how punctuation marks can convey emotional and relational meaning; and they are also examined according to how they influence speech acts. It is concluded that different punctuation marks can function in a variety of ways, and that punctuation marks can exert a powerful influence on speech acts. It is furthermore concluded that the thesis’s rhetorical model is effective both as a description of the ways punctuation marks can function and as a guide for analysis.

3

Jones, Bernard. "What's the point? : a (computational) theory of punctuation". Thesis, University of Edinburgh, 1996. http://hdl.handle.net/1842/519.

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Although punctuation is clearly an important part of the written language, many natural language processing systems developed to date simply ignore punctuation in input text, or do not place it in output text. The reason for this is the lack of any clear, implementable theory of punctuation function suitable for transfer to the computational domain. The work described in this thesis aims to build on previous linguistic work on the function of punctuation, particularly that by Nunberg (1990),with experimental and theoretical investi- gations into the potential usefulness of including punctuation in natural language analyses, the variety of punctuation marks present in text, and the syntactic and semantic functions of those marks . Results from these investigations are combined into a taxonomy of punctuation marks and synthesised into a theory describing principles and rule schemata whereby punctuation functionality can be added to natural language processing systems. The thesis begins with some introductory chapters, discussing the nature of punctuation, its history, and previous approaches to theoretical description. Subsequent chapters describe the experimental and theoretical investigations into the potential uses of punctuation in compu- tational systems, the variety of punctuation marks used, and the syntactic and semantic functions thatpunctuation marks fulfil. Further chapters then construct a taxonomy of punctu- ation marks and describe the theory synthesised from the results of the investigations. The concluding chapters sum up the research and discuss its possible extension to languages other than English.

4

Kim, Eungi. "Implications of Punctuation Mark Normalization on Text Retrieval". Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc500160/.

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This research investigated issues related to normalizing punctuation marks from a text retrieval perspective. A punctuated-centric approach was undertaken by exploring changes in meanings, whitespaces, words retrievability, and other issues related to normalizing punctuation marks. To investigate punctuation normalization issues, various frequency counts of punctuation marks and punctuation patterns were conducted using the text drawn from the Gutenberg Project archive and the Usenet Newsgroup archive. A number of useful punctuation mark types that could aid in analyzing punctuation marks were discovered. This study identified two types of punctuation normalization procedures: (1) lexical independent (LI) punctuation normalization and (2) lexical oriented (LO) punctuation normalization. Using these two types of punctuation normalization procedures, this study discovered various effects of punctuation normalization in terms of different search query types. By analyzing the punctuation normalization problem in this manner, a wide range of issues were discovered such as: the need to define different types of searching, to disambiguate the role of punctuation marks, to normalize whitespaces, and indexing of punctuated terms. This study concluded that to achieve the most positive effect in a text retrieval environment, normalizing punctuation marks should be based on an extensive systematic analysis of punctuation marks and punctuation patterns and their related factors. The results of this study indicate that there were many challenges due to complexity of language. Further, this study recommends avoiding a simplistic approach to punctuation normalization.

5

Collins, Elliot. "The swerve the Elliot Collins handbook". Click here to access this resource online, 2007. http://hdl.handle.net/10292/382.

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6

Grindlay, Benjamin James William. "Missing the point : the effect of punctuation on reading performance". Title page, abstract and contents only, 2002. http://web4.library.adelaide.edu.au/theses/09PH/09phg866.pdf.

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7

Weir, Gillian. "Spelling, punctuation and material culture in the later Paston letters". Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/30912/.

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This thesis examines the spelling practices and letter-writing conventions to be found in the letters and papers of the Paston family and their circle during the sixteenth and seventeenth centuries. Hitherto, most scholarly attention has been on the fifteenth-century material found in Paston archives, with comparatively little research undertaken on the extensive later materials. This thesis is intended as a partial attempt to address this lacuna, drawing on new approaches to the study of early modern English letters. It draws upon a new comprehensive diplomatic transcription of the materials, consisting of approximately 500 documents containing 200,000 words. Building on an earlier pilot study (Weir 2009), the thesis falls into three main chapters, each addressing the collection from a distinct perspective, framed by a contextualising introduction (chapter 1) and a conclusion summarising the findings of the thesis and offering suggestions for future work (chapter 5). Chapter 2 begins with a key question: (1) How did letter-writing conventions of address and subscription alter and develop - if at all - through the Early Modern period, and are these changes reflected in the Paston family correspondence? The thesis demonstrates how the letters preserved in London, British Library, Additional MSS 27447, 27448 and 36988 displayed adherence to formulaic usages, even though, across the 150 years of their construction, there is a notable shift towards shorter constructions. Further research questions linked to these issues involved in address and subscription engage with the material culture of the correspondence: (2) What materials are used for the letters in question? (3) How do writers relate text to space? (4) How were the letters delivered to their recipients, and how and for what reasons were they preserved? Across the collection of letters, there was a clear development in the material culture of letter-writing, most notably through the development of the postal networks in the period, even though letter-writing tools remained relatively unchanged for centuries. Chapter 3 examines spelling practices in the letters. It addresses the following research questions: (1) How standardised were the Paston letters? (2) To what extent do spelling practices differ between male and female letter- writers? (3) Where such practices vary within an individual’s lifetime is it possible to identify the social factors which contributed to that change? (4) To what extent – and if so why -- do these habits vary between generations of the same family? In order to answer these questions, the spelling habits of Robert Paston and his family were examined, along with a number of letters by identifiable female letter-writers. The thesis demonstrates that the letters in the collection displayed a move towards more standardised spellings, but that the use of personal spelling systems and non-standard variants was still very much in evidence. Chapter 4 focuses on further pragmatic features characteristic of Early Modern English correspondence, with a special focus on the function of punctuation. Research questions addressed include: (1) If punctuation is used at all, in what context is it deployed? (2) How – if at all -- does the use of punctuation vary between male and female correspondents? In addition, this chapter will look at communicative acts within the letters including politeness, terms of address, and the use of formulaic constructions, leading to a further question: (3) To what extent do more general pragmatic features vary across the generations and genders of letter-writers? The thesis finds that punctuation practices of female writers vary considerably, even within the output of single individuals, but also that such variation and unconventional usage was not restricted to them. However, during the period covered by the archive there is a clear progression from the use of virgules and limited punctuation through to the deployment of punctuation broadly recognisable to present-day readers.

8

Lam, Sau-shun, e 林守純. "The punctuation strategies in Chinese of Hong Kong students: case studies". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31213212.

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9

Wassouf, Caroline Anne. "The development of Key Stage 2 children's understanding of grammatical punctuation". Thesis, Manchester Metropolitan University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434062.

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This study investigates the development of Key Stage Two (KS2) children's understanding of grammatical punctuation. The project was carried out in the context of the National Literacy Strategy's (NLS) Literacy Hour, which has a strong emphasis on the direct teaching of grammar and punctuation. A review of existing research evidence, however, shows that little is known about the development of children's understanding of punctuation as a marker of grammatical structure and why it causes children (and adults) so much difficulty. This study set out to provide an insight into the ways children conceptualise grammatical punctuation and how these conceptions evolve over time. The study was conducted in four primary schools in the Northwest of England. The fieldwork consisted primarily of recording discussions generated by two problem-solving activities which were presented to 96 participating children and which were undertaken in small groups. This thesis presents an interpretative analysis of the conversations that aims to uncover the principles that guide children's thinking about grammatical punctuation use. The interpretation of the data indicates that children rely on four types of principles when making punctuation choices: graphic, semantic, prosodic and grammatical principles. Grammatical principles were used far less frequently than other types. Prosody was found to be relied on most often and to be the source of many errors. Older children seemed able to draw on grammatical principles more than younger ones; but reliance on prosody was still found in Year 6 children. The punctuation knowledge expectations of the NLS for children leaving primary school were not met as even basic sentence demarcation was problematic for children of all ages. This thesis argues for a move away from explanations of punctuation use in terms of prosody by teachersa nd a reassessmenot f learning objectives to reflect the way children's understanding develops

10

Björkman, Nilsson John. "Period Drama : Punctuation restoration in Swedish through fine- tuned KB-BERT". Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-303127.

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Presented here is a method for automatic punctuation restoration in Swedish using a BERT model. The method is based on KB-BERT, a publicly available, neural network language model pre-trained on a Swedish corpus by National Library of Sweden. This model has then been fine-tuned for this specific task using a corpus of government texts. With a lower-case and unpunctuated Swedish text as input, the model is supposed to return a grammatically correct punctuated copy of the text as output. A successful solution to this problem brings benefits for an array of NLP domains, such as speech-to-text and automated text. Only the punctuation marks period, comma and question marks were considered for the project, due to a lack of data for more rare marks such as semicolon. Additionally, some marks are somewhat interchangeable with the more common, such as exclamation points and periods. Thus, the data set had all exclamation points replaced with periods. The fine-tuned Swedish BERT model, dubbed prestoBERT, achieved an overall F1-score of 78.9. The proposed model scored similarly to international counterparts, with Hungarian and Chinese models obtaining F1-scores of 82.2 and 75.6 respectively. As further comparison, a human evaluation case study was carried out. The human test group achieved an overall F1-score of 81.7, but scored substantially worse than prestoBERT on both period and comma. Inspecting output sentences from the model and humans show satisfactory results, despite the difference in F1-score. The disconnect seems to stem from an unnecessary focus on replicating the exact same punctuation used in the test set, rather than providing any of the number of correct interpretations. If the loss function could be rewritten to reward all grammatically correct outputs, rather than only the one original example, the performance could improve significantly for both prestoBERT and the human group.
Här presenteras en metod för automatisk återinföring av skiljetecken på svenska med hjälp av ett neuralt nätverk i formen av en BERT-modell. Metoden bygger på KB-BERT, en allmänt tillgänglig språkmodell, tränad på ett svensk korpus, av Kungliga Biblioteket. Denna modell har sedan finjusterats för den här specifika uppgiften med hjälp av ett korpus av offentliga texter från landsting och dylikt. Med svensk text utan versaler och skiljetecken som inmatning, ska modellen returnera en kopia av texten där korrekta skiljetecken har placerats ut på rätta platser. En framgångsrik modell ger fördelar för en rad domäner inom neurolingvistisk programmering, såsom tal- till- texttranskription och automatiserad textgenerering. Endast skiljetecknen punkt, kommatecken och frågetecken tas i beaktande i projektet på grund av en brist på data för de mer sällsynta skiljetecknen såsom semikolon. Dessutom är vissa skiljetecken någorlunda utbytbara mot de vanligaste tre, såsom utropstecken mot punkt. Således har datasetets alla utropstecken ersatts med punkter. Den finjusterade svenska BERT-modellen, kallad prestoBERT, fick en övergripande F1-poäng på 78,9. De internationella motsvarande modellerna för ungerska och kinesiska fick en övergripande F1-poäng på 82,2 respektive 75,6. Det tyder på att prestoBERT är på en liknande nivå som toppmoderna motsvarigheter. Som ytterligare jämförelse genomfördes en fallstudie med mänsklig utvärdering. Testgruppen uppnådde en övergripande F1-poäng på 81,7, men presterade betydligt sämre än prestoBERT på både punkt och kommatecken. Inspektion av utdata från modellen och människorna visar tillfredsställande resultat från båda, trots skillnaden i F1-poäng. Skillnaden verkar härstamma från ett onödigt fokus på att replikera exakt samma skiljetecken som används i indatan, snarare än att återge någon av de många korrekta tolkningar som ofta finns. Om loss-funktionen kunde skrivas om för att belöna all grammatiskt korrekt utdata, snarare än bara originalexemplet, skulle prestandan kunna förbättras avsevärt för både prestoBERT såväl som den mänskliga gruppen.

Mais fontes

Livros sobre o assunto "Punctuation":

1

Allen, R. E. Punctuation. Oxford: Oxford University Press, 2002.

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2

Davies, G. C. Punctuation. Hemel Hempstead: Simon & Schuster Education, 1992.

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3

Heinrichs, Ann. Punctuation. Mankato, Minn: The Child's World, 2011.

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4

Harrison, Steve. Punctuation. Dunstable: Folens, 1998.

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5

Riggs, Kate. End punctuation. Mankato, MN: Creative Paperbacks, 2017.

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6

Ide, Arthur Frederick. Punctuation handbook. Las Colinas, Tex: Liberal Press, 1998.

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7

Greaves, Simon. Grammar & punctuation. London: Collins Educational, 1997.

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8

Evans, June. Positive punctuation. Walton-on-Thames: Nelson, 1985.

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9

Evans, June. Positive punctuation. Walton-on-Thames: Nelson, 1986.

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10

Gee, Robyn. English punctuation. [Great Britain]: Usborne, 2004.

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Mais fontes

Capítulos de livros sobre o assunto "Punctuation":

1

Zobel, Justin. "Punctuation". In Writing for Computer Science, 59–67. London: Springer London, 2004. http://dx.doi.org/10.1007/978-0-85729-422-7_4.

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2

Hannay, Mike, J. Lachlan Mackenzie e Herman Wekker. "Punctuation". In Effective writing in English, 205–34. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-017-4916-9_11.

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Zobel, Justin. "Punctuation". In Writing for Computer Science, 123–30. London: Springer London, 2014. http://dx.doi.org/10.1007/978-1-4471-6639-9_8.

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4

Burton, S. H. "Punctuation". In Work Out English GCSE, 140–45. London: Macmillan Education UK, 1987. http://dx.doi.org/10.1007/978-1-349-09446-2_10.

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5

Burton, S. H. "Punctuation". In Work Out English Language ‘O’ Level & GCSE, 144–49. London: Macmillan Education UK, 1986. http://dx.doi.org/10.1007/978-1-349-07193-7_9.

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Burton, S. H., e J. A. Humphries. "Punctuation". In English GCSE Key Stage 4, 202–10. London: Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-13836-4_18.

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7

Rose, Jean. "Punctuation". In The Mature Student’s Guide to Writing, 244–67. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-1-137-05027-4_14.

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O’Connell, Daniel C., e Sabine Kowal. "Punctuation". In Communicating with One Another, 1–9. New York, NY: Springer New York, 2008. http://dx.doi.org/10.1007/978-0-387-77632-3_9.

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9

Smyth, T. R. "Punctuation". In The Principles of Writing in Psychology, 241–53. London: Macmillan Education UK, 2004. http://dx.doi.org/10.1007/978-0-230-20886-5_22.

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Coughter, Peter. "Punctuation". In The Art of the Pitch, 189–211. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1007/978-1-137-51233-8_11.

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Trabalhos de conferências sobre o assunto "Punctuation":

1

Behre, Piyush, Sharman Tan, Padma Varadharajan e Shuangyu Chang. "Streaming Punctuation for Long-Form Dictation with Transformers". In 8th International Conference on Signal, Image Processing and Embedded Systems (SIGEM 2022). Academy and Industry Research Collaboration Center (AIRCC), 2022. http://dx.doi.org/10.5121/csit.2022.122014.

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Resumo:

While speech recognition Word Error Rate (WER) has reached human parity for English, longform dictation scenarios still suffer from segmentation and punctuation problems resulting from irregular pausing patterns or slow speakers. Transformer sequence tagging models are effective at capturing long bi-directional context, which is crucial for automatic punctuation. Automatic Speech Recognition (ASR) production systems, however, are constrained by real-time requirements, making it hard to incorporate the right context when making punctuation decisions. In this paper, we propose a streaming approach for punctuation or re-punctuation of ASR output using dynamic decoding windows and measure its impact on punctuation and segmentation accuracy across scenarios. The new system tackles over-segmentation issues, improving segmentation F0.5-score by 13.9%. Streaming punctuation achieves an average BLEU-score improvement of 0.66 for the downstream task of Machine Translation (MT).

2

Xiao, Jiu-gen, e Yan-min Li. "punctuation in language art - referring to the absence of punctuation in Chinese teaching". In 3d International Conference on Applied Social Science Research (ICASSR 2015). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icassr-15.2016.129.

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3

Li, Zhenghua, Wanxiang Che e Ting Liu. "Improving Dependency Parsing Using Punctuation". In 2010 International Conference on Asian Language Processing (IALP). IEEE, 2010. http://dx.doi.org/10.1109/ialp.2010.57.

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4

Yi, Jiangyan, Jianhua Tao, Zhengkun Tian, Ye Bai e Cunhang Fan. "Focal Loss for Punctuation Prediction". In Interspeech 2020. ISCA: ISCA, 2020. http://dx.doi.org/10.21437/interspeech.2020-1638.

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5

Xu, Kaituo, Lei Xie e Kaisheng Yao. "Investigating LSTM for punctuation prediction". In 2016 10th International Symposium on Chinese Spoken Language Processing (ISCSLP). IEEE, 2016. http://dx.doi.org/10.1109/iscslp.2016.7918492.

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Chen, C. Julian. "Speech recognition with automatic punctuation". In 6th European Conference on Speech Communication and Technology (Eurospeech 1999). ISCA: ISCA, 1999. http://dx.doi.org/10.21437/eurospeech.1999-115.

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Shen, Wenzhu, Roger Peng Yu, Frank Seide e Ji Wu. "Automatic punctuation generation for speech". In Understanding (ASRU). IEEE, 2009. http://dx.doi.org/10.1109/asru.2009.5373365.

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8

Makhija, Karan, Thi-Nga Ho e Eng-Siong Chng. "Transfer Learning for Punctuation Prediction". In 2019 Asia-Pacific Signal and Information Processing Association Annual Summit and Conference (APSIPA ASC). IEEE, 2019. http://dx.doi.org/10.1109/apsipaasc47483.2019.9023200.

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9

Noskov, R. D., e I. V. Gerasimenko. "Punctuation as a means of enhancing the expressiveness of English-language advertising text on the example of targeted Internet advertising". In XXV REGIONAL SCIENTIFIC CONFERENCE STUDENTS, APPLICANTS AND YOUNG RESEARCHERS. Знание-М, 2020. http://dx.doi.org/10.38006/907345-63-8.2020.111.118.

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Resumo:

The article identifies the characteristic features of expressive punctuation of English-language advertising, analyzes the syntactic structures in advertisements used for targeted Internet advertising. We examined punctuation syntactic stylistic means, their role in the construction of an effective advertising text in the conditions of its application in the Internet.

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Żelasko, Piotr, Piotr Szymański, Jan Mizgajski, Adrian Szymczak, Yishay Carmiel e Najim Dehak. "Punctuation Prediction Model for Conversational Speech". In Interspeech 2018. ISCA: ISCA, 2018. http://dx.doi.org/10.21437/interspeech.2018-1096.

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Relatórios de organizações sobre o assunto "Punctuation":

1

Punctuation in direct speech and quotations in different-system languages of the XX-XXI centuries (on the basis of English, Russian and Kalmyk scientific, publicistic and artistic texts). Ubushaeva, I. V. Убушаева, И. В., dezembro de 2018. http://dx.doi.org/10.37494/2409-1030-2018-4-239-243.

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