/LING
|
Update: February 24, 2023 The new version of Termout.org is now online, so this web site is now obsolete and will soon be dismantled. |
Lista de candidatos sometidos a examen:
1) writer (*)
(*) Términos presentes en el nuestro glosario de lingüística
1) Candidate: writer
Is in goldstandard
1
paper CL_LiteraturayLingüísticatxt301 - : This article examines how, in his last novel, El espíritu de mis padres sigue subiendo en la lluvia, the young Argentinean writer, Patricio Pron, creatively presents, at least two processes: first, he shows the reader the complex process of migration/return and some related constructions of meaning . On the other hand (and at the same time), the narrative machine set up by Pron relates/ articulates the migration/return theme to the unavoidable operations ocurring in literary language, which demanded until its limits of its expression, seeks different ways to express the vital experience of the narrator, his family and his country.
2
paper CL_LiteraturayLingüísticatxt391 - : This article presents a comparative analysis of the novels Age of iron (1990), written by the South African writer J.M Coetzee and My brother (1997) by the Caribbean writer Jamaica Kincaid, considering the postcolonial context of the countries where the stories unfold: South Africa and Antigua respectively . The following reading suggests that disease acts as a catalyst in the lives of the protagonists of both novels, making them not only gain a greater understanding of reality, but also to react against this.
3
paper CL_LiteraturayLingüísticatxt325 - : In this essay I analize the visionary poetry of the argentinian writer Jacobo Fijman from two approaches: the formal strategies he uses in order to appeal the reader, and a comparison with examples from other mystical traditions such as medieval christianism and sufism . Later, I explain the concepts of synaesthesia and dynamism that support a poetics that attempts to activate the reader's senses in the same way as a visionary experience.
4
paper CL_LiteraturayLingüísticatxt496 - : This essay talks in an explicit way about the theory of the models of the world and the ideology proposed by Manuel Asensi Pérez in his book Critic and Sabotage (2011), in which he mentions that some privileged forms of speech, like literature, are capable of deforming the preception of the subjects and imposing specific tasks upon reality. Using this theory proposed by Asensi, the work of the Chilean writer Álvaro Bisama is analyzed through three of his most important stories, in order to demonstrate an only narrative strategy: on one hand, how the main characters of his stories have deformed the vision of their environments ; and on the other hand, how the narrators stop these visions from being imposed into the actual reader of these stories.
5
paper CO_ColombianAppliedLinguisticsJournaltxt154 - : Gao (2012) found higher percentage of nominalization in native writer writing samples, which served to organize texts and might be the reason for their fluency and coherence, by identifying, analyzing, and interpreting the nominalization in medical papers written by native English writers and Chinese writers from three aspects: the frequency of nominalization, lexical density, and thematic progression . The author further suggested that nominalization played a crucial role in building the logical structure of medical English papers and improving their formality, and proposed incorporating in teaching the use of nominalization, due to significantly insufficient use of nominalization in Chinese writers' medical papers.
6
paper CO_ColombianAppliedLinguisticsJournaltxt69 - : Academic writing based on the AAS requires students to develop what Kern calls "readerly sensitivity" (2000). This is true of any genre, but in academic writing based on the AAS, the writer's burden is greater than in certain Eastern contexts: for example, whereas in the West prose is typically reader-based (i .e. text is constructed with the reader in mind, and conveying the textual messages is in great measure the responsibility of the writer), in Japan prose is typically writerbased: decoding the meaning of the text is in great measure the responsibility of the reader. This is not limited to an east-west dichotomy: Maurenen (1992, in Connor, 1996) conducted a study where she concluded that English academic prose was writer responsible (ie. reader-based), and Finnish academic prose was reader-responsible (writer-based). She asserted that this was due to the fact that Finnish students at school are taught in their L1 writing to address an intelligent, knowledgeable, and patient reader (in
7
paper CO_ColombianAppliedLinguisticsJournaltxt52 - : It indicates that the act of writing is far beyond the fact of only putting well organized words and structures on a white piece of paper; it is rather the act of giving meaning and substance to our thoughts. Mitchell (1996) puts it as follows: "writing is a process of discovering and creating meaning" (p.39). Writing implies more than the selection of the right structures, words and general conventions of the language; it is a mental process of using and arranging formal structures in such a way that they can create actual meaning to what the writer has in his head and wants to express in written language. "Good writing is an extension of clear thinking, and writing competence is how the writer makes meaning in written language" (Mitchell,1996: 4 ).
8
paper CO_ColombianAppliedLinguisticsJournaltxt16 - : The participants were given a selection of readings. The selections included canonical and non-canonical writers as the purpose was to find out students' opinions about these texts in terms of gender and ethnicity. Another purpose of the project was to introduce an innovation by replacing the literature selections incorporated in the textbook used by the participants of the study with a contrastive canonical and non-canonical selection of texts. The canonical writer was Edgar Allan Poe, American male and well known and his story The Oval Portrait, the non-canonical writers were Sandra Cisneros, a Chicana-Mexican descendant female writer and her story entitled Eleven, two Afro-Americans: Audre Lorne with Harriet and Langston Hughes with I, too sing America . The Oval Portrait is the story of a painter and his wife. The woman dies little by little as her husband is painting her. He does not notice that his wife is dying as he is embedded in his job. Eleven tells the story of a girl who is
9
paper CO_ColombianAppliedLinguisticsJournaltxt35 - : perhaps hands-on work or a practical bent. The writing leaves the author in flowing dotted lines labeled "feelings." A writer who centers on feelings may be misunderstood by UA readers: many contemporary composition theories eschew the emotional response as too expressivist, not logical enough for college writing . The oddest part of this drawing is the reader; only two (of six) international students saw an essay as a transaction between writer and reader. The feelings of the essay arc from the writer across the world to the reader in almost rainbow shape. Perhaps this is why the reader is shown holding an umbrella, partly blocking out some of the feelings coming from the writer and symbolically showing that feelings don't always translate from writer to reader. At any rate, the reader doesn't receive all of the message sent by the writer, which is consistent with current reader response theory.
10
paper CO_ColombianAppliedLinguisticsJournaltxt125 - : In this excerpt, the writer included information of her context to introduce the topic as well as a concession idea, thus establishing two types of connection: First, she drew on knowledge of reality that her readers may share, and second, through the concession idea, she showed her consideration of points of view that were different or opposing to hers ; in other words, she anticipated the audience's reactions. Besides this, she reduced her assertiveness (Goatly, 2000) when she presented her purpose, by using "From my point of view" and "I would like to." By carefully selecting forms, participants showed understanding of an interpersonal dimension of writing rather than only a linear connection between a writer and the readers. In this respect, a student wrote in the final questionnaire:
11
paper CO_ColombianAppliedLinguisticsJournaltxt157 - : In sum, my analysis of the textual devices employed by the author and my interdisciplinary framework helped me realise that my attraction towards this small stretch of literary discourse resided in: (1) the context of culture created by the writer and developed in the complete work and the use of words such as "wives" and "Didi," (2) the topic shift from Nana's experience to her warning about all men, (3) the change in coding time illustrated through this topic shift, (4) the tension created between Nana's utterances and Mariam's silence and non-verbal activity, (5) the inclusion of Mariam's father through "he," (6) the illocutionary forces underpinning Nana's utterances, and (7 ) the metaphor Nana inserts to illustrate her claim about how men behave in their world.
12
paper CO_ColombianAppliedLinguisticsJournaltxt143 - : However, we can find some guidelines for an evaluation of an autoethnographic account. For Megford (2006), the only criteria should be "...the criteria by which we evaluate ourselves as we write" (p. 861). Since there are no criteria to evaluate autoethnography, and what is presented as truth can encompass some omissions or changes, Megford (2006) proposes that the primary ethical standard against which any autoethnography should be evaluated is ‘an ethic of accountability' in which the writer should write his or her truth as if all the people involved in those events were listening to him or her. In doing this, Megford (2006) suggests writers should be aware that:
13
paper CO_Íkalatxt129 - : To continue with the topic of writing, Juan David Gómez González in his article Cognitive demands and the EFL writer: Observations on kind, degree, and agency discusses the relevance of EFL students' cognitive processes at the moment of revising their own texts . Gómez explores the connections between dual process theories and EFL students' composition, and argues that most research on the process EFL students go through when revising a text has mainly focused on students ''ability to write, how the instructor assesses students' writing, and the complexity of tasks.'' Gómez then invites instructors to expose students to revision strategies such as drafting, peer revision, and blind peer assessment to help them become aware of their own mistakes.
14
paper CO_Íkalatxt133 - : COGNITIVE DEMANDS AND THE EFL WRITER: OBSERVATIONS ON KIND, DEGREE, AND AGENCY
15
paper CO_Íkalatxt133 - : The concept of an autonomous writer can be traced back to the time of Flower and Hayes' article, and has been adopted by researchers who have followed their path of inquiry: researchers who depart from the premise that the writer is aware of the judgments and decisions made during composition and revision . Flower and Hayes speak of ''. . . the distinctive thinking processes which writers orchestrate and organize . . .'' (Flowers & Hayes, 1981, p. 366). Almost thirty years later, Torrance and Galbraith displace the writer's autonomy to their ''writing system'' but remain in awe of the autonomy's prowess and agency. They state that ''The fact that [we are] writing this at all . . . is a testament to the writing system's ability to coordinate and schedule a number of different processes . . .'' (Torrance & Galbraith, 2008, p.67).
16
paper CO_Íkalatxt133 - : This same process of S1 functioning through the use of heuristics or intuitive substitution can find its way into the revising process where, faced with difficult questions such as: Is this text coherent? Does it accomplish its purpose? Is this the best phrasing for this idea? Instead, the writer intuitively, and without knowing that substitution has taken place, answers questions like: Do I understand this text ? Do I like this text? or How do I feel about this text? By answering the last two questions, the writer may come to a decision, but does so emotionally and irrationally.
17
paper VE_Letrastxt48 - : This paper proposes a study of the production of the short narrative of the Venezuelan writer Laura Antillano (1950) from at least two critical stances: a ) the transgression against traditional Venezuelan narrative; and b) an interpretation of the fictional universe of her short stories that derives from the way she proposes a literary representation of what is real. So we notice the presence of a new modality of realism in her narrative texts that flows throughout the re-configuration of reality and the discursive staging of that sensitivity that is capable of unfolding itself literarily, that is, feminine sensitivity. We then see that all the short narrative of Laura Antillano is an attempt of an intertextual dialogue and of a representation of other languages: popular music, oral language, painting, politic and social history, and cinema, all of which become codes and symbolic forms that the author reinvents in order to generate a very particular imagery and literary aesthetics.
18
paper VE_Letrastxt50 - : The main aim of this article is to show how a fictional reality is constructed in Ednodio Quinteros El Combate. In this novel, the writer evidences a series of events which are part of a universal culture: the mans origin that reproduces that of the universe, the presence of the hero, the prominence of the man-woman relationship ... All these elements are nourished and rooted in the symbolic. Therefore, the theories of Psychoanalysis, of the eminent Viennese physician Sigmund Freud and his pupil Karl Gustv Jung, will support the analysis. El Combate, breaks into different fields, where the word is employed as a source gathering mythical and magic powers and dreams, the writers specialty, act as a resource for the rescue of unknown and hidden in the human being.
19
paper VE_Núcleotxt7 - : The following paper deals with two novels by Venezuelan writer Gloria Stolk: Bela Vegas (1953 ) and Amargo el fondo (1957). It is the first report of a deeper study about the period during which the author entered the cultural field via a wide variety of genres ranging from the newspaper article to the beauty handbook, including the novel and the short story. This specific case will mark the main objective of the paper, which is to show how the women who entered the Venezuelan cultural field during a period of strong political restrictions (1948-1958) managed to build a hybrid place of entrance and transit in order to make their thoughts known in the dispersed space of a restricted modernity, as well as to reveal -to a lesser extent- stories of centrality for female subjects.
20
paper corpusRLAtxt3 - : La posmodificación desempeña un papel menos destacado en el grupo de los titulares nominales, constituida por frases preposicionales que complementan la información más destacada de la noticia. Ello es una prueba indicativa de que "initial position, which is generally the position of the subject, is attractive for the headline writer [ ] The sooner the reader's interest is caught the better" (Mardh 1980: 111 ).
21
paper corpusSignostxt426 - : On the contrary, the existing research in this field reveals the strategic use of this pronoun by politicians, which consists in employing large number of pronoun ‘we’ in their speeches. However, the linguistic analysis of Obama’s Twitter discourse (Ivanova, 2013) demonstrates that personal reference we goes far beyond from including the potential audience in its scope. Rather it is referentially ambivalent, i.e., it includes the president and his cabinet / government, or it is assigned a multiple-index, when “the writer intends it to be difficult to determine the status of the pronoun” (Grundy, 2008: 274 ) and it can be interpreted both as an inclusive and exclusive reference.
22
paper corpusSignostxt283 - : When authors make use of endorse, they align themselves with some other voice which is construed as "correct, authoritative or otherwise argumentatively compelling" (White, 2003b: 3). In the texts under study, only one instance was found. In this case, the writer selected to use a combination of resources -both of a contractive type- to challenge other voices by means of a denial which is then endorsed, as may be seen below:
23
paper corpusSignostxt323 - : “[…] the cover term for the self-reflective expressions used to negotiate interactional meanings in a text, assisting the writer (or speaker) to express a viewpoint and engage with readers as members of a particular community” (Hyland, 2005: 37 ).
24
paper corpusSignostxt395 - : Ädel (2006) define metadiscurso como el texto acerca del texto en evolución, o el comentario explícito del escritor sobre su propio discurso mientras éste se despliega, lo cual deja en evidencia una consciencia sobre el texto actual o el uso del lenguaje per se y del escritor y lector actual en sus respectivos roles discursivos. Este concepto abarca dos dimensiones: el ‘metatexto’ y la ‘interacción escritor-lector. El primero alude a “reflexive linguistic expressions referring to the evolving text per se or its linguistic form” y el segundo a “references to the writer persona and the imagined reader qua writer and reader of the current text” (Ädel, 2005: 154 ).
25
paper corpusSignostxt282 - : When authors make use of endorse, they align themselves with some other voice which is construed as "correct, authoritative or otherwise argumentatively compelling" (White, 2003b: 3). In the texts under study, only one instance was found. In this case, the writer selected to use a combination of resources -both of a contractive type- to challenge other voices by means of a denial which is then endorsed, as may be seen below:
26
paper corpusSignostxt596 - : “reflexive linguistic expressions referring to the evolving text per se or its linguistic form, including references to the writer persona and the imagined reader qua reader and the reader of the current text” (^[59]Ädel, 2005: 154 ).
27
paper corpusSignostxt596 - : “Thus, both interactive metadiscourse features (intended to organise and shape the material in the light of the readers' likely needs and expectations) and interactional metadiscourse features (aimed at portraying the scholars as authors and at binding writer and reader together) are a response to the interpersonal component of writing” (^[65]Mur-Dueñas, 2011: 3069 ).
Evaluando al candidato writer:
1) reader: 18 (*)
6) narrative: 6 (*)
7) nominalization: 6 (*)
10) author: 5
11) linguistic: 5 (*)
12) texts: 5 (*)
14) reality: 4
16) literary: 4 (*)
19) prose: 4 (*)
20) paper: 4
writer
Lengua: eng
Frec: 386
Docs: 214
Nombre propio: / 386 = 0%
Coocurrencias con glosario: 7
Puntaje: 7.725 = (7 + (1+5.95419631038688) / (1+8.59618975614441)));
Rechazado: muy disperso;
Referencias bibliográficas encontradas sobre cada término
(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)| writer |
: “Metadiscourse is the cover term for the self-reflective expressions used to negotiate interactional meanings in a text, assisting the writer (or speaker) to express a viewpoint and engage with readers as members of a particular community” (^[62]Hyland, 2005: 37-38). : 6. the originator: as the person who indicates “the writer’s conception of the ideas or knowledge claims which are advanced in the essay”, which “calls for the writer to present or signal these as new” (^[117]Tang & John, 1999: 29). : 15. Hyland, K. (2000). Disciplinary discourses: Writer stance in research articles. En C. Candlin & K. Hyland (Eds.), Writing texts, processes and practice (pp. 99-121). London, Longman. : 18. Smith, F. (1981a). Writing and the writer. Nueva York: Holt, Rinehart y Winston. : 22. Hyland, K. ( 1999b). Disciplinary discourses: Writer stance in research articles. En C. Candlin y K. Hyland (Comps.), Writing: Texts, processes and practices (pp. 99-121). Londres: Longman. : 22. Tang, R. & John, S. (1999). The ''I'' in identity: Exploring writer identity in student academic writing through the first person pronoun. English for Specific Purposes, 18, 23-39. : Atkinson, D. (2008). Investigating expertise in textbook writing: Insights from a case study of an experienced materials writer at work. Papers from the Lancaster University Postgraduate Conference in Linguistics & Language Teaching, 2, 1-20. : BARTHOLOMAE, D. (1985) «Inventing The University», en When a Writer can 't write, Ed. Mike Rose. New York: Guilford. : Ba rtholomae, David (1985) Inventing the University. When a Writer Can't Write: Studies in Writer's Block and Other Composing-Process Problems. Ed. Mike Rose. New York: Guilford. pp.134-165. : Bawarshi, A. (2003). Genre and the invention of the writer. Reconsidering the place of invention in composition . Logan, Utah: Utah State University Press. : Bazerman, Ch. (1994). The informed writer: Using sources in the disciplines. New York: HMH. : Britain, but this is another topic altogether. As a young writer, travel enabled me to understand the importance of constantly reinterpreting and, if necessary, reinventing oneself is an admirable legacy of living in our modern culturally and ethnically fluid world. (Phillips, 2004)^5 : Carlos Eduardo Vasco, a Colombian educator and writer in the field of education, defines standards as ''clear and public criteria that allow to judge if a person, institution, process or product fulfill some social expectations of quality'' (2004: 1).[28]^2 : Gilbert and Gubar (1979). The Madwoman in the Attic. The Woman Writer and the Nineteenth-Century Literary Imagination. New Haven: Yale University Press. : Haas, S. (2011). A writer development group for Master's students: Procedures and benefits. Journal of Academic Writing, 1 (1), 88-99. : Hayes, J. R., y Flower, L. S. (1986). Writing research and the writer. American Psychologist, 41(10), 1106-1113. doi: 10.1037/0003-066X.41.10.1106. : How to reference this article: Gómez, J. (2013). Cognitive demands and the EFL writer: Observations on kind, degree, and agency. Íkala, revista de lenguaje y cultura, 18(3), 65–75. : Hyland, K. (1999). Disciplinary discourses: Writer stance in research articles. En C. Candlin & K. Hyland (Eds.), Writing texts, processes and practice (pp. 99-121). London: Longman. : Ivanic, R. (2005). The discoursal construction of writer identity. En R. Beach, J. Green, M. Kamil & T. Shanahan (Eds.), Multidisciplinary perspectives on literacy research (pp. 391-416). Cresskill, NJ: Hampton Press. : Ivanič, R. (1994). I is for interpersonal: Discoursal construction of writer identities and the teaching of writing. Linguistics and Education, 6(1), 3-15. : Ivanič, R. (1995). Writer identity. Prospect, 10(1), 8-31. : Ivanič, R. (2005). The discoursal construction of writer identity. En R. Beach, J. Green, M. Kamil & T. Shanahan (Eds.), Multidisciplinary perspectives on literary research (pp. 391-416). Cresskill, N. J: Hampton Press. : Jabbour, G. (1997). Where is the Writer in a Frequency List? Using a Corpus of Medical Research Articles in Teaching. PALC-Practical Applications of Language Corpora. Lodz, Poland: University of Lodz. : Montero-Fleta, B., Montesinos, A., Pérez, C. & Turney, E. (2004). The reader and the writer in technical texts in English, Spanish and Catalan. Revista Española de Lingüística Aplicada, 16, 155-164. : Powers, J. (1993). Rethinking Writing Center Conferencing Strategies for the ESL Writer. The Writing Center Journal, 13(2), 39-47. : Silko, L.M. (s. f.) "Lullaby." In B. Ballenger, The curious writer, concise edition. (pp. 8-15). Pearson Logman. Retrieved from [59]http://www.warrenhills.org/cms/lib/NJ01001092/Centricity/Domain/314/Ball7810_ch08.pdf : Smith, F. (1983). Reading like a writer. Language Arts, 60(5), 558-567. : Tang, R. & John, S. (1999). The 'I' in identity. Exploring writer identity in student academic writing through the first person pronoun. English for specific Purposes, 18, 23-39 [en línea]. Disponible en: [90]http://llt.msu.edu/vol5num3/thompson/ : Wollman- Bonilla, J. (2003, November). E-mail as Genre: A beginning Writer Learns the Conventions. Language Arts, 81(2), 126-157. : Zimmerman, B. J., & Risemberg, R. (1997). Becoming a self-regulated writer: A Social Cognitive Perspective. Contemporary Educational Psychology, 22(1), 73-101. |