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What is text mining, and how can it be used? What relevance do these methods have to everyday work in information science and the digital humanities? How does one develop competences in text mining? Working with Text provides a series of cross-disciplinary perspectives on text mining and its applications. As text mining raises legal and ethical issues, the legal background of text mining and the responsibilities of the engineer are discussed in this book. Chapters provide an introduction to the use of the popular GATE text mining package with data drawn from social media, the use of text mining to support semantic search, the development of an authority system to support content tagging, and recent techniques in automatic language evaluation. Focused studies describe text mining on historical texts, automated indexing using constrained vocabularies, and the use of natural language processing to explore the climate science literature. Interviews are included that offer a glimpse into the real-life experience of working within commercial and academic text mining. - Introduces text analysis and text mining tools - Provides a comprehensive overview of costs and benefits - Introduces the topic, making it accessible to a general audience in a variety of fields, including examples from biology, chemistry, sociology, and criminology
An interactive, multimedia text that introduces students to reading and writing at the college level.
Working with Texts: A Core Book for Language Analysis provides a basic foundation for understanding aspects of English language crucial in the analysis of text. The major topics covered include writing, the sound system of spoken English, words, sentence grammar and discourse construction. The wide range of texts examined include literary extracts from prose fiction (Jeanette Winterson, Anne Tyler), poetry (D. H. Lawrence, Margaret Atwood), drama (John Godber) and graphic novels (Neil Gaiman), but also a huge diversity of texts from contemporary media: newspaper articles, advertisements (Gap, Kelloggs), political speeches and original authentic materials (children's writing, signs, everyday conversation). Student-friendly features include: * Activities showing how language works in texts and their contexts * Commentaries which follow each activity, highlighting main points of language use * Wide coverage of different genres: literary texts, notes, memos, signs, advertisements, leaflets, speeches, conversation * Suggestions for further reading and additional self-study exercises * Key words highlighted and a full index of terms Ideal for introductory courses to English Language and Literature and Linguistics. Also of interest to students of media and communication studies.
"Michael Pierse is Lecturer in Irish literature at Queen's University Belfast. His research mainly explores the writing and cultural production of Irish working-class life. Over recent years this work has expanded into new multidisciplinary themes and international contexts, including the study of festivals, digital methodologies in public humanities and theatre-as-research practices. Michael has contributed to a range of national and international publications, is the author of Writing Ireland's Working Class: Dublin after O'Casey (2011), and has been awarded several Arts and Humanities Research Council awards and the Vice Chancellor's Award at Queen's"--
Since the introduction of communicative language teaching, collaborative learning has played an important role in the second language (L2) classroom. Drawing from sociocultural theory, which states that human cognitive development is a socially situated activity mediated by language, studies in L2 pedagogy advocate the use of tasks that require learners to work together. Collaborative dialogue encourages language learning, and research shows that the solutions reached by students in this process are more often correct with a lasting influence on their language comprehension. This volume includes ten chapters that illustrate the benefits of collaborative dialogue in second foreign language classrooms. The volume considers key issues dealing with collaborative tasks and implications for language teaching.
In an era of accountability and increased demand of literacy competency, this book provides examples of how teacher educators and teachers have come together to learn from each other and from English learners. The chapters in this book follow a teacher learning framework that highlights joint work, features inquiry into practice and integrates disciplinary content knowledge with culturally and linguistically responsive teaching. While the chapters feature different venues for teacher learning, they all depict the process of teachers and teacher educators striving to integrate English learner instruction into mainstream teacher education. This book will be a resource for faculty in teacher education programs and for administrative personnel in school districts to illustrate the process of building authentic collaborations that can improve teacher learning and understanding about English learner instruction.
"This book provides a focused assessment of the peculiarities of online collaborative learning processes by looking at the strategies, methods, and techniques used to support and enhance debate and exchange among peers"--Provided by publisher.
"This book investigates the use of computer-mediated communication technologies and collaborative processes to facilitate effective interdependent collaboration in writing projects, especially in virtual workplace settings"--Provided by publisher.
In this book, authors Murphy and O’Neill propose a new way forward, moving away from high-stakes, test-based writing assessment and the curriculum it generates and toward an approach to assessment that centers on student learning and success. Reviewing the landscape of writing assessment and existing research-based theories on writing, the authors demonstrate how a test-based approach to accountability and current practices have undermined effective teaching and learning of writing. This book bridges the gap between real-world writing that takes place in schools, college, and careers and the writing that students are asked to do in standardized writing assessments to offer a new ecological approach to writing assessment. Murphy and O’Neill’s new way forward turns accountability inside out to help teachers understand the role of formative assessments and assessment as inquiry. It also brings the outside in, by bridging the gap between authentic writing and writing assessment. Through these two strands, readers learn how assessment systems can be restructured to become better aligned with contemporary understandings of writing and with best practices in teaching. With examples of assessments from elementary school through college, chapters include guidance on designing assessments to address multiple kinds of writing, integrate reading with writing, and incorporate digital technology and multimodality. Emphasizing the central role that teachers play in systemic reform, the authors offer sample assessments developed with intensive teacher involvement that support learning and provide information for the evaluation of programs and schools. This book is an essential resource for graduate students, instructors, scholars and policymakers in writing assessment, composition, and English education.