In the curriculum for the subject of Swedish reading of literary texts is justified by ideas that literary reading will make the student learn more about the environment in which he/she lives, about herself/himself, as well as about others. It is well stated by previous research that what readings that is required and formulated in, for example, assignments or book talk, is important in how the text is discerned by the reader. It is therefore interesting to analyse what readings the student is required or invited to perform when literary reading is examined in national tests, a testing form that concerns all students in upper secondary school, and where one of its official aims is to concretize the curriculum. The aim of this thesis is to investigate what readings of literary texts are required or desirable in national tests in order to see what kind of reader the school is creating. This is done by studying how the student is positioned, by interpellations, in the tests. The thesis also has an historical approach, focusing on interpellation and reader subject. The empirical material of the study consists of all tasks that require reading of literary texts that have been used in national tests in upper secondary school in the subject of Swedish, from the year 1968 to 2013. The theoretical and methodological framework is discourse analytical with focus on positioning analyses, which is combined with analysis of readings, from the research field of literary didactics. The results show what readings that have been more or less frequent during the period.  Also the analyses of how the assignments are constructed display how the student is positioned in terms of competences, and in what way the reader subject is produced within the literary examinations.  For example, if the text should be read with a focus on form, as a societal argument, or in order to be an inspiration for the student´s own life, this will in itself create a reader that has a knowledge of how to analyse literature, is able to write about societal issues or is willing to talk about him/herself. The three prominent reading subjects that the study highlights are subjects with a knowledge of literature, with a knowledge of psychology and subjects with a knowledge of societal issues. The historical approach also shows that the student is provided with more and more information in how to read the text over time, which shows that the assignments work as a scaffold but at the same time gives the student a specific outlook on how to read literature in the later tests.

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Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2017-02-01T21:54:08Z No. of bitstreams: 1 Disserta??o - Mem?rias de Leitura de Idosos da UATIUEFS Ressiginificando suas Hist?rias - Eliana .pdf: 1537302 bytes, checksum: ad13c54e49793ff85a4fb426ba30b9a0 (MD5) / Made available in DSpace on 2017-02-01T21:54:08Z (GMT). No. of bitstreams: 1 Disserta??o - Mem?rias de Leitura de Idosos da UATIUEFS Ressiginificando suas Hist?rias - Eliana .pdf: 1537302 bytes, checksum: ad13c54e49793ff85a4fb426ba30b9a0 (MD5) Previous issue date: 2016-07-29 / Despite of the growth of actions and studies focused on older people in recent decades, as the progressive aging of the population, there is still a weakness of research in relation to elderly reading stories, as well as about the importance of remembering those stories. This way, this essay has the purpose to identify, reconstruct and record the individual memories of the elderly, whose outlined problems were the investigation of reading stories of these subjects related to their life stories. This research sought to understand how the elderly have re-meant their lives by reference to the readings done. Participants in the research were five subjects who attend to the workshop Memories and readings from Universidade Aberta ? Terceira Idade at Universidade Estadual de Feira de Santana ? Bahia. This paper analyzes issues related to family background, childhood, school, work, reader trajectory and reflects on the reinterpretation of life of the elderly based on their reading memories. The research follows a qualitative descriptive nature, with the methodological basis the story of life, using the interview as data collection tool, in order to get as much as possible from the memories of those involved. The data were analyzed through the light of cultural history, the history of reading and remembering. Therefore, it sought to support the ideas of Peter Burke (2008), Roger Chartier (2004, 2009, 2015) and Ecl?a Bosi (1994, 2013), among other scholars. By analyzing the memories of older people, it is possible to draw a profile of these readers, noting its varied modes of interaction with reading at different periods of their lives. The result of the work brings out the personal stories and reading memories of older people, revealing the importance of the act of remembering these subjects not only relive moments, events, memories from the past, but also they can redo themselves, they can re-mean themselves and then they can enjoy their aging process healthily. / Apesar do crescimento de a??es e estudos voltados para idosos nas ?ltimas d?cadas, visto o progressivo envelhecimento da popula??o brasileira, ainda h? uma fragilidade das pesquisas no que se refere ?s hist?rias de leitura de idosos, bem como sobre a import?ncia de rememorar essas hist?rias. Nesse sentido, esta disserta??o tem como proposta identificar, reconstruir e registrar as mem?rias individuais de idosos, cuja problem?tica delineada foi a investiga??o das hist?rias de leitura desses sujeitos relacionadas com suas hist?rias de vida. Esta pesquisa buscou compreender como os idosos ressignificaram suas vidas tendo como refer?ncia as leituras feitas. Os participantes da investiga??o foram cinco sujeitos que frequentam a Oficina Mem?rias e Leituras da Universidade Aberta ? Terceira Idade da Universidade Estadual de Feira de Santana ? Bahia. A pesquisa analisa quest?es relacionadas ao contexto familiar, inf?ncia, escolariza??o, trabalho, trajet?ria leitora e reflete sobre a ressignifica??o da vida desses idosos com base em suas mem?rias de leituras. A pesquisa segue uma abordagem qualitativa de cunho descritivo, tendo como base metodol?gica a hist?ria de vida, utilizando como instrumento de coleta de dados a entrevista, de forma a apreender o m?ximo poss?vel das mem?rias dos sujeitos envolvidos. Os dados obtidos s?o analisados ? luz da hist?ria cultural, da hist?ria da leitura e da rememora??o. Para tanto, buscou-se suporte nas concep??es de Peter Burke (2008), Roger Chartier (2004, 2009, 2015) e Ecl?a Bosi (1994, 2013), entre outros estudiosos. Ao analisar as mem?rias dos mais velhos, ? poss?vel tra?ar um perfil desses leitores, constatando seus variados modos de intera??o com a leitura em diferentes per?odos de suas vidas. O resultado do trabalho traz ? tona as hist?rias pessoais e mem?rias de leitura dos idosos, revelando a import?ncia do ato de rememorar para que esses sujeitos n?o s? revivam momentos, acontecimentos, lembran?as do passado, mas que se refa?am, se ressignifiquem e possam usufruir de um processo de envelhecimento saud?vel.

Thesis (M.A.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains iv, 42 p. Includes abstract. Includes bibliographical references (p. 39-42).

Recent studies on pronunciation teaching in ESL classrooms have found that the teaching of suprasegmentals, namely stress, pausing, and intonation, has a great effect on improving intelligibility (Derwing, Munro, & Wiebe, 1998; Kang, Rubin, & Pickering, 2010; Morley, 1991). The current project describes the development and implementation of computer-based pronunciation materials used for an English for Specific Purposes (ESP) program. The pronunciation program made use of cued pronunciation readings (CPRs) which used suprasegmentals and were developed for English as a second language (ESL) missionaries at the Provo, Utah, Missionary Training Center (MTC). Because there was no pronunciation program in place at the MTC, instructional materials that focused on prosodic features were greatly needed. Missionaries participated in the program anywhere from three to six weeks. Results from the implementation period revealed that missionaries made medium to large gains in their ability to perceive suprasegmentals after using the practice tasks and small-medium gains in their ability to produce suprasegmentals during this short time period. Recommendations for further development, implementation, and testing of similar materials are made for use with individuals in other ESP settings like these missionaries at the MTC.

L’objectif de cette étude est de recueillir des informations biographiques sur Julio Cortázar grâce à des lettres, des interviews, des essais et des documents pédagogiques écrits par l’auteur lui-même. Notre objectif est de remodeler ces éléments de manière à exposer et réfléchir sur la façon dont Cortázar entendait sa fonction d’écrivain et la manière dont il s’y est investi tout au long de sa vie. Grâce à une approche globale de ces sources biographiques, nous avons retracé le parcours de formation et d’évolution littéraire de l’auteur, les inquiétudes intellectuelles, sociales et politiques qui l’entouraient et les problèmes professionnels auxquels il a dû faire face au quotidien. Nous commençons par nous plonger dans la trajectoire chronologique de Cortázar en tant que lecteur. Nous apportons une vision globale des lectures qui l’ont formé et de celles qui l’ont accompagné de son enfance à son décès. Nous poursuivons notre analyse avec une présentation chronologique des opinions qu’il exprime sur son oeuvre. Nous montrons ainsi un jeune poète et auteur de contes qui doute de la qualité littéraire de ses écrits, un écrivain connu de contes fantastiques qui s’impose le défi de changer de modalité ou de genre ainsi qu’un auteur déjà reconnu qui continue à chercher comment briser les moules. Nous apportons enfin des informations sur les aspects pratiques de la fonction d’écrivain. En d’autres termes, nous présentons l’énorme implication de Cortázar dans le processus de publication et de traduction de ses livres ainsi que son interaction avec le monde littéraire et éditorial. / This study aims to garner biographical information on Julio Cortázar, as obtained from his letters, interviews, essays and pedagogical texts, in order to offer new insights that allow us to expose and reflect on how he understood his writing career and worked as a writer throughout his life. In applying a global approach to said biographical sources, this study traces his first years as a writer and his literary evolution, his intellectual, social and political involvement, and the practical problems he had to face on a daily basis. To begin with, the study looks into Cortázar’s trajectory as a reader, providing an overview of the readings in which he was educated and of those that left an imprint on him from childhood to death. A chronological exposition of the opinions he expressed about his work follows. Thus, Cortázar offers a portrait of himself as a young poet and story writer who doubts about the literary quality of his texts, as a known writer of fantastic short stories who challenges himself with the task of changing modalities and genres, and as an acclaimed writer who constantly seeks to break moulds. Finally, this study furnishes data on the practical side of his writing career. Cortázar’s strenuous involvement in the publishing process and translation of his work is discussed, together with his interaction with the literary and editing world.

Este trabalho tem origem na inquietação teórica desde a perspectiva do projeto, isto é, desde quem está na posição de, por assim dizer, produzi-lo, atendendo à cadeia de decisões e operações que lhe dão origem. Apoia-se no princípio de que estética constitui reflexão filosófica tanto quanto reflexão empírica de maneira indissociável e complementar. Investiga conceitos que giram em torno de valores, contemporâneos ou não, de estética, de arte, de literatura, e de outras áreas do conhecimento aplicados à arquitetura. Paralelamente, examina obras em sua maioria brasileira e pertencente ao que se acostumou a chamar de movimento moderno; entretanto, inclui significativas exceções ao grupo escolhido. Evitando reduzir as obras em enquadramentos, assim como as ideias em programas fechados, insiste na singularidade e na multiplicidade de cada uma delas para estabelecer uma estrutura em que os capítulos resultam entrelaçados de tal modo que as lições dialogam entre si e as análises constroem pontes entre as obras e entre arquitetos e outros profissionais, delimitando o que é e deve ser a arquitetura. Desse modo, propõe cinco lições fundadas na arquitetura, condicionadas por leituras desenvolvidas a partir de poéticas - construções de linguagens amparadas no campo do fazer -; essencialmente positivas, mas envolvidas na ideia precípua da simultaneidade, e não da linearidade; reiterando permanências, bem como sugerindo a possibilidade de novos pontos de vista para o debate contemporâneo. / This dissertation has its origins in the uneasy relationship with theory that arises in a project, that is, from the perspective of one who is in a position to produce it, so to speak, taking into account the chain of decisions and operations that give rise to it. It relies on the principle that aesthetics is as much a philosophical reflection as it is an empirical contemplation, both inseparable and complementary. It investigates concepts that revolve around the values, contemporary or not, of aesthetics, art, literature, and other fields of knowledge applied to architecture. At the same time, it examines mostly Brazilian architectural works that belong to what has come to be called the modern movement. It does, however, include some significant exceptions. Having avoided their compartmentalization, as well as the disconnection of ideas, it stresses the uniqueness and multiplicity of each work in order to establish a framework in which the chapters are weaved together, allowing the lessons to interact with each other and the analysis to build bridges between works and between architects and other professionals, as well as defining what architecture is and should be. Here are five lessons based on architecture, shaped by readings inspired by poetics - constructions of language based on doing - which are mainly positive, but still concerned with the primary idea of simultaneity, not linearity; reconfirming permanence, as well as suggesting the possibility of new points of view in contemporary debate.

Orientador: Simone aparecida Capellini / Banca: Dionísia Aparecida Cusin Lamônica / Banca: Sandra Regina Gimeniz Paschoal / Resumo: Considerando que as habilidades metalingüísticas se correlacionam fortemente com o desenvolvimento da aprendizagem da linguagem escrita, de acordo com a literatura, este estudo tem como objetivo avaliar os escolares de 1ª. a 4ª. séries do ensino fundamental em suas habilidades metalingüísticas e de leitura, sendo que para esta última toma-se a palavra como unidade lingüística, pois o aspecto focado é a leitura em termos de decodificação. Para esta avaliação são elaboradas provas específicas para este fim, a partir de um banco de palavras retiradas dos livros didáticos utilizado pelos alunos das escolares municipais da cidade de Marília/SP. Cada item da prova é formado seguindo os princípios fonológicos da língua portuguesa do Brasil. São avaliados 120 alunos da 1ª., 2ª., 3ª. e 4ª. séries de uma escola municipal da cidade de Marília/SP, divididos em 4 grupos, respectivamente GI, GII, GIII e GIV. As provas elaboradas e aplicadas a todos esses discentes são: Provas de habilidades metalingüísticas (identificação de sílaba e fonema inicial, final e medial e, segmentação, adição, substituição, subtração, combinação de sílabas e fonemas), além de repetição de não-palavras; provas de leitura (leitura de palavras reais, baseadas nas regras de decodificação do português do Brasil de Scliar-Cabral, e leitura de pseudo-palavras). Os resultados são analisados quantitativamente por meio de análise estatística e qualitativamente por meio das regras de decodificação de Scliar-Cabral, sendo que o critério de análise é para respostas incorretas. Os dados encontrados revelam que houve diferença estatisticamente significante entre os grupos nas habilidades metalingüísticas silábicas e fonêmicas, com as médias diminuindo da 1ª. a 4ª. séries sucessivamente, havendo diferença estatisticamente significante... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Considering that metalinguistic skills are strongly correlated to the development of the learning of written language, according to the literature, this study aimed at evaluating students from 1st to 4th grades of the elementary level in their metalinguistic and reading skills, and in relation to the latter the word was taken as linguistic unit, because the focused aspect was reading at the decoding level. For this evaluation specific tests were elaborated, starting from a bank of words removed from text books used in the municipal schools of the city of Marília/SP. Each item of the test was formed following the phonological principles of the Portuguese language of Brazil. A total of 120 students from 1st, 2nd, 3rd and 4th grades of a municipal school of the city of Marília/SP was evaluated, divided in 4 groups, respectively GI, GII, GIII and GIV. The tests which were elaborated and used in all schools were: Tests of metalinguistic skills (syllable identification and initial phoneme, end and medial, and segmentation, addition, substitution, subtraction, combination of syllables and phonemes), besides repetition of non-words; reading tests (reading of real words, based on the rules of decoding of the Portuguese language from Scliar-Cabral's, and pseudo-words reading). The results were analyzed quantitatively through statistical analysis and qualitatively through the rules of decoding of Scliar-Cabral, and the analysis criterion was incorrect answers. The data found revealed that there was statistically significant difference among the groups in the syllabic and phonemic metalinguistic skills, with the averages decreasing successively from the 1st to 4th grades. There was also statistically significant difference in the tests of repetition of non-words, in the time of reading of real words and of pseudo-words and in the decoding rules among GI, GII and GIII, with the averages... (Complete abstract click electronic access below) / Mestre

Esta dissertação apresenta um estudo das práticas de leituras de jovens inscritos em comunidades de leitores do livro O Senhor dos Anéis, do autor inglês John Ronald Reuel Tolkien. Busca compreender os significados assumidos por estas práticas, compreendidas como experiências inscritas numa rede de práticas culturais e sociais que lhes dão sentido. Leituras intensivas, extensivas, solitárias, socializadas, construção de sites, escritas de textos, publicação de livros, divulgação das escritas pela internet, jogos de RPG, e uma série de outras práticas fazem parte das vivências culturais, de lazer e sociabilidades, de jovens leitores d’O Senhor dos Anéis. Inscritos nas culturas juvenis de seu tempo, esses jovens participam de redes grupais onde afirmam suas identidades, condição essa que se refere a uma escolha e a modos de vida, muito mais que a uma condição biológica. Para a realização da pesquisa foram entrevistados quinze jovens de idades entre dezenove e vinte e nove anos, participantes de comunidades de leitores d’O Senhor dos Anéis, buscando compreender suas trajetórias e práticas de leitura, investigar o modo como conheceram as obras de Tolkien e o que os levou até elas, perscrutar as produções culturais que advém dessas práticas e as sociabilidades produzidas.As entrevistas individuais constituíram o corpus empírico da investigação, acrescido de pesquisas na internet, diário de campo, documentos virtuais e iconográficos da órbita dessas comunidades. O estudo apóia-se nos referenciais teóricos apresentados por Roger Chartier, especialmente para as questões relativas às práticas de leitura e escrita de comunidades de leitores. Relativamente às juventudes e às culturas juvenis, autores como Alberto Melucci José Machado Pais e Paulo César Rodrigues Carrano foram fundamentais. No entrecruzamento dos autores citados, com as reflexões pessoais e com todo material recolhido, foi possível perceber as construções realizadas pelos jovens leitores d’O Senhor dos Anéis. Construções de saberes, de práticas culturais para além da simples leitura e/ou escrita. Nos tempos de lazer, em que os jovens compartilham suas experiências de ou a partir das leituras, eles produzem culturas juvenis. Constroem sites para melhor socializar suas práticas e divulgar seus gostos literários e suas próprias produções. Escrevem livros baseados nas suas leituras e palestram sobre eles levando-os a outros leitores quecompartilham dos mesmos gostos, dos mesmos códigos e das mesmas estratégias de interpretação do livro que os une em redes grupais e em comunidades de leitores. / Intensive, extensive, solitary, socialized readings; sites construction; written of texts; publication of books; popularization of the writings through internet, RPG games and a series of other practices are part of the existence cultural, of leisure and sociabilities by the youth readers of The Lord of the Rings. Enrolled in the youthful cultures of their times, this youths are inserted into group nets where they affirm their identities, condition that refers to a choice and way of life much more than a biological condition. To the accomplishment of the research it were interviewed fifteen youths of ages between nineteen and twenty-nine years, participants of readers' communities to The Lord of the Rings, searching to understand its trajectories and practices of reading, to investigate the way as they had known the works of Tolkien and what took them until them, to analyze the cultural productions that comes of these practicals and the sociabilities produced. The individual interviews constituted the empiric corpus of the investigation, increased of researches in internet, journal, virtual and iconography documents of those communities' orbit. The study is supported by the theoretical references introduced by Roger Chartier, especially for the subjects about the reading and writing practices to the interpretative communities. Relatively to the youths and the youthful cultures, authors as Alberto Melucci José Machado Pais and Paulo César Rodrigues Carrano were fundamental. In the crossing to the authors’ mentioned, with the personal reflections and with every picked up material, it was possible to notice the constructions accomplished by the youths readers of The Lord of the Rings. Knowledge and cultural practices constructions, for besides the simple reading and written. In times of leisure, that the youths share your experiences of or since their readings, they produce youthful cultures. They build sites for socialize better your practices and to publish your literary tastes and your own productions.They write books based on your readings and lectured on them taking them to other readers that share the same tastes, the same codes and the same strategies of interpretation to the book that associated them in nets groups and in interpretative communities.

This study seeks to gain an understanding about the scribal tendencies observed in the Fourth Gospel in Codex Alexandrinus using the method of isolating and classifying singular readings similar to what was first proposed by Colwell, and later modified by Royse and others. In addition to singular readings made before corrections, this study considers singular readings in relation to punctuation markers and line breaks. First, a brief introduction to Codex Alexandrinus is given. Second, the method used to undertake this study is set forth and explained. Third, each singular reading in the Fourth Gospel in Codex Alexandrinus is listed under each respective group in which it is classified, the text of the exemplar is reconstructed if possible and each singular reading is discussed. Finally, the resulting data are analyzed and conclusions are given regarding the tendencies of the scribe responsible for the Fourth Gospel in Codex Alexandrinus. In general, this thesis demonstrates that the strongest tendency of the scribe was that of omission; the scribe was reluctant to add or to harmonize. Harmonizations, when they do occur, are never corrected. Both punctuation and line breaks often afforded the opportunity for the scribe to become distracted and to commit error.