As the title of this study suggests, the following pages are concerned with ballads which refer to death by hanging or burning. This subject brings an aesthetic world into the realms of the real and presents an artistic conceptualisation of both the 'real' - historic facts - and the 'abstract' - human emotions. In terms of the 'real', ballads which refer to actual events can be compared to historic documentation in order to ascertain the extent of interaction between the ballad world and historic fact. In terms of the 'abstract', execution and death are emotive subjects, so how emotional potential is controlled within the tradition is important, for even those reports which claim to be impersonal accounts of executions can be disturbing, even though centuries may separate a reader from the event. Formalising the language is one method of control and this study will discuss formulas and structures related to execution scenes. The formulas also provide points of connection between ballads which otherwise would seem to be unrelated, such as Mary Hamilton and Hobie Noble. The ballads discussed come from different repertoires, regions and centuries. Thus, those scenes which have been retained are more than a personal or regional variant of that scene; it has become a cultural interpretation and it may prove rewarding to consider what precedents exist for such interpretations and whether these are historic, national - specifically Scottish - or part of a wider aesthetic interpretation of death and justice. The printed ballad trade which existed in eighteenth- and nineteenth-century Scotland has also been referred to, in order to provide alternative interpretations of the spectacle of execution and the popular presentation of the condemned. It may be that one tradition relies more closely on reality than the other, or it may be that two conflicting fictions exist.

This study examines how teachers view the use of peer assessment of pupils’ texts in grade 3. Six teachers were interviewed about how they work with peer assessment and the possibilities and challenges they see in using peer assessment in grade 3. The result showed that five of the teachers in the study worked with peer assessment by giving the pupils clear criteria for things they were supposed to respond to. The potential that the teachers saw in peer assessment was that pupils become aware of their own development and their learning. They also saw that the pupils’ social skills were positively affected by peer assessment. The greatest challenge the teachers saw lay in pairing the pupils together best as regards their zone of proximal development and ensuring that pupils developed through peer assessment. The conclusions of this study are that teachers need training in peer assessment so that they will feel comfortable using the method and be able to meet pupils’ development needs.

Magister Artium - MA / Vocabulary knowledge is an indicator of language competence. There is a positive relationship between literacy levels and the medium of instruction. Research has shown that reading comprehension is largely dependent on the reader’s vocabulary knowledge in the language in which the text is written (Kieffer & Lesaux, 2007; Nation, 2001; Sutarsyah, Nation, and Kennedy, 1994). The lack of vocabulary knowledge is normally one of the major challenges for many university students struggling with their academic work, especially those for whom the language of tuition is not a first language. African (and Afrikaans mothertongue) students are unable to access information in their home languages because of the lack of terminology and texts in African languages (Edward and Ngwaru, 2011). There is research in South Africa showing that vocabulary is a challenge for university students, especially at first-year level (Butler & van Dyk, 2004, Manik, 2015: 236, Nkomo & Madiba, 2011). Vocabulary, being such a problem, ultimately affects the academic performance of many students. Although some universities have provided multilingual online glossaries (and other resources) in an effort to accommodate multilingual students struggling with comprehension in the medium of instruction, these modes of delivering glossaries are associated with a few problems. Consulting traditional glossaries/dictionaries disrupts the reading process and affects the flow of ideas. It is also possible that the reader will forget the term in question (or its context) right after consulting the dictionary/glossary, therefore readers have to look-up the same term in the dictionary/glossary several times to ensure that they match it with its definition accurately. In some dictionaries/glossary lists, readers will not find the desired term, or the term they find will not provide an adequate definition – which ends up frustrating the reader. Sometimes the list of definitions for one term that readers find in dictionaries/glossary lists is difficult to comprehend. Instead of providing clarity, the definitions can confuse readers even further. The comprehension of some definitions provided in dictionaries/glossary lists depend on prior understanding of several other terms.

Syftet med den här studien är att undersöka hur lärare som undervisar i årskurs 3-6 i grundskolan bedömer elevers multimodala texter i ämnet svenska, för att belysa vilka semiotiska modaliteter som framhålls som betydelsefulla och varför. Studien utgår ifrån ett sociokulturellt perspektiv. För att besvara forskningsfrågorna i studien användes en kvalitativ metod i form av semistrukturerade intervjuer. Fem lärare som undervisar i årskurs 3-6 intervjuades om sina erfarenheter av att bedöma multimodala texter i ämnet svenska. Resultatet visar att det är viktigt för lärarnas bedömning att elever kan skapa texter som kombinerar typografisk text och bild. Bedömningen av elevernas bilder varierar eftersom vissa av lärarna har bedömningskriterier för den semiotiska modaliteten bild medan andra inte har det.  När elever skapar multimodala texter som innehåller typografisk text blir den typografiska texten oftast den semiotiska modaliteten som är viktigast i lärarnas bedömning. Däremot när elevers multimodala texter kombinerar muntligt framförande och typografisk text är det den muntliga förmågan som får störst betydelse. Det stöd som lärarna beskriver sig få från läroplanen i svenska härrör främst till kriteriet att eleverna ska kunna kombinera typografisk text med bild och ljud. / The aim of this study is to investigate how teachers who teaches in grades 3-6 assess students' multimodal texts in the school subject Swedish, to highlight which semiotic modalities are emphasized as important in teacher assessments of students' multimodal texts and the reasons behind it. The study is based on a socio-cultural perspective. To answer the research questions of the study, a qualitative method was used in form of semi-structured interviews. Five teachers who teach in grades 3-6 were interviewed about their experiences of assessing multimodal texts in the school subject Swedish. The result shows that it is important for the teachers' assessments that the students could create texts that combine typographic texts and images. The assessment of the students' images varies, as some of the teachers have assessment criteria for the picture itself and others do not.  When students are instructed to create multimodal texts that contain typographical text, the typographic text is usually the semiotic modality that is most important in teacher assessments. However, when students' multimodal texts combine spoken language and typographical text, the oral ability is considered the most significant. The support that the teachers describe they receive from the Swedish curriculum derives from the criteria that students should be able to combine typographical texts with images and sounds.

O presente trabalho pretende demonstrar que a pseudotradução (compreendida como a apresentação de um texto ficcional original como se fosse uma tradução de um original que não existe) e a autorrefração (ou seja, a recriação, pelo próprio autor, de um texto seu em outro contexto, formato ou forma literária) são elementos centrais para a poderosa ilusão de profundidade cultural conjurada pela obra de J.R.R. Tolkien. Ao apresentar uma elaborada moldura metanarrativa, que postula a existência de manuscritos antigos, longas cadeias de transmissão e adaptação de textos e múltiplos idiomas nos quais essa transmissão se dá, Tolkien dá um passo crucial para aproximar sua obra das mitologias reais. / This dissertation aims to show that pseudotranslation (defined as the presentation of an original, fictional text as a translation of a foreign text that does not actually exist) and self-refraction (that is, the recreation, by the author himself, of one of his texts in a different cultural context, format or literary form) are key elements for the powerful illusion of cultural depth conjured up by the works of J.R.R. Tolkien. By presenting an elaborate metanarrative framework and postulating the existence of ancient manuscripts, long chains of cultural transmission and adaptation and multiple languages in which such transmission occurs, Tolkien takes a crucial step to bring his works to the same level of real mythologies.

The 'Fazienda de Ultramar' is considered to be the earliest extensive prose work in Castilian. The aim of this study is to assess, quantify and examine in detail the linguistic variation in the text and attempt to explain this variation with reference to the various factors that may influence it: internal linguistic factors such as palaeographic, morphological and syntactic considerations, or external extra-linguistic factors comprising variatio, register and scribal considerations. I focus on six variables. Three are orthographic: the use of < m >, < n >, or < ˉ > to represent /M/ before a bilabial; the use of < i > or <y> to represent /i/; the use of < l > to represent /ʎ/ and < r > to represent /r/ intervocalically. Three are morphological variables: variant forms for derivatives of Latin quōmŏdo; -ie and -ia Imperfect and Conditional forms; weak object pronoun apocope. Amongst the most significant conclusions from this study are the following: I demonstrate that the extent of leísmo in the Fazienda is much greater than that proposed by Echenique (1981). On the basis of my analysis of the data from the Fazienda, I argue that the extent of leísmo in other medieval Castilian texts needs to be re-assessed. The information provided by CORDE on the use of cuemo and cumo pre-1250 shows a concentration of these forms in documents from Northern Castile. The discovery of the phrase por consieglo, previously unique to the Fazienda, in one of these documents also establishes a further connection to Northern Castile. I suggest that the manuscript may well originate from this region. It is generally accepted that more than one scribe was involved in the copying of the Fazienda. I test the hypothesis that different scribal interventions may account for some of the variation in the Fazienda and find evidence to support this hypothesis.

Este trabalho tem por objetivo analisar as maneiras pelas quais alunos de um 5º ano do Ensino Fundamental, estudantes de uma escola pública municipal em Osasco, se utilizam das orientações e intervenções da professora para produzir textos escritos na sala de aula. O corpus que compõe este trabalho é composto por: a) textos acadêmicos; b) textos escolares; e c) transcrições dos momentos de aula em que as produções de texto foram solicitadas (bem como as devolutivas das primeiras versões). Com relação aos textos acadêmicos, nosso objetivo consiste em verificar de que maneiras a pesquisa na sala de aula tem sido abordada por pesquisadores e professores-pesquisadores e quais contribuições estamos em condições de apontar neste trabalho. Trata-se de uma pesquisa-ação, cujos dados produzidos em contexto escolar (textos e transcrições de aula) foram coletados na própria sala de aula em que lecionávamos. As produções escritas dos alunos estão organizadas neste trabalho de acordo com as propostas de texto apresentadas pela professora. Apostamos que, pela interação dialógica entre o gesto de ensinar e o gesto de pesquisar, o professor seja capaz de construir um percurso de escrita e ensino em que o imprevisto é possível. A partir do cotejamento destes dados, bem como da leitura crítica de nossa própria prática pedagógica, verificamos que, ao revisar suas interações, o professor é provocado a sair da posição subjetiva de profissional paralisado e oprimido para, então, despertar em direção a uma nova posição ética. Trata-se de um convite à dezescrita (RIOLFI; BARZOTTO, 2014), a fim de que possamos refletir a respeito de novos modos de nos relacionarmos com os saberes dos alunos. / This dissertation aims to analyze how 5th grade elementary school students from a municipal public school in Osasco use the teacher\'s directions and interventions for the production of written texts in the classroom. The corpus of this dissertation is composed of: a) academic texts; B) school texts; and c) transcripts of class moments in which texts productions were requested (and the returning of the first versions of the texts). Regarding the academic texts, our objective is to verify how classroom researchs has been approached by researchers and teachers-researchers as well as the contributions we may be able to point in this dissertation. It is an action research which data were produced in a school context (texts and class transcriptions), since they were collected in the classroom where we taught. The written productions of the students are organized according to the text proposals presented by the teacher. We consider that by the dialogical interaction between the gesture of teaching and the gesture of researching, the teacher is capable of building a course of writing and teaching in which the unforeseen is possible. From data analysis, as well as the critical reading of our own pedagogical practice, we verified that by revising the interactions, the teacher is provoked to move from the position of stagnant and oppressed professional and arouse to a new ethical position. This is an invitation to dezescrita (RIOLFI; BARZOTTO, 2014), in order to enable a reflection upon new ways of relating to the students\' knowledge.

While educators and speech-language pathologists have been found to utilize informational texts far less than fictional texts when working with young children, informational texts can support young children's academic and language development. This study qualitatively analyzed how children engaged in informationally-based activities and how instructors interacted with children to support their engagement and learning. Fifty-three children from 4 Head Start classrooms participated in small and large group STEM-based instructional activities for 2 days each across 2 weeks. The instructional unit related to how plants grow and how they are used for food. The researchers reviewed and transcribed video recordings and coded turn exchanges as the children participated in 2 small group science-based activities in the first week of the unit, for a total of 8 analyzed sessions. Overall, children demonstrated positive verbal and nonverbal responses while participating in the science-based activities. Instructors were found to use facilitative strategies such as bridging the contextualized experiences to remote concepts, but did not utilize strategies consistently. Instructors were responsive to children's contributions and exchanges between children and instructors were typically 2-3 turns. Instructors could have further developed these exchanges by elaborating or asking thought-provoking questions to highlight targeted concepts. This study supported the idea that young children can respond positively to informational content. Educators and speech-language pathologists can purposefully utilize informational texts with young children and should attempt to help children connect immediate experiences to abstract STEM-based content and concepts.

En la actualidad el internet es el medio más utilizado, el cual alberga una gran cantidad de información textual sobre diversos temas; sin embargo, dicha información, en la gran mayoría de casos no es regulada por criterios de calidad de información, ya que cualquier usuario puede publicar y editar el contenido, lo cual se genera la necesidad de encontrar procedimientos automatizados que puedan filtrar los contenidos de los textos en la web. El objetivo principal del proyecto es implementar una solución que permita identificar el grado la subjetividad de un texto en base a un diccionario de datos, esto se podrá debido a la implementación de procesos que ayuden a determinar la subjetividad de textos. El software desarrollado en el proyecto es basado en software de licencia abierta que permite analizar y almacenar un conjunto de palabras según la ponderación de frecuencia de la subjetividad estimada por cada distribución creando así un diccionario. Para esto, todas las palabras son transformadas a su forma base sin importar su variación morfológica a través del uso de técnicas de procesamiento de lenguaje natural. Como resultado del proyecto se realizó la implementación de una solución software el cual realiza la obtención del grado de subjetividad. Dicho software procesa la información y es almacenado para luego ser mostrado por medio de reportes. El resultado de la solución software fue validado para verificar la efectividad de este. El resultado mostró un porcentaje de efectividad satisfactoria. / In the present time, the internet is one of the most used media worldwide, and it has a lot of textual information about different topics; But that information, in many cases is not regulated by any information quality criteria. This is caused because any person can publish or edit the content of its. This generates the necessity of find automated procedures to filter the contents of the texts on the web. The main objective of the project is to implement a solution that allows identifying the degree of subjectivity of a text based on a data dictionary, this may be due to the implementation of processes that help define the subjectivity of texts. The developed software in the project is based on open source software that allows to analyze and store a set of words according to the frequency weighting of the subjectivity estimated by each distribution thus creating a dictionary. For this, all words are transformed to their base form regardless of their morphological variation through the use of natural language processing techniques. As a result of the project, the implementation of a software solution gives a result, which obtains the degree of subjectivity. This software processes the information. After that is stored and then be shown through reports. The result of the software solution was validated to verify its effectiveness. The result showed a satisfactory effectiveness percentage. / Tesis

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