Generating multimedia presentations: from plain text to screenplay

In many Natural Language Generation (NLG) applications, the output is limited to plain text – i.e., a string of words with punctuation and paragraph breaks, but no indications for layout, or pictures, or dialogue. In several projects, we have begun to explore NLG applications in which these extra media are brought into play. This paper gives an informal account of what we have learned. For coherence, we focus on the domain of patient information leaflets, and follow an example in which the same content is expressed first in plain text, then in formatted text, then in text with pictures, and finally in a dialogue script that can be performed by two animated agents. We show how the same meaning can be mapped to realisation patterns in different media, and how the expanded options for expressing meaning are related to the perceived style and tone of the presentation. Throughout, we stress that the extra media are not simple added to plain text, but integrated with it: thus the use of formatting, or pictures, or dialogue, may require radical rewording of the text itself

Integrating Discourse Markers into a Pipelined Natural Language Generation Architecture

Pipelined Natural Language Generation (NLG) systems have grown increasingly complex as architectural modules were added to support language functionalities such as referring expressions, lexical choice, and revision. This has given rise to discussions about the relative placement of these new modules in the overall architecture

More on in situ WH- and focus constructions in Hausa

Hausa is conventionally analyzed as having only one strategy for both focus and wh-constructions--fronting, with special inflectional marking on the TAM. Recently, however, some new facts have emerged which demonstrate that focus can also occur IN SITU, with a general TAM (Jaggar 2001:496-98; Green & Jaggar 2003). Hausa in situ wh-questions and focus constructions are especially common with adverbial (especially locative) elements and/or nonverbal predicates and so are more restricted in their distribution than the ex situ strategies, but they represent an interesting new problem which requires extensive study of naturally occurring discourse and detailed syntactic analysis. The Hausa facts also need to be viewed in the wider comparative-historical context of the syntax of in situ focus and wh-constructions in related West Chadic languages

Developing reading-writing connections; the impact of explicit instruction of literary devices on the quality of children's narrative writing

The purpose of this collaborative schools-university study was to investigate how the explicit instruction of literary devices during designated literacy sessions could improve the quality of children's narrative writing. A guiding question for the study was: Can children's writing can be enhanced by teachers drawing attention to the literary devices used by professional writers or “mentor authors”? The study was conducted with 18 teachers, working as research partners in nine elementary schools over one school year. The research group explored ways of developing children as reflective authors, able to draft and redraft writing in response to peer and teacher feedback. Daily literacy sessions were complemented by weekly writing workshops where students engaged in authorial activity and experienced writers' perspectives and readers' demands (Harwayne, 1992; May, 2004). Methods for data collection included video recording of peer-peer and teacher-led group discussions and audio recording of teacher-child conferences. Samples of children's narrative writing were collected and a comparison was made between the quality of their independent writing at the beginning and end of the research period. The research group documented the importance of peer-peer and teacher-student discourse in the development of children's metalanguage and awareness of audience. The study suggests that reading, discussing, and evaluating mentor texts can have a positive impact on the quality of children's independent writing