Generic and rhetorical structures of texts : two sides of the same coin?

Two major approaches to textual macro-structures have been developed during the last decades: Register & Genre Theory (R&GT) and Rhetorical Structure Theory (RST). Both stress that textual structures co-occur with contextual relations involving social action and subject matter, role structure and symbolic organization. The approaches, however, significantly differ in their conceptions of textual organization. Whereas R&GT conceives of texts as goal-oriented staged (i.e. linearly progressing, while still allowing for prosodic and recursive realizations of stages) interactions, RST conceptualises them as hierarchically structured entities in which certain elements are foregrounded (nuclei) and others are backgrounded (satellites); Based on empirical analyses of Viennese university students' essays, we will discuss in what ways generic and rhetorical organizations of texts relate to each other and what advances a combination of these two approaches may offer for text analysis and text linguistics. Through such a combinatory approach to analyzing texts, it becomes possible to identify systematic patterns of textual features in context (using R&GT) and culturally influenced, semantic coherence relations (using RST). Central to our discussion are issues involving the relation between hierarchical versus linear perspectives on text organization and the relation between cohesion and coherence

Analytic frameworks for assessing dialogic argumentation in online learning environments

Over the last decade, researchers have developed sophisticated online learning environments to support students engaging in argumentation. This review first considers the range of functionalities incorporated within these online environments. The review then presents five categories of analytic frameworks focusing on (1) formal argumentation structure, (2) normative quality, (3) nature and function of contributions within the dialog, (4) epistemic nature of reasoning, and (5) patterns and trajectories of participant interaction. Example analytic frameworks from each category are presented in detail rich enough to illustrate their nature and structure. This rich detail is intended to facilitate researchers’ identification of possible frameworks to draw upon in developing or adopting analytic methods for their own work. Each framework is applied to a shared segment of student dialog to facilitate this illustration and comparison process. Synthetic discussions of each category consider the frameworks in light of the underlying theoretical perspectives on argumentation, pedagogical goals, and online environmental structures. Ultimately the review underscores the diversity of perspectives represented in this research, the importance of clearly specifying theoretical and environmental commitments throughout the process of developing or adopting an analytic framework, and the role of analytic frameworks in the future development of online learning environments for argumentation

Short papers and letters on the 'linear micro-element' theory of mental mechanism; and related questions of scientific method

Seven papers/letters further developing the ideas raised in Monographs #12 and #15 (q.v.), and in two papers published in Kybernetes (vols 5 and 7) -- later incorporated into the Thesis (q.v.) as "Part A". In particular: *Chapters I & VI: apply the postulated 'linear elements' to explain Piaget's notion of how the mental concept of 'object' is developed. *Chapter II: extends this to account for the rudiments of 'personal identity'. *Chapter III: answers criticisms and queries raised by Dr N.E.Wetherick, mainly on the plausibility of RNA and infra-red as a Second (multiplexed) Neurotransmitting System. *Other chapters offer critiques of some accepted views on scientific method

THE "POWER" OF TEXT PRODUCTION ACTIVITY IN COLLABORATIVE MODELING : NINE RECOMMENDATIONS TO MAKE A COMPUTER SUPPORTED SITUATION WORK

Language is not a direct translation of a speaker’s or writer’s knowledge or intentions. Various complex processes and strategies are involved in serving the needs of the audience: planning the message, describing some features of a model and not others, organizing an argument, adapting to the knowledge of the reader, meeting linguistic constraints, etc. As a consequence, when communicating about a model, or about knowledge, there is a complex interaction between knowledge and language. In this contribution, we address the question of the role of language in modeling, in the specific case of collaboration over a distance, via electronic exchange of written textual information. What are the problems/dimensions a language user has to deal with when communicating a (mental) model? What is the relationship between the nature of the knowledge to be communicated and linguistic production? What is the relationship between representations and produced text? In what sense can interactive learning systems serve as mediators or as obstacles to these processes

Thematic Annotation: extracting concepts out of documents

Contrarily to standard approaches to topic annotation, the technique used in this work does not centrally rely on some sort of -- possibly statistical -- keyword extraction. In fact, the proposed annotation algorithm uses a large scale semantic database -- the EDR Electronic Dictionary -- that provides a concept hierarchy based on hyponym and hypernym relations. This concept hierarchy is used to generate a synthetic representation of the document by aggregating the words present in topically homogeneous document segments into a set of concepts best preserving the document's content. This new extraction technique uses an unexplored approach to topic selection. Instead of using semantic similarity measures based on a semantic resource, the later is processed to extract the part of the conceptual hierarchy relevant to the document content. Then this conceptual hierarchy is searched to extract the most relevant set of concepts to represent the topics discussed in the document. Notice that this algorithm is able to extract generic concepts that are not directly present in the document.Comment: Technical report EPFL/LIA. 81 pages, 16 figure

The Application of the Hermeneutic Process to Qualitative Safety Data: A Case Study using Data from the CIRAS project

This article describes the new qualitative methodology developed for use in CIRAS (Confidential Incident Reporting and Analysis System), the confidential database set up for the UK railways by the University of Strathclyde. CIRAS is a project in which qualitative safety data are disidentified and then stored and analysed in a central database. Due to the confidential nature of the data provided, conventional (positivist) methods of checking their accuracy are not applicable; therefore a new methodology was developed - the Applied Hermeneutic Methodology (AHM). Based on Paul Ricoeur's `hermeneutic arc', this methodology uses appropriate computer software to provide a method of analysis that can be shown to be reliable (in the sense that consensus in interpretations between different interpreters can be demonstrated). Moreover, given that the classifiers of the textual elements can be represented in numeric form, AHM crosses the `qualitative-quantitative divide'. It is suggested that this methodology is more rigorous and philosophically coherent than existing methodologies and that it has implications for all areas of the social sciences where qualitative texts are analysed