Write Free or Die: Vol. 03, No. 02

Writing & Reading, Page 1-2 Upcoming Events, Page 1 Writing Committee Members, Page 2 Dangling Modifier, Page 3-4 Ask Matt, Page 5 Student Profile, Page 6 Grammar Box, Page 7 Past Perfect, Page

Understanding the Use of Cohesion Devices and Coherence in Writing

To make sense of the writing, the writer needs to understand the use of cohesion devices and coherence. It is important that writing be coherent as well as cohesive. A text is cohesive if its elements are linked together, and a text is coherent if it makes sense. This paper titled “Understnding the use of Cohesion Devices and Coherence in Writing”. This study is aimed to know and understand the using of cohsion devices and coherence in students‟ writing. To make sense of the writing, the writer needs to understand the use of cohesion devices and coherence. It is important that writing be coherent as well as cohesive. This article discuss the concept of writing, cohesion devices, and coherence. The last, this article describe the importance of understanding the use of cohesion device and coherence in writing

Generating varied narrative probability exercises

This paper presents Genpex, a system for automatic generation of narrative probability exercises. Generation of exercises in Genpex is done in two steps. First, the system creates a specification of a solvable probability problem, based on input from the user (a researcher or test developer) who selects a specific question type and a narrative context for the problem. Then, a text expressing the probability problem is generated. The user can tune the generated text by setting the values of some linguistic variation parameters. By varying the mathematical content of the exercise, its narrative context and the linguistic parameter settings, many different exercises can be produced. Here we focus on the natural language generation part of Genpex. After describing how the system works, we briefly present our first evaluation results, and discuss some aspects requiring further investigation

Explicitness and ellipsis as features of conversational style in British English and Ecuadorian Spanish

In this article I examine differences in conversational style between British English and Ecuadorian Spanish which can be the source of communication conflict among speakers of these two languages in telephone conversations, and, presumably in other types of interaction. I look at the language of mediated and non-mediated telephone conversations and examine one feature that interacts with indirectness, i.e., the degree of explicitness participants employ to realize similar acts or moves in the two languages. In non-mediated telephone interactions both British English and Ecuadorian Spanish speakers appear to display a preference for the use of explicitness in formulating various telephone management moves. On the other hand, in mediated interactions, while the British appear to favour explicitness, Ecuadorians in the present study, make use of elliptical forms. The latter, however, tend to be accompanied by deference markers. Differences in the use of explicit and elliptical utterances are interpreted as reflecting that, in certain types of interactions, Ecuadorians favour a style that can be characterized as fast and deferential, but possibly rather abrupt to the English, whereas the latter appear to favour a less hurried style which emphasizes the expression of consideration rather than deference

Unity in the Variety of Quotation

This chapter argues that while quotation marks are polysemous, the thread that runs through all uses of quotation marks that involve reference to expressions is pure quotation, in which an expression formed by enclosing another expression in quotation marks refers to that enclosed expression. We defend a version of the so-called disquotational theory of pure quotation and show how this device is used in direct discourse and attitude attributions, in exposition in scholarly contexts, and in so-called mixed quotation in indirect discourse and attitude attributions. We argue that uses of quotation marks that extend beyond pure quotation have two features in common. First, the expressions appearing in quotation marks are intended to be understood, and that they are intended to be understood is essential to the function that such quotations play in communication, though this does not always involve the expressions contributing their extensional properties to fixing truth conditions for the sentences in which they appear. Second, they appeal to a relation to the expression appearing in quotation marks that plays a role in determining the truth conditions of the sentences in which they appear

Attempto - From Specifications in Controlled Natural Language towards Executable Specifications

Deriving formal specifications from informal requirements is difficult since one has to take into account the disparate conceptual worlds of the application domain and of software development. To bridge the conceptual gap we propose controlled natural language as a textual view on formal specifications in logic. The specification language Attempto Controlled English (ACE) is a subset of natural language that can be accurately and efficiently processed by a computer, but is expressive enough to allow natural usage. The Attempto system translates specifications in ACE into discourse representation structures and into Prolog. The resulting knowledge base can be queried in ACE for verification, and it can be executed for simulation, prototyping and validation of the specification.Comment: 15 pages, compressed, uuencoded Postscript, to be presented at EMISA Workshop 'Naturlichsprachlicher Entwurf von Informationssystemen - Grundlagen, Methoden, Werkzeuge, Anwendungen', May 28-30, 1996, Ev. Akademie Tutzin

Theoretical models of the role of visualisation in learning formal reasoning

Although there is empirical evidence that visualisation tools can help students to learn formal subjects such as logic, and although particular strategies and conceptual difficulties have been identified, it has so far proved difficult to provide a general model of learning in this context that accounts for these findings in a systematic way. In this paper, four attempts at explaining the relative difficulty of formal concepts and the role of visualisation in this learning process are presented. These explanations draw on several existing theories, including Vygotsky's Zone of Proximal Development, Green's Cognitive Dimensions, the Popper-Campbell model of conjectural learning, and cognitive complexity. The paper concludes with a comparison of the utility and applicability of the different models. It is also accompanied by a reflexive commentary[0] (linked to this paper as a hypertext) that examines the ways in which theory has been used within these arguments, and which attempts to relate these uses to the wider context of learning technology research