Coupling Story to Visualization: Using Textual Analysis as a Bridge Between Data and Interpretation

Online writers and journalism media are increasingly combining visualization (and other multimedia content) with narrative text to create narrative visualizations. Often, however, the two elements are presented independently of one another. We propose an approach to automatically integrate text and visualization elements. We begin with a writer's narrative that presumably can be supported with visual data evidence. We leverage natural language processing, quantitative narrative analysis, and information visualization to (1) automatically extract narrative components (who, what, when, where) from data-rich stories, and (2) integrate the supporting data evidence with the text to develop a narrative visualization. We also employ bidirectional interaction from text to visualization and visualization to text to support reader exploration in both directions. We demonstrate the approach with a case study in the data-rich field of sports journalism.Comment: ACM IUI'18, 3 figures, 5 page

The 2010 UK Home Office ‘Sexualisation of Young People’ Review: a discursive policy analysis

This paper offers a discursive policy analysis of the 2010 UK Home Office Sexualisation of Young People Review, authored by Linda Papadopoulos (2010a). It will scrutinise the narrative presented by the text of the danger posed by cultural representations to healthy development, and trace the way that the text links this danger to catastrophic outcomes: child sexual abuse, exploitation and trafficking. Examining this narrative, the article will propose that the UK Review deploys spatial metaphors to naturalise a gendered account of childhood, sexuality and danger, evoking the creeping influence of a corrupting culture on a girl's most private self. The article will also demonstrate that this spatial narrative underpins the epistemological structure of the text – its separation of the primary from the secondary, the real from the artificial

Poor written and oral text comprehension in third grade children. A multiple case study

In this multiple case study we analyzed oral text comprehension, reading profiles and underlying cognitive abilities (attention, executive functions, working memory, narrative memory, rapid automatized naming and vocabulary) of 9 children identified as poor written text comprehenders after a school screening on 75 third grade children. Four out of the 9 children were named Language-Minority (L-M) children, since they had immigrant parents. The remaining 5 children were born in Italy from Italian parents. The comparisons of the two subgroups suggested that the lexical route of reading was particularly impaired in the L-M subgroup and that written text comprehension was weakened by restricted vocabulary which, in turn, was not supported by efficient phonological short-term memory. In a second type of data analysis we examined the individual profiles of the 9 children, irrespective of their belonging to the L-M or Italian subgroups, and identified different patterns of associations among reading performance, written text comprehension and oral text comprehension. The findings showed that poor text comprehension always co-occurred with word and/or text reading difficulties which, in turn, were associated to slow naming and weak verbal working memory. Moreover, when children had both written and oral text comprehension difficulties, not only verbal working memory was impaired but also narrative memory, suggesting a weakness in the episodic buffer (Baddeley 2000; 2010). The implications of poor working memory associated to slow naming and/or weak episodic buffer for text comprehension are discusse

The Use of Songs as a Prompt in Genre-based Approach in Teaching Narrative Text

The paper entitled, “The use of songs as a prompt in genre-based approach in teaching Narrative text” aims to examine in what stages of the genre-based approach (GBA) that songs as a prompt can be incorporated in teaching narrative text and to what extent songs as a prompt can help the students in writing narrative text. This study was conducted in a senior high school in Bandung using a case study. The findings of this study show that, songs can be incorporated in every stage in GBA including Building Knowledge of Field, Modeling of Text, Joint Construction, and Independent Construction. Furthermore, the analysis reveals that songs as a prompt can help the students to write narrative text in several aspects, as in helping the students to understand context and social purpose of narrative text, generating ideas, enhancing vocabularies and the use of expressions, and promoting students' motivation. Regarding this, it is recommended that songs a as a prompt be incorporated in the GBA to teach narrative text

Conquest and Form: Narrativity in Joshua 5-11 and Historical Discourse in Ancient Judah

One goal of this essay is to offer an exploratory, historiographical analysis of the conquest account in the book of Joshua, an analysis that focuses upon the sociocultural milieu of ancient Judah. I propose to show how this narrative of conquest might have contributed to discourse(s) among the literate Judean community that perpetuated the text, and I will offer a few thoughts on the potential relationship between the narrative and the supposed cultic reforms of the late seventh century b.c.e. A number of biblical scholars have argued that the late monarchic period gave rise to the conquest story as recounted in Joshua. In this essay, I would like to pay special attention to precisely how this narrative might have functioned within the milieu of the late monarchic period, thus refining our understanding of the narrative’s contribution to the discourses of this era and our knowledge of its relationship to other narratives that were probably extant at the same time. In other words, what particular features of the narrative might have had special import in this period? Specifically, I will argue that the narrative reveals certain discursive statements about Yahweh’s cultic supremacy and about important cultic sites in late monarchic Judah, and that this is evident in particular narratival features that are present in the text

Automated analysis of pupils' self-explanations of a narrative text

International audienceWe present a method devised to automatically analyze pupils' verbalizations during reading and to reveal some of the strategies they use. An experiment with 44 primary school pupils (3rd and 5th grade) reading a narrative text and verbalizing what they understood at predefined breaks showed, firstly, that machine results are correlated with experts'; secondly, that the recall of recent sentences is not uniform across verbalizations and subject to a grade effect; thirdly, that there is a grade effect in the recall of distal causal sentences

Pengembangan Bahan Ajar Bahasa Indonesia SMP Kelas VIII Melalui Kajian Teks 88 Kisah Kebijaksanaan Tiongkok Kuno Karya Andy Chow 2015

This study aims to: (1) Determine what are the text in Acts 88 Ancient Chinese Wisdom Andy Chow's work in 2015 which can be used as material development junior class VIII. (2) Describe the implementation of the text 88 Ancient Chinese Wisdom Story Andy Chow's work in 2015 that can be used as teaching material in the junior class VIII. The method used is qualitative descriptive. Objects in this study text wisdom tale story of 88 ancient Chinese works of Andy Chow, 2015. The data source text of this study all 88 stories of ancient Chinese wisdom works of Andy Chow, 2015. The data in this study a 88 story text wisdom of ancient Chinese works of Andy Chow 2015 corresponding to Indonesian teaching materials junior class VIII. Data collection techniques used in this research is to see the engineering and technical notes. Mechanical Analysis of data using a unified method, a method that is used or to determine the identity of a particular lingual unit by using the tool determinants that are beyond language, regardless of the language, and does not become part of the language concerned. Presentation of the results of data analysis techniques in the form of rules that can be presented through two methods: informal and formal methods. The results of the study text 88 Stories Wisdom Ancient Chinese works of Andy Chow 2015 may be concluded that: 1) There are 6 types of narrative texts 1) The text narrative form eksemplum, 2) Narrative text in the form of a fairy tale, 3) text narrative form of the legend, 4) Narrative text in the form of adventurers , 5) narrative text form pantasi, 6) and narrative texts in the form of fables and can be implemented in learning Indonesian in the junior class VIII in accordance with core competencies KI-3 Understand and apply knowledge (factual, conceptual, procedural) by curiosity about science, technology, arts, culture-related phenomena and events looking eyes, KI-4: Processing, menyaji, and reasoning in the realm of the concrete (using, parse, compose, modify, and make) and the realm of the abstract (writing, reading, counting, drawing, and writing) in accordance with the learned in school and other sources in the same angle of view of the theory and KD 3.1: Understand text moral stories / fables, reviews, discussion, stories prosedu, stories and biographies either through oral or written, KD 4.1 Capturing meaning of the text moral story / fable, reviews, discussions, procedures stories, biographies and stories both orally and in writing. In Acts 88 Wisdom Texts Ancient China Chow Andy works in 2015 there were moral that can be applied in everyday life by learners. Keywords: teaching materials, narrative texts, and the study of texts 88 Ancient Chinese Wisdom Stor