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This thesis hypothesizes that written texts can imply a "design system" comprising visual elements like forms, colors, and interactions that concretize the internal thought processes that normally occur during reading. This design system derived from text would allow the experience of reading to become more sensory, emotional, and direct, unlike adaptations of stories into other mediums like movies or novels which focus on characters rather than designed background elements that create an immersive setting. The goal is for the implied design system of a text to be applied and experienced as design in a more impactful way.
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Thesis
This document presents a hypothesis that written text can imply a "design system" comprising visual elements that substantiate the internal thought processes that occur during reading. This is contrasted with other forms of story visualization like movies and comics which are character-centric rather than focused on designed background elements ("touchpoints"). The hypothesis is that applying this "design-system" of textual cues allows the text to be experienced in a more sensory, direct manner. The document outlines an experiment where participants found a text incorporating descriptive touchpoints more enjoyable to read than a simplified version. It proposes potential projects to further explore expressing design elements within written stories.
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Childrens Literature, Picturebooks and Intersemiotic Dialogue
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Thesis
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The document discusses three types of connections that good readers make: personal, textual, and world. Personal connections refer to relating the text to one's own life experiences. Textual connections involve linking the text to other works previously read. World connections are those made between the text and real world events or phenomena. The document provides examples of questions a reader might ask themselves to draw out each type of connection.
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Династия. ПОД СЕНЬЮ КОММУНИСТИЧЕСКОГО ДРЕВА. Книга первая. ЛИДЕР
ПРОЛОГ
В коридорах здания Государственной Думы на Охотном Ряду было малолюдно. Нижняя палата Законодательного Собрания должна была собраться на свое первое заседание только через неделю, и депутаты-старожилы, вновь переизбранные на новый срок, пока не спешили возвращаться в родное здание из отпусков и регионов. Чего нельзя было сказать о новеньких, свежеиспеченных счастливчиках, получивших заветный мандат, поднимающий их почти на самый верх государственной власти. Они-то, как раз, с нетерпением ждали начала работы, чтобы сразу влиться в тот или иной комитет и с пылом, и с жаром наброситься на гигантский воз проблем, накопившихся с прошлых лет.
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Он осторожно открыл дверь и, почему-то затаив дыхание, вошел внутрь. Отодвинул жалюзи и посмотрел в окно. Внизу было все, как обычно: куда-то по своим делам мчались машины, деловито сновали пешеходы, офицеры ГИБДД регулировали движение, но чаще ловили нарушителей и выписывали им штраф, молодые люди пили пиво и целовались на морозе с не менее молодыми девушками, а голуби оккупировали тротуары в поисках крошек хлеба - словом, город и страна жили своей обычной жизнью, совершенно позабыв поздравить молодого человека в столь радостный для него день. День его ново
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Anatomical components of RAS are
• Mid-brain reticular formation,
• Dorsal hypo-thalamus,
• Thalamic intra laminar nuclei,
• Tegmentum
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This certificate certifies that Georgi Angelov Neshev successfully completed the distributed learning class "Procurement Processes" (PR3260XS) on Monday, July 8, 2013. The certificate provides 1.5 hours of continuing education credit with an identification number of 43581.
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Династия. ПОД СЕНЬЮ КОММУНИСТИЧЕСКОГО ДРЕВА. Книга первая. ЛИДЕР
Династия. ПОД СЕНЬЮ КОММУНИСТИЧЕСКОГО ДРЕВА. Книга первая. ЛИДЕР
A Written Resolution Representatives 5 g. Religions.
A Written Resolution Representatives 5 g. Religions.
Similar to Thesis
Definition of Literature for Fundamentals of Literature
Fundamentals of Literature
Compiled by: Belachew Weldegebriel (bellachew@gmail.com)
Jimma University
CSSH
Department of English Language and Literature
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Med 505 Seminar on Online Technologies
The lecture discusses the history of ideas technologies like books and hypertext. It evaluates how ideas are produced, stored and disseminated through different technologies. The concept of hypertext is explored, examining how it moves beyond printed pages and allows for non-linear writing. Theories of information society are investigated to understand today's networked environment.
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One hopes that one’s case will touch others. But how to connect? Not by calculation, I think, not by the assumption that in the pain of my toothache, or my father’s, or Harry Crosby’s, I have discovered a “universal condition of consciousness.” One may merely know that no one is alone and hope that a singular story, as every true story is singular, will in the magic way of some things apply, connect, resonate, touch a major chord.
(Pachter, 1981, p. 72)
Why do we write? The report is, of course, an expected part of what is in store when you sign on as a researcher. Some of you may write because you have to do so, but I suspect that most of you have larger intentions. Writing is not easy. Hours turn into days and days turn into months and months, sometimes into years, and you are still working on the same manuscript. Why would you invest so much time reading, researching, writing, and rewriting? At a basic level, you have observations, insights, and experiences you want to share. But why do you want to share them? What about those nagging voices of self-doubt that mutter, “It’s all been said before; nothing you say is really new. Who are you to think you have anything to say?” But when you quiet those voices and get down to writing, you know that underneath it all you want to connect with others, get them to think about something in a different way and, perhaps, act in a different way. In short, as Mary Pipher (2007) titles her book, you may be Writing to Change the World. If that be the case, then your writing needs to be read. For it to be read, it needs to engage. Fortunately, different people are engaged by different styles of writing, but no matter the style, writing that is read is writing in which the author is careful and deliberate in the use of words. Good writing gives shape to ideas and kindles imagination and visions of the possible.
In qualitative inquiry, writing ultimately gives form to the researcher’s clumps of carefully organized and analyzed data. It links together thoughts that developed throughout the research process and were jotted in journals. The act of writing inspires new thoughts and connections. Writing constructs the housing for the meaning that you and others make of the research endeavor. As writer, you engage in a sustained act of construction, which includes selecting a particular “story” to tell from the data you have analyzed, and creating the literary form that you believe best conveys your account. It perhaps matters to some—but needs no resolution—whether the researcher’s construction is more like that of an architect, proceeding from a vision embodied in a plan, or like that of a painter, whose vision emerges over time from intuition, sense, and feeling. For many, constructing a text is possibly some combination of both plan and intuition. This cha ...
Media And Text
Hayles argues that traditional views of literary texts as having a single, stable version determined by authorial intent are incorrect. She claims texts are inextricable from their physical embodiment and medium, whether print, digital, or other form. As texts exist in different versions and mediums, there is no single authoritative text but rather a continuum of variation. For Hayles, the interpretation of a text depends as much on its material form and presentation as on its semantic content alone.
Fictions Intro
This document discusses how cultural products and practices communicate through fictions or myths. Myths are ways of explaining and organizing perceptions of the world to make shared cultural understandings seem natural. The document examines how fictions define culture by communicating cultural norms and values, and providing structural frameworks for people to enact and tell stories about their culture. It prompts analyzing how myths work in stories to deliver familiar meanings and cultural systems of understanding.
Response paper to english patient by buffy hamilton 2 3-04 elan 8410
This document provides a summary and reflection of the student's reading of The English Patient. It discusses how acts of reading contribute to identity and create a "communal text" of the self. The student reflects on how discussing the book with classmates added new layers and perspectives that enriched their reading experience, making it a communal act. Reading is seen as dialogic and transformative, with each text becoming incorporated into the reader's experience and shaping their understanding of the world.
Theme and symbolism
The document discusses themes and symbolism in literature. It defines a theme as the underlying central idea or universal truth that a work of literature communicates about life, society, human nature or the human condition. A theme expresses the author's view or raises questions, but does not completely explain the story. Symbolism represents one thing with another through objects, ideas or actions that have meaning known only to some. Both themes and symbols in literature require attention and interpretation to understand fully.
CREATIVE NONFICTION WEEK 1, wrtings.pptx
This document contains information about literary genres and conventions. It defines different genres like fiction, nonfiction, drama, poetry. It explains genres like novels, short stories, biographies and autobiographies. It also discusses literary elements like theme, plot, characters. Theme is defined as the underlying message or universal truth of a literary work. The document provides examples of themes and instructions for analyzing a work to identify its theme. It then provides guidance for an activity where students will visualize what they want in life and what values are important to them and their family by creating a decorated cup. They are prompted to reflect on why they chose certain things and whether they believe you can shape your own life.
The New Past, and a Speculative Future, of Literature: A Brief Discussion of ...
This presentation consists of three sections: (1) a brief description of the work of Franco Moretti and Matthew Jockers to exemplify how past literature can be seen anew using text analysis tools, (2) a brief description of Voyant and TMT in the context of text analysis generally, (3) a science fiction extrapolation describing text creation tools as the obverse of text analysis tools. One might imagine a new future literature in which text artists build texts by combining words at a distance. One might imagine an obverse to Voyant: a “text creation system” which allows users to add numbers of words to a text and to define the proximity of those words to each other using network visualizations and other tools. The construction of such texts could be imagined to be every bit as complex as writing a novel, as artists might manipulate webs of words to differentiate and potentiate shades of meaning.
The grammar of visual design seminar 6 adriena casini, diego guedes, ramon ...
This is the Slides presentation of seminar 6 (INGLÊS 7 - UFRJ/ 2012-2). As the pptx is too heavy to upload on moodle, we had to do it on slideshare. We hope you do not have problems to access it. Att, Group 6:
Adriena Casini, Ramon dos Santos and Diego Guedes.
D22-ELIT 46C-S18
This document summarizes key points from an English literature class. It discusses Jean Rhys' novel Wide Sargasso Sea and how it engages in intertextuality by rewriting Jane Eyre from Bertha Mason's perspective. The professor emphasizes that readers can interpret texts differently and rewrite traditions to explore new possibilities and perspectives not authorized by the original authors. Readers are encouraged to make works more "writerly" by actively participating in constructing meaning rather than passive reception of authorial intent.
Teaching for Understanding in Fiction
This document provides a summary of teaching fiction and its elements. It discusses plot structure, characterization, conflict, theme, and other literary elements. It also defines various genres of fiction like fairy tales, realistic fiction, historical fiction, mystery, fantasy, and science fiction. Specific elements of each genre are outlined. The document aims to help teachers effectively teach fiction to students through understanding these concepts.
Metafiction
This document provides an overview of the concept of metafiction. It defines metafiction as fictional writing that draws attention to itself as an artifact in order to examine the relationship between fiction and reality. Metafiction explores such questions by self-consciously displaying its own methods of construction. It reflects broader cultural interests in how humans construct and mediate their experience of the world. Metafiction uses techniques like violating narrative levels and experimental styles to blur the lines between fiction and reality.
Buffy hamilton response to bakhtin 9 23-02
This document contains Buffy Hamilton's response to reading Bakhtin's "Discourse in the Novel" for the first time. [1] Hamilton struggled to understand the dense text and found the introduction and glossary helpful but still felt unsure. [2] She reflects on some key quotes from Bakhtin about dialogism, heterglossia, and how social and cultural influences shape our language and thoughts. [3] Hamilton connects Bakhtin's ideas to theories from Rosenblatt, Vygotsky, and Dyson about the transactional nature of language and learning within social contexts.
Textual analysis,by Catherine Belsey
The document discusses textual analysis as a research method. It explains that textual analysis involves analyzing texts in detail to understand what is being said, to whom, why, and the intended effect. The document provides an example analyzing a painting of Lucretia being raped by Tarquin, discussing images, power relations, and interpretations. It emphasizes that textual analysis considers historical context and that meanings may be debated. Researchers should develop their own critical perspectives and questions rather than relying entirely on other analyses.
Interpreting and analyzing literature
The document discusses the difference between interpretive literature and escape literature. Interpretive literature aims to broaden readers' understanding of life, enable consideration of implications, and answer "so what?" about what was read. It takes readers deeper into the real world to understand their troubles. Interpretive literature has a broader significance by providing insights into human existence, culture, or history.
Patersonpublicschools
Graphic Novels in the Schools– Beyond Independent Reading presents information on using graphic novels in the classroom. It defines graphic novels as full-length comic books that combine text and visual elements. The presentation discusses how graphic novels can be used to meet New Jersey Core Curriculum Standards and engage students through activities linked to themes. Examples are provided of how graphic novels covering topics in language arts, social studies, and Holocaust studies can supplement classroom lessons.
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Definition of Literature for Fundamentals of Literature
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Glesne, C. (2016). Becoming qualitative researchers An introducti
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Response paper to english patient by buffy hamilton 2 3-04 elan 8410
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Thesis
- 1. This thesis presents the hypothesis that written text (i.e., stories) can imply a “design system” comprised of forms, colors, and interactions which meet an unexpressed need to concretize the internal thought processes that normally occurs during the act of reading.
- 2. This in contrast to other visualized forms derived from written stories such as movies, comic books and gothic novels, which are character centric rather than “touch point” centric (designed elements that are usually associated with a background or setting which taken together make a complete container for potential future experience).
- 3. Such a hypothesis will allow text to be experienced as design in a more emotional, sensory and direct manner, when the “designsystem” of writing is applied.
- 4. It’s not about ”traditional” or ”digital”. It’s about the experience.
- 5. I could picture the scene while I was reading. It was as if I was there. Which text was more enjoyable? And why? 18 Short and to the point. My kind of reading. 3 He sat alone on the maple stained wood bench. The steam rose from his coffee and transparently masked his face. His arms were parallel to each other as he sat in silence facing the fog filled mountains. A plaid blanket was loosely wrapped around him. The sun was starting to peer over the tops of the mountains as the light gently lit his face. The guy sat outside drinking coffee, waiting for the sun to rise. No response.