Tacit technique on the evaluation of technical texts

2009

This thesis presents an analytical study of the expression of evaluation in a highly opinionated type of discourse. This exploration, chiefly motivated by a concern with pedagogical issues, sought to identify and describe some of the strategies used by writers to convey explicit and implicit interpersonal meanings in order to help non-native learners read more critically. In particular, the study attempted to account for some resources of indirect evaluation which have been little described so far. The analysis is on the one hand based on some aspects of the Appraisal Theory, especially on White's (2004, 2005/6) notions of naturalisation and unarguability, and on the other on evaluation conveyed through attributed material. It is argued that such resources indirectly position readers in a stance similar to the writer's own, which places him/her in control of the material and thus, ultimately, of the readers' views. The study concluded that none of the individual strategi...

2003

ABSTRACT. This paper presents the results of an ongoing study of how writers involve the reader in technical texts in English, Spanish and Catalan. The traditional rhetorical devices used to involve the reader in Romance languages are rather different from those used in English. Thus, when translating from English, the translator has to decide between literal translation and modulations.

Anais do XXVIII Workshop de Informática na Escola (WIE 2022), 2022

This paper aims to describe the proposal, contributions and challenges founded, from the application of TPACK (Technological Pedagogical Content Knowledge Framework) in the integration of technologies and methodologies to the discipline "Electronics and Metrorail Signaling", in the 3rd class, of integrated technical education, of a federal public educational institution. The pedagogical intervention was carried out by the institution's Nucleus of Educational Technologies (NTE), in line with the actions proposed by the nucleus, for the year 2022. Among the contributions, we highlight the change in the teacher's perception of the potential for conducting the contents and the direct relationship of the choices with the context in which the discipline is inserted; and a particular challenge was pointed out: the teacher's initial difficulty in defining the best relationship among content, methodology and technology to be adopted. The expectation of this paper is that, with the presentation of the proposal and the reflections about the potential of the model, it will be possible to encourage other teaching professionals to consider the TPACK approach when planning their content, given the importance and contribution of the theme to the constant improvement of the teaching-learning process and the knowledge needed to integrate technologies into their teaching practice. Resumo. O presente artigo tem por objetivo descrever a proposta, as contribuições e os desafios encontrados, a partir da aplicação do TPACK (Technological Pedagogical Content Knowledge Framework) na integração de tecnologias e metodologias à disciplina "Eletrônica e Sinalização Metroferroviária", na turma da 3º série do ensino técnico integrado, de uma instituição pública federal de ensino. A intervenção pedagógica foi realizada pelo Núcleo de Tecnologias Educacionais (NTE) da instituição, em consonância com as ações propostas pelo núcleo, para o ano de 2022. Dentre as contribuições, destacam-se a mudança de percepção do professor sobre as potencialidades de condução dos conteúdos e a relação direta das escolhas com o contexto no qual a disciplina está inserida; e um desafio em especial foi

Ocnos: Revista de estudios sobre lectura

El presente trabajo tuvo como propósito determinar la contribución de la inteligencia fluida y de funciones ejecutivas tales como la memoria de trabajo, el control inhibitorio y la fluidez verbal, a la comprensión de lectura de textos informativos de carácter científico en escolares. Asimismo, se analizó la contribución de la conciencia sintáctica, en tanto que habilidad metalingüística, a la comprensión de lectura de este tipo de estructura textual. Se utilizó un diseño transversal, exploratorio-descriptivo, de alcance correlacional. La muestra incluyó 175 escolares chilenos de ambos sexos, de 4° y 5º año de educación primaria de dos establecimientos educacionales. Se tomaron medidas de inteligencia fluida, memoria de trabajo, inhibición, fluidez verbal, conciencia sintáctica y comprensión de lectura de textos expositivos. Los resultados muestran relaciones estadísticamente significativas, pero débiles, entre inteligencia fluida, memoria de trabajo, inhibición y comprensión de ...

2001

Examination papers have until now received little attention in the field of document design. This text type was identified as a possible source of academic underachievement among a group of South African technical college students from certain cultural and educational backgrounds. In this contribution examination papers are situated within a general model for problem-based text evaluation, representative of current thinking in document design. At a more specific level criteria from the domain of education are identified and validated. These criteria are mapped onto the textual elements of documents (content, structure, style and presentation) and represented in an evaluation matrix. The applicability of the matrix as a diagnostic tool is demonstrated through the analysis of a selection of examples from national examination papers for career-oriented college subjects. It is suggested that any pretesting-text-focused, expert-focused or reader-focused-be preceded by thorough planning, taking cognizance of the macrocontext of problem-based document design, elements of the micro-context as outlined above, and appropriate research methods. The outcomes should yield useful dividends of a practical as well as an academic nature.

Hallazgos, 2014

* El presente artículo expone una revisión crítica de la literatura sobre diversos temas, tales como task based learning, critical thinking and collaborative work.

Revista de Sistemas de Informação da FSMA, 2011

In this work we present some guidelines and advices concerning preparation, presentation and writing of scientific and technical texts. Particular attention is given to college level reports. Some principles and effective examples are given.

2003

A study examined the assessment of instructional documents written by undergraduate engineering students in a 300-level technical writing course. The six documents were independently ranked by nine readersthree writing faculty, three engineering faculty, and three technical writing professionals. Besides ranking the documents, the nine readers were also asked to designate levels of success, to write "in-text" comments and, finally, to provide post-text narratives, summarizing each paper's strengths and weaknesses. The greatest consistency across all six papers emerged among the writing faculty. Except for Document 1, all of their rankings were either identical or within one level. For the engineering faculty, only Document 4 was ranked within one level, and for the technical communicators, none of the six documents among the three readers was ranked the same or within one level. Of the three stakeholder communities, only writing faculty undergo long-term socialization and enculturation within their discourse community, and writing assessment is central to their professional day-today lives. Intext comments (n=1035) were coded and sorted into five major categories that emerged: content, structure, format, style, and graphics. For the post-text narratives, the same five assessment categories emerged as central. Readers in all three groups placed a high value on accurate, accessible content appropriately targeted for the specified audience, along with a coherent, logical document structure, effective document design, an appropriate and clean style, and effective integration of graphic elements. Lists 5 references. (NKA) Reproductions 5143-plied EDRS are the 'Vest that yr, Iv-me from the original document.

The Journal of Specialised Translation, 2016

This paper discusses the textual degree of technicality as a potential factor influencing the frequency and distribution of explicitation in scientific and technical translation (STT). Firstly, it explains how the degree of technicality, a concept drawn from German research into languages for special purposes, is related to the subject-matter competence of the discourse participants and how these parameters – together with several others – are reflected in a corresponding ranking scale by Arntz (2001). Then, the scientific and technical corpus analysed for the purpose of this article is presented. This corpus is structured according to the textual degree of technicality and may thus be used to investigate the potential link between this parameter and the frequency and distribution of explicitation in STT. After discussing and interpreting the overall results of the analysis, the paper narrows down its perspective to compound-related explicitation as a prototypical feature of STT and proposes various examples from the corpus, attempting to relate them to the theoretical reflections made in the previous sections. The results of the corpus analysis show that a link between the textual degree of technicality and the frequency and distribution of explicitation in STT may indeed exist and that the observed correlation is quite prominent in compound-related explicitation.