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AbstractProducing written texts is a non-linear process: in contrast to speech, writers are free to change already written text at any place at any point in time. Linguistic considerations are likely to play an important role, but so far, no linguistic models of the writing process exist. We present an approach for the analysis of writing processes with a focus on linguistic structures based on the novel concepts of transforming sequences, text history, and sentence history. The processing of raw keystroke logging data and the application of natural language processing tools allows for the extraction and filtering of product and process data to be stored in a hierarchical data structure. This structure is used to re-create and visualize the genesis and history for a text and its individual sentences. Focusing on sentences as primary building blocks of written language and full texts, we aim to complement established writing process analyses and, ultimately, to interpret writing timecourse data with respect to linguistic structures. To enable researchers to explore this view, we provide a fully functional implementation of our approach as an open-source software tool and visualizations of the results. We report on a small scale exploratory study in German where we used our tool. The results indicate both the feasibility of the approach and that writers actually revise on a linguistic level. The latter confirms the need for modeling written text production from the perspective of linguistic structures beyond the word level.

Abstract            Reading fluency and reading comprehension are the determining factors at early grades. Children who are unable to read fluently and spend time to decode words get failed to understand the meaning of the written text. Taking into account this crucial problem, this study intends to determine the relationship between reading fluency and reading comprehension of learners at early grades. A qualitative survey was conducted to collect data from the learners studying in the six public schools by using convenient sampling technique. Informal Reading Inventory (IRI) was adopted to collect the data from learners studying at class two in public schools of district Multan. After applying the inferential statistics, simple linear regression was applied to infer the results of this study. Findings show a significant relationship between reading fluency and reading comprehension of learners. As to determine the current level of their reading fluency and reading comprehension, it is identified that learners are at frustrational level in reading and comprehending the written text. Keywords: Reading fluency, Comprehension, Early Childhood Education, Linear regression, Informal Reading Inventory

Sweet Spots thinks transversally across language and body, and between text and tissue. This assemblage of essays collectively proposes that words—that is, language that lands as written text—are more-than-human material. And, these materials, composed of forces and flows and tendencies, are capable of generating text-flesh that grows into a thinking in the making. The practice of acupuncture—and its relational thinking—often makes its presence felt to twirl the text-tissue of the bodying essays. Ficto-critical thinking is threaded throughout to activate concepts from process philosophy and use the work of other thinkers (William James, Félix Guattari and Gilles Deleuze, Baruch Spinoza, and Virginia Woolf, to name a few) to forge imaginative connections. Entangled in the text-tissue are an assortment of entities, such as bickering body parts, quivering jellyfish, heart pacemaker cells, a narwhal tooth, Taoist parables, always with ubiquitous, stretchy connective tissue — from gooey interstitial fluid to thick planes of fascia — ever present to ensure that the essaying bodies become, what Alfred North Whitehead calls the one-which-includes-the-many-includes-the-one. The essaying bodies orient towards the sweetest sweet spot which is found, not in the center, but slightly askew, felt in the reverbing more-than that carries their potential. Crucially, this produces a shift in perspective away from self-enclosed bodies and experts toward a care for the connective tissue of relation.

By identifying and extracting relevant information from articles, automated text summarizing helps the scientific and medical sectors. Automatic text summarization is a way of compressing text documents so that users may find important information in the original text in less time. We will first review some new works in the field of summarizing that use deep learning approaches, and then we will explain the "COVID-19" summarization research papers. The ease with which a reader can grasp written text is referred to as the readability test. The substance of text determines its readability in natural language processing. We constructed word clouds using the abstract's most commonly used text. By looking at those three measurements, we can determine the mean of "ROUGE-1", "ROUGE-2", and "ROUGE-L". As a consequence, "Distilbart-mnli-12-6" and "GPT2-large" are outperform than other. <br>

By identifying and extracting relevant information from articles, automated text summarizing helps the scientific and medical sectors. Automatic text summarization is a way of compressing text documents so that users may find important information in the original text in less time. We will first review some new works in the field of summarizing that use deep learning approaches, and then we will explain the "COVID-19" summarization research papers. The ease with which a reader can grasp written text is referred to as the readability test. The substance of text determines its readability in natural language processing. We constructed word clouds using the abstract's most commonly used text. By looking at those three measurements, we can determine the mean of "ROUGE-1", "ROUGE-2", and "ROUGE-L". As a consequence, "Distilbart-mnli-12-6" and "GPT2-large" are outperform than other. <br>

Resumo O presente artigo constitui uma adaptação do Trabalho de Conclusão de Curso apresentado à Especialização em Teoria e Prática da Formação do Leitor, na Universidade Estadual do Rio Grande do Sul, em Porto Alegre, em 2019. Este teve como objetivo compreender como o texto escrito pode ser transformado em imagens, ações ou diálogos, estabelecendo uma relação entre a arte literária e a arte cinematográfica, bem como elucidar algumas diferenças existentes entre as duas linguagens e como essa relação contribui para a formação de leitores. A análise se justifica devido à busca por comprovação de que adaptações cinematográficas de obras literárias contribuem para a formação de leitores. A metodologia adotada baseou-se em revisão bibliográfica e análise comparativa entre o livro da escritora Thalita Rebouças, Fala Sério, Mãe! e a adaptação cinematográfica homônima. Depois de fundamentar a análise acerca dos conceitos de linguagem literária (LAJOLO, 1996; MARTINS, 1986) e arte cinematográfica (COLODA, 1972; SANTAELLA, 2001; SOTTA, 2015), procurou-se elucidar algumas diferenças estabelecidas entre as duas linguagens. Os resultados sugerem que as adaptações cinematográficas de obras literárias contribuem para a formação de leitores ao divulgarem a existência de uma obra nas quais foram baseadas e auxiliam para que o leitor se sinta capaz de explorar diferentes formas de linguagens. Palavras-chave: Obra literária; adaptação fílmica; formação de leitores; linguagens. Abstract This article is an adaptation of the Course Conclusion Paper presented to the Specialization in Theory and Practice of Reader Education, at the State University of Rio Grande do Sul, in Porto Alegre, in 2019. It aimed to understand how written text can be changed into images, actions or dialogues, establishing a relationship between literary and cinematographic art, as well as elucidating some existing differences between the two languages ​​and how this relationship contributes to the formation of readers. The analysis is justified due to the search for proof that cinematographic adaptations of literary works contribute to the formation of readers. The methodology was based on a literature review and a comparative analysis of the book by writer Thalita Rebouças, “Fala sério, Mãe!” and the homonymous film adaptation. After substantiating the analysis on the concepts of literary language (LAJOLO, 1996; MARTINS, 1986) and cinematographic art (COLODA, 1972; SANTAELLA, 2001; SOTTA, 2015), some differences between the two languages should be elucidated. The results suggest that the cinematographic adaptations of literary works contribute to the formation of readers by disclosing the existence of a work on which they were based and helping the reader to feel capable of exploring different forms of languages. Keywords: Literary work; film adaptation; reader training; languages. Resumen Este artículo es una adaptación del Trabajo de Conclusión del Curso presentado a la Especialización en Teoría y Práctica de la Formación del Lector, de la Universidade Estadual do Rio Grande do Sul, en Porto Alegre, en 2019, que tuvo como objetivo comprender cómo el texto escrito se puede transformar en imágenes, acciones o diálogos, estableciendo una relación entre arte literario y arte cinematográfico, además de dilucidar algunas diferencias existentes entre los dos lenguajes y cómo esta relación contribuye a la formación de lectores. El análisis se justifica por la búsqueda de pruebas de que las adaptaciones cinematográficas de obras literarias contribuyen a la formación de lectores. La metodología adoptada se basó en una revisión de la literatura y un análisis comparativo del libro de la escritora Thalita Rebouças, Fala sério, Mãe!, y la adaptación cinematográfica homónima. Tras fundamentar el análisis en los conceptos de lenguaje literario (LAJOLO, 1996; MARTINS, 1986) y arte cinematográfico (COLODA, 1972; SANTAELLA, 2001; SOTTA, 2015), se buscó dilucidar algunas diferencias establecidas entre los dos lenguajes. Los resultados sugieren que las adaptaciones cinematográficas de obras literarias contribuyen a la formación de los lectores al dar a conocer la existencia de una obra en la que se basan y ayudar al lector a sentirse capaz de explorar diferentes formas de lenguajes. Palabras clave: Obra literaria; adaptación cinematográfica; formación de lectores; idiomas.

The method of orally reproducing a written text in a target language is called sight translation (STr). This method is used as a bridge between translation and interpreting which is now considered as its mode of interpreting. Sight translation is two-toned because it requires both reading and speaking; therefore, students face difficulties and challenges while performing the task. The purpose of this study is to highlight the problems students face before taking an exam in sight translation and during the exam. To conduct the study, depending on Likert-scaled questions, fifteen senior students participate in a two-part quantitative questionnaire. The first part is a pre-test questionnaire in which students are asked to answer a set of questions to highlight the challenges they face before the exam. Later, the students are asked to translate a text from English into Kurdish, through which the researcher tries to evaluate the students’ translation and their abilities to overcome the problems they face in performing sight translation according to sight translation exam criteria. Soon after, the students perform the post-test questionnaire in which they give their reviews about the challenges they had during the exam. The whole questionnaire is designed to validate the results of the students in sight translation exams.  This paper is helpful to understanding the students’ challenges in sight translation and helps the translation teachers to make appropriate pedagogical decisions to ease the challenges students face during sight translation.

Background: Person-centered approaches promote consistent use of supportive technology and feelings of empowerment for people with disabilities. Feature personalization is an aspect of person-centered approaches that can affect the benefit people with aphasia (PWA) derive from using text-to-speech (TTS) technology as a reading support. Aims: This study's primary purpose was to compare the comprehension and processing time of PWA when performing TTS-supported reading with preferred settings for voice, speech output rate, highlighting type, and highlighting color versus unsupported reading. A secondary aim was to examine initial support and feature preference selections, preference changes following TTS exposure, and anticipated functional reading activities for utilizing TTS technology. Method and Procedure: Twenty PWA read passages either via written text or text combined with TTS output using personally selected supports and features. Participants answered comprehension questions, reevaluated their preference selections, and provided feedback both about feature selections and possible future TTS technology uses. Outcomes and Results: Comprehension accuracy did not vary significantly between reading conditions; however, processing time was significantly less in the TTS-supported condition, thus suggesting TTS support promoted greater reading speed without compromising comprehension. Most participants preferred the TTS condition and several anticipated benefits when reading lengthy and difficult materials. Alterations to initial settings were relatively rare. Conclusions: Personalizing TTS systems is relevant to person-centered interventions. Reading with desired TTS system supports and features promotes improved reading efficiency by PWA compared with reading without TTS support. Attending to client preferences is important when customizing and implementing TTS technology as a reading support.

The article presents a structural and semantic analysis of stable expressions of the 20th century with the adjective orange, many of which are based on metaphorical and associative-symbolic use of their constituent components. Among the ways of the author's transformation of such lexical units, the authors note the addition and replacement of significant parts of speech with other forms of the same word or synonyms, as well as a change in the location of the components of the expression in relation to each other, which not only does not destroy the idiom, but, on the contrary, intensifies its meaning. The evolution of the original meaning of expressions with the color adjective orange is shown, which is due to the change (expansion) of the circle of nouns combined with the adjective, the implication of evaluation, the formation of new synonymous links with metaphor. Particular attention is paid to stable expressions with political significance, the largest number of which began to appear since 2013 in connection with political events taking place in Ukraine, where orange was chosen for the symbols of the Ukrainian opposition. The development of negative connotations in the expression orange revolution is explained by the corresponding semantic potential of the adjective orange itself, for which semes with negative connotations are productive in speech. The expansion of the compatibility of the adjective orange in modern Russian has led to the emergence of new meanings for the adjectival. Using examples extracted from the newspaper subcorpus of the National Corpus of the Russian Language, representing a collection of texts of printed newspapers and electronic agencies of the 2000s, it is shown that the use of stable expressions with the color adjective orange reflects the tendency characteristic of the development of the modern Russian language to expressivize the written text in connection with the formation of an evaluative statement capable of conveying the attitude of a journalist to social, cultural, political events. At the same time, the expressed social axiological assessment performs various functions in the text: from attracting attention and overcoming the standard to manipulating the consciousness of the mass reader.

Most current affect scales and sentiment analysis on written text focus on quantifying valence/sentiment, the primary dimension of emotion. Distinguishing broader, more complex negative emotions of similar valence is key to evaluating mental health. We propose a semi-supervised machine learning model, DASentimental, to extract depression, anxiety, and stress from written text. We trained DASentimental to identify how N = 200 sequences of recalled emotional words correlate with recallers’ depression, anxiety, and stress from the Depression Anxiety Stress Scale (DASS-21). Using cognitive network science, we modeled every recall list as a bag-of-words (BOW) vector and as a walk over a network representation of semantic memory—in this case, free associations. This weights BOW entries according to their centrality (degree) in semantic memory and informs recalls using semantic network distances, thus embedding recalls in a cognitive representation. This embedding translated into state-of-the-art, cross-validated predictions for depression (R = 0.7), anxiety (R = 0.44), and stress (R = 0.52), equivalent to previous results employing additional human data. Powered by a multilayer perceptron neural network, DASentimental opens the door to probing the semantic organizations of emotional distress. We found that semantic distances between recalls (i.e., walk coverage), was key for estimating depression levels but redundant for anxiety and stress levels. Semantic distances from “fear” boosted anxiety predictions but were redundant when the “sad–happy” dyad was considered. We applied DASentimental to a clinical dataset of 142 suicide notes and found that the predicted depression and anxiety levels (high/low) corresponded to differences in valence and arousal as expected from a circumplex model of affect. We discuss key directions for future research enabled by artificial intelligence detecting stress, anxiety, and depression in texts.