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Aspects of literary text analysis and translation criticism

A plan does not mean predetermining in absolute terms the length of the essay,
the number of paragraphs and the ... conclusion whereby an introductory
paragraph of a general nature would be a description of the impression or effect
that a ...

Petition for Peace: A Theological Analysis of Richard Baxter's "Reformed Liturgy" in Its Ecclesiological Context

In his Declaration dated March 25, 1660, King Charles II appointed an equal number of divines, Episcopal and Presbyterian, to review the Book of Common Prayer. Their task, according to the Declaration, was to review the Prayer Book for the purpose of suggesting necessary alterations; as a concession to the Presbyterian party, the King also allowed for the option of drawing up some additional forms. When the Presbyterian ministers met to discuss their alterations to the Prayer Book, Richard Baxter was charged with the task of composing the additional forms. What Baxter created, however, was an entirely new liturgy. The Reformed Liturgy was a liturgy of compromise, one that he hoped would be agreeable to both the Royalist Episcopalians as well as the godly. Indeed, Baxter's irenic intentions can be evidenced in the full title under which the Reformed Liturgy was published in 1661: A Petition for Peace: with the Reformation of the Liturgy. Baxter desired a liturgy for the Church of England in which moderates of various theological and ecclesiological persuasions could worship in peace.

... his introduction to four lengthy paragraphs. It began with an introductory
paragraph addressed to all three persons of the Trinity that is reminiscent of the
fourth petition of the Prayer Book's Litany: “O most holy, blessed, and glorious
Trinity ...

New Theory of the Holy Qur'an Translation: A Textbook for Advanced University Students of Linguistics and Translation

Translation strategies are the procedures employed by the translator to attempt a solution to the multifarious baffling problems with which translation is indubitably replete. Malone (1988, p.78) defines translation The steps, selected from a consciously known range of potential procedures, taken to solve a translation problem, which has been consciously detected and resulting in a consciously applied solution. While some strategies are helpful, others turn out to be of little avail. It follows, then, that the translator has to sort out the wheat from the chaff in pursuit of a good translation. Here, the translator may utilize particular strategies in accordance with the method anticipated in the course of translation, i.e. target- orientedness or source- orientedness., Faced with differences in the extralinguistic reality of the two cultures or ist lexical mapping, the translator tries to reconcile them by relying on the following procedures: borrowing, definition, literal translation, substitution, lexical creation, omission, and addition. Three comments that need to be made by the researcher in connection with this list: First, not all of the procedures achieve cultural transfer in the sense of filling the gap, but they all serve the purpose of achieving communicative equivalence in translation. For instance, substitution and omission certainly do not help to make members of the target culture aware of anything that their culture does not already possess, and lexical creation is no more enlightening than the use of the sources – language expression unless accompanied by some other procedure that will make the particular extra-linguistic feature part of their experiences. Second, combinations of procedures rather than single procedures are required for optimum transmission of cultural information (e.g., borrowing –and- definition, borrowing-and- substitution, lexical creation-and- definition,) Third, in planning his/her translation strategy, the translator does not make a one-time decision on how he/she will treat unmatched elements of culture; rather, even if the translator has established an overall order of preferences, he/she usually makes a new decision for each element and for ist each use in an act of communication, rather, even if he has established an overall order of preferences, he usually makes a new decision for each such element and for each use in an act of communication .(Cohen,1990,p.78)

Both emphasize that the areas of text-linguistics, cohesion, and discourse
analysis have evident applications in translation theory.Discourse analysis is
important for clarifying expressions semantically and establishing the importance
of ...

An Intertextual Analysis of Zechariah 9-10

The Earlier Restoration Expectations of Second Zechariah

This book conducts an in-depth study on the ideas about future salvation in Zechariah 9-10. In accommodation of the allusive character of the text, Lee uses the methodology of intertextual analysis to examine the markers in the text. Having established the moments of intertextuality, Lee investigates the sources and their contexts, analyzing how the intertexts are used in the new context of the host and exploring how the antecedents shape the reading of the later text. Thus, Lee argues that Zechariah 9-10 leverages earlier biblical material in order to express its view on restoration, which serves as a lens for the prophetic community in Yehud to make sense of their troubled world in the early Persian period, ca. 440 B.C. These two chapters envision the return of Yahweh who inaugurates the new age, ushering in prosperity and blessings. The earlier restoration expectations of Second Zechariah anticipate the formation of an ideal remnant settling in an ideal homeland, with Yahweh as king and David as vice-regent, reigning in Zion. The new commonwealth is not only a united society but also a cosmic one, with Judah, Ephraim, and the nations living together in peace.

Halliday's approach to discourse analysis interprets language as a system of
meanings which are accompanied by forms through which the meanings can be
realized; Halliday, Functional Grammar, xiv. 57. Taylor, Text-Linguistic
Investigation, 39. 58. Westfall, Discourse Analysis, 28. 59. Cohesion analysis is “
a means of probing the cohesion dynamics of a text in order to discern where ...

Textual Relations in the Qur'an

Relevance, Coherence and Structure

Representing a new development in the study of Qur'anic text, this book tackles the issue of Qur'anic text structure by fusing the fields of linguistics and Qur'anic studies. The Qur'an contains many long suras covering diverse topics but with no apparent common context within which such variety can be explained. This book proposes a new explanation of Qur'anic text structure, arguing that the long suras have structure that are explicable within a framework for the mechanisms of human verbal communication. Through a systematic step-by-step analysis of the cognitive process involved in verbal communication and comprehension of text, this work provides interesting and useful insights into methods of analysis, mechanisms and dynamics of the Qur'anic text structure. The unique application of a sophisticated linguistic theory to the Qur'an introduces an entirely new way of reading the Qur'an and with detailed analysis of two Qur'anic passages the book presents a solid working out of the theory that will be accessible to both linguists and scholars of the Qur'an.

detailed observations of discourse connectives and cohesive ties in discussing
the role that they play in the production ... ambiguous to the reader, a clear and
comprehensible analysis of the indications of grammatical and lexical
connectives.

Reading Comprehension in Expository Texts through Retelling. A Basis for Developing an Intervention

This descriptive-correlational study aimed to assess the level of reading comprehension in expository text of Grade 6 pupils from selected public school sin Angeles Meta-synthesis was used to integrate the qualitative observations of 3 raters on the retellings of the respondents. The expository text used in this study was entitled Friendship, a suggested reading for intermediate students. The text was 490 words long, with average sentence length of 12,8, had a Flesch Reading Ease value of 77.5, and a computed Flesch-Kincaid Grade Level of 6.1. Most of the pupils attained a rating of developing for the content (40.57%), structure (61.71%), and vocabulary (46.86%) of their retelling. A small percentage of the respondents attained an exceptional rating on content (13.14%), structure (4.57%), and vocabulary (0.57%). Majority of the pupils (47.43%) were classified as approaching proficiency (80-84) in terms of their Grade 6 English subject grade. Only 1.71% of the pupils belonged to the advanced category. The reading comprehension of the pupils in expository texts has a significant relationship with their grades in their English subject. This means that their reading comprehension in expository text influences their performance in their English subject class. Results revealed that pupils had difficulty in comprehending expository texts as revealed by their low rating in the content, structure and vocabulary of their retelling. Further, the academic performance of the pupils in their English subject is affected by their reading comprehension.

Reading comprehension is further correlated to achievement in Science,
Mathematics, Social Studies and Arts. As a result, the teaching of ... Hoshino (
2007) verified the use of the retelling method in the assessment of reading
comprehension.

"I'm Not a Big Word Fan": An Exploratory Study of Ninth-graders' Language Use in the Context of Word Consciousness-oriented Vocabulary Instruction

In this instrumental case study (Stake, 2005), I explored students' construction of literate identities against the backdrop of word consciousness-oriented (Scott, Skobel, & Wells, 2008; Scott & Nagy, 2004; Stahl & Nagy, 2006) vocabulary instruction in their ninth-grade English class. In particular, I examined how the two focal participants' identity construction influenced their positioning of themselves as vocabulary experts within and outside their ninth-grade English class. Data collection included 29 interviews with 10 student participants; 8 interviews with the classroom teacher; and 36 hours of classroom observations over four months. Analyses of the data suggested that the focal participants took important strides toward ownership (Stahl & Nagy, 2006) of the vocabulary they encountered during the study and during their reading outside of school, but that their willingness to position themselves as vocabulary experts appeared to be influenced by the local, institutional, and societal contexts (Fairclough, 1995) of their lives. Specifically, Matt demonstrated expertise in the local and institutional contexts, but accepted the position of "the dumb one" assigned to him by the people in his societal context. Beth declined to demonstrate her vocabulary expertise in the institutional context, but reveled in her power in the societal context. These data suggest that, as researchers investigate how to bring what we know about effective vocabulary instruction in the earlier grades to secondary settings, we must include consideration of the complexity of adolescent identity. We must attend to the complex interplay between literate practice and identity construction, especially for young people living in the "inbetween space" (Moje, 2002) of adolescence. If students in our classrooms are going to take up the agentive positions offered by a word consciousness-approach (Scott, Skobel, & Wells, 2008), teacher educators must ensure that pre- and in-service teachers are also word conscious.

Metalinguistic awareness and the vocabulary-comprehension connection. In
R. K. Wagner, A. E. Muse & K. R. Tannenbaum (Eds.), Vocabulary acquisition:
Implications for reading comprehension (pp. 52-77). New York: Guilford. Nagy,
W. E. ...

An analysis of textbooks of educational administration at the elementary, secondary and general level of education

CHAPTER 1 Introduction The textbook is a valuable source of information for
both the teacher and the taught. It is essentially a ... The need for adequate and
appropriate educational materials is something which does not require emphasis
.

Teaching "Europe" in Turkey: An Analysis of Secondary History Textbooks, 1956--2005

School history textbooks play an important role in teaching students about their national identity. Historical narratives presented in the textbooks incorporate conceptions of who people are and how they are linked to particular locations. However, these narratives are never static. They are constantly changing to take into account shifting interpretations of how the "nation" is affected by politics, cultural, social changes, economic circumstances and the nation's relationships to the world at large. This thesis explores these changes in the portrayal of "Europe" in history textbooks of 1956-58, 1975-78, 1996 and 2005 as a way of demonstrating the changing conceptions of Turkey's official self-understandings as represented in these textbooks.

What this might mean is well illustrated in the work of the Educational Materials
Project of the Center for Democracy and Reconciliation in South-east Europe (
CDRSEE) in their workbook, The Ottoman Empire: The solution [to the problem of
 ...