Academic literature on the topic 'Journalism – Style manuals'

Current commentary on non-manual employment suggests that we are moving into an era of ‘contingent careers’ where current performance is the only valid criterion for reward and advancement. New-style jobs may be intensive and insecure, it is argued, but they are also less freighted with gender-based assumptions. Newspaper journalism, with its lack of bureaucratic organization, varied tasks, tradition of high employee mobility, and deep-seated belief in meritocracy would seem to fit well within this model. Interviews with women working in the UK regional press indicate, however, that the occupation is less egalitarian that many in the industry believe. Newspaper organisations and status hierarchies continue to be built around ‘hard news’, despite the commercial importance of other elements of content. Consequently management experience in newsgathering is a key stage in promotion, but this work as currently structured is incompatible with primary domestic responsibility for dependants. Even those without such concerns, or with limited ambitions, find the intensified work règime in today's regional press hard to sustain. Considering why these working practices have remained largely unchallenged, the paper identifies five contributing factors. The epistemological individualism characteristic of women and well as men in journalism, a culture of vocation, the construction of editorial power as charismatic rather than bureaucratic, the commonsense populist style of most regional papers and, not least, journalists’ own entrenched belief in the contingent nature of their employment combine to make the profession particularly resistant to acknowledging structural barriers to advancement.

This study examined the internal headings of theses and research articles in applied linguistics. Headings collected from 110 theses and headings selected from 500 research articles underwent quantitative and qualitative analyses. The goal was to investigate possible differences between the heading writing styles adopted by the writers of each genre in focus. Analyses revealed the higher incidence of functional headings in both genres, particularly in research articles. Virtually, all functional and conventional syntactic options used in headings testified to be significantly different. Moreover, deployment of functional headings evidenced to act as a gatekeeper alternative that might have enhanced the publication chance of research articles in prestigious ISI-indexed journals. The study provides assistance for the writers of style guide manuals and syllabus designers in paving the way for novice writers to gain recognition in academia as professionals. Keywords: applied linguistics, conventional heading, functional heading, research article, thesis

Daniel Defoe, one of the pioneers of the English novel, primarily earned his living as a journalist, pamphleteer, proposal writer, and freelance business consultant. A born entrepreneur, Defoe's many projects included promoting and marketing the first practical diving bell, designing commercial fisheries and improving London's sewer system, producing a series of popular self-help manuals, and founding and editing the first English technical writing journal, The Projector. These were the products of Defoe's indefatigable pen, and the utilitarian simplicity of his business and technical writing has strongly influenced English prose ever since. This article will examine two major pieces of Defoe's professional writing: An Essay of Projects, (1698) a portfolio of his best proposals, and the landmark The Complete English Tradesman (1725), the first English business writing manual. These and similar texts would form the loam of Defoe's great novels, Robinson Crusoe (1719), Moll Flanders (1721), and A Journal of a Plague Year (1722). While Defoe's professional writing shaped his creative writing, his gifts as a novelist—his plain, demotic style, his knack for concise narrative and analytical summary, his ability to create convincing personas through textual documentation—shaped his business writing. Both forms of writing made him the premier spokesperson of a new social and economic order.

The students’ satisfaction and expectations are a tool to re-invent and improve student publication. The goals of this quantitative research are to discover the degree of satisfaction and the extent of preferences of the students of The Wheelhouse publication; hence, it utilized descriptive, correlational, and comparative methods to reveal the expectations of 270 student-readers. Results revealed that the students are satisfied with their school paper while they prefer the three journalistic styles. In terms of sex, the results showed that there is a significant difference between the male and the female. However, there is no significant difference when they are compared according to course. Finally, in the variable year level, there is a significant difference revealed in the technicalities among the second-year students. The outcome of this study was used as a guide in the composition of a campus journalism manual and a publishable dummy of a magazine.

Portuguese academic discourse of the humanities is notoriously difficult to render into English, given the prevalence of rhetorical and discourse features that are largely alien to English academic style. The aim of this study was to test the hypothesis that some of those features might find their way into the English texts produced by Portuguese scholars through a process of pragmalinguistic and sociopragmatic transfer. If so, this would have important practical and ideological implications, not only for the academics concerned, but also for editors, revisers, teachers of EAP, translators, writers of academic style manuals and all the other gatekeepers of the globalized culture. The study involved a corpus of some 113,000 running words of English academic prose written by established Portuguese academics in the Humanities, which had been presented to a native speaker of English (professional translator and specialist in academic discourse) for revision prior to submission for publication. After correction of superficial grammatical and spelling errors, the texts were made into a corpus, which was tagged for Part of Speech (CLAWS7) and discourse markers (USAS) using WMatrix2 (Rayson 2003). The annotated corpus was then interrogated for the presence of certain discourse features using Wmatrix2 and Wordsmith 5 (Scott 1999), and the findings compared with those of a control corpus, Controlit, of published articles written by L1 academics in the same or comparable journals. The results reveal significant overuse of certain features by Portuguese academics, and a corresponding underuse of others, suggesting marked differences in the value attributed to those features by the two cultures.

Background Person-centered language places a person’s identity before any disability or medical condition they may have. Using person-centered language reduces stigma and improves the patient-physician relationship, potentially optimizing health outcomes. Patients with psoriasis often feel stigmatized due to their chronic skin condition. Objective We seek to evaluate the use of person-centered language in psoriasis literature and to explore whether certain article characteristics were associated with non–person-centered language. Methods We performed a systematic search on PubMed for recently published articles in journals that regularly publish psoriasis studies. After article reduction procedures, randomization, and screening, we reached our target sample of 400 articles. The following non–person-centered language terms were extracted from each article: “Psoriasis Patient,” “Psoriasis subject,” “Affected with,” “Sufferer,” “Suffering from,” “Burdened with,” “Afflicted with,” and “Problems with.” Screening and data extraction occurred in a masked duplicate fashion. Results Of the 400 included articles, 272 (68%) were not adherent to person-centered language guidelines according to the American Medical Association Manual of Style. The most frequent non–person-centered language term was “Psoriasis Patient,” found in 174 (43.5%) articles. The stigmatizing language was associated with the type of article and funding status, with original investigations and funded studies having higher rates of stigmatizing language. Conclusions Articles about psoriasis commonly use non–person-centered language terms. It is important to shift away from using stigmatizing language about patients with psoriasis to avoid potential untoward influences. We recommend using “patients with psoriasis” or “patient living with psoriasis” to emphasize the importance of person-centered care.

The main purpose of this study is to identify a standard structural pattern of introduction sections of two different disciplines, i.e. research articles from English Language Teaching (ELT) and Civil Engineering (CE) corpora. Twelve articles were randomly chosen from four established journals of both disciplines namely; Language Learning (LL), Foreign Language Annals (FLA), Transportation (T) and Structural Survey (SS). Content analysis was manually conducted by incorporating the modified CARS model of Anthony’s (1999) in identifying the introductions’ rhetorical moves in both disciplines. Besides move structures, the headings, length and paragraphing element were highlighted for the comparison purposes. As a result, the rhetorical move of the modified model is totally applicable in CE corpora but it slightly fit the presented structural patterns in ELT research articles. Thus, it is noticeable that relying on this modified model has only given the general guide for authors of both disciplines. The model could be further revised in allowing ‘emerging’ patterns of any discipline writing styles and these findings can also be added to existing literature of interdisciplinary RA introduction genre analyses.Keywords: modified CARS model; introductions; structural pattern; genre analysis

Objective: Psychosocial associations have been observed with level of cervical dysplasia or “pre-cancer” and invasive cervical cancer [related to human papillomavirus (HPV) infection]. Psychoneuroimmunological relationships have been observed in human immunodeficiency virus type 1 (HIV-1) infection, which is being described in an increasing number of women. Our objective was to review these relationships regarding effects that might be expected in HIV-1 and HPV co-infected women. Method: This review was based on a Medline literature search supplemented by a manual search of selected journals unrepresented in that database. Results: Relationships of psychosocial factors and level of cervical dysplasia were similarly observed with reference to immunological and health status in asymptomatic and early symptomatic HIV-1 infected homosexual men, suggesting that a potentiating effect may occur in HIV-1 and HPV co-infected women. Consistency of relationships across studies appeared to be enhanced by the use of a biopsychosocial model integrating the effects of life stressors, social support and coping style as well as psychiatric disorders. Conclusions: Research is indicated on the relationships between psychosocial factors, immunological status and clinical health status in this group of women. Because of the high prevalence of psychosocial risk factors for chronic psychological distress in these women and the known immunological and health status decrements occurring with progression of these two infections, a clinical screening program based on the biopsychosocial model is recommended as a means of secondary prevention. If effective in generating treatment referrals, such a program would likely improve quality of life and could aid in the determination of relationships with immunological and health status as well.

Abstract Stylometric authorship attribution aims to identify an anonymous or disputed document’s author by examining its writing style. The development of powerful machine learning based stylometric authorship attribution methods presents a serious privacy threat for individuals such as journalists and activists who wish to publish anonymously. Researchers have proposed several authorship obfuscation approaches that try to make appropriate changes (e.g. word/phrase replacements) to evade attribution while preserving semantics. Unfortunately, existing authorship obfuscation approaches are lacking because they either require some manual effort, require significant training data, or do not work for long documents. To address these limitations, we propose a genetic algorithm based random search framework called Mutant-X which can automatically obfuscate text to successfully evade attribution while keeping the semantics of the obfuscated text similar to the original text. Specifically, Mutant-X sequentially makes changes in the text using mutation and crossover techniques while being guided by a fitness function that takes into account both attribution probability and semantic relevance. While Mutant-X requires black-box knowledge of the adversary’s classifier, it does not require any additional training data and also works on documents of any length. We evaluate Mutant-X against a variety of authorship attribution methods on two different text corpora. Our results show that Mutant-X can decrease the accuracy of state-of-the-art authorship attribution methods by as much as 64% while preserving the semantics much better than existing automated authorship obfuscation approaches. While Mutant-X advances the state-of-the-art in automated authorship obfuscation, we find that it does not generalize to a stronger threat model where the adversary uses a different attribution classifier than what Mutant-X assumes. Our findings warrant the need for future research to improve the generalizability (or transferability) of automated authorship obfuscation approaches.

Various self-regulated learning (SRL) problems often occur in early childhood during the transition from pre-school to elementary school. The ability to self-regulated learning is im- portant for school readiness and success throughout life, requiring the ability of parents to encourage the development of these abilities. The purpose of this study is to develop childcare strategies on self-regulation, such as children's ability to regulate metacognition, motivation and behavior to re- duce problems. Research produces certain products and tests their effectiveness. Respondents in- volved parents from 18 districts in 9 cities in the technique of data analysis using quantitative and qualitative approaches. The results showed differences in the average scores of children's independ- ent learning both before and after parents learned and applied the contents of the manual book. The result of the effectiveness test is sig = 0,000 <α = 0.05. So, H0 is rejected, and the results of the chi- square test sig = 0,000 <0.05, then H0 is rejected. In conclusion, parenting strategies using manuals so that parents can improve competencies such as parents' knowledge, attitudes and skills, and prove effective in increasing children's independent learning. Keywords: Early Childhood, Parenting strategy, Self-regulated learning References Bandura, A. (1977). Social learning theory. Englewood Cliffs: Prentice-Hall. Ben-Eliyahu, A. (2019). Academic Emotional Learning: A Critical Component of Self-Regulated Learning in the Emotional Learning Cycle. Educational Psychologist, 54(2), 84–105. https://doi.org/10.1080/00461520.2019.1582345 Bergen, D., & Davis, D. (2011). Influences of Technology-Related Playful Activity and Thought on Moral Development. American Journal of Play, 4(1), 80–99. Retrieved from http://eric.ed.gov/?id=EJ985549 Bjorklund, F, D. (2012). Children’s Thinking: Cognitive Development and Individual Differences. USA: Wadsworth, Cengage Learning. Borg, W. R., & Gall, M. D. (1989). Educational research. New York: Longman. Bronson, M. B. (2000). Self-regulation in early childhood. New York: The Guilford Press. Carlton, M. P., & Winsler, A. (1998). Fostering intrinsic motivation in early childhood classrooms. Early Childhood Education Journal, 25(3), 159–166. https://doi.org/10.1023/A:1025601110383 Daniel, G. R., Wang, C., & Berthelsen, D. (2016). Early school-based parent involvement, children’s self-regulated learning and academic achievement: An Australian longitudinal study. Early Childhood Research Quarterly, 36, 168–177. https://doi.org/10.1016/j.ecresq.2015.12.016 Dick, W., & Carey, L. (2009). The Systematic Design of Instruction. New Jersey: Pearson Education. Jacob, L., Dörrenbächer, S., & Perels, F. (2019). A pilot study of the online assessment of self- regulated learning in preschool children: Development of a direct, quantitative measurement tool. International Electronic Journal of Elementary Education, 12(2), 115–126. https://doi.org/10.26822/iejee.2019257655 Jeong, J., & Frye, D. (2020). Self-regulated learning: Is understanding learning a first step? Early Childhood Research Quarterly, 50, 17–27. https://doi.org/10.1016/j.ecresq.2018.12.007 Jittaseno, P., & Varma S, P. (2017). Influence of Parenting Styles on Self-Regulated Learning Behavior Mediated By Self-Efficacy and Intrinsic Value. University of Thailand Journals, (March), 44–62. https://doi.org/https://www.researchgate.net/publication/315458200 Morawska, A., Dittman, C. K., & Rusby, J. C. (2019). Promoting Self-Regulation in Young Children: The Role of Parenting Interventions. Clinical Child and Family Psychology Review, 22(1), 43–51. https://doi.org/10.1007/s10567-019-00281-5 Oppong, E., Shore, B. M., & Muis, K. R. (2019). Clarifying the Connections Among Giftedness, Metacognition, Self-Regulation, and Self-Regulated Learning: Implications for Theory and Practice. Gifted Child Quarterly, 63(2), 102–119. https://doi.org/10.1177/0016986218814008 Ormrod, J. E. (2009). Psikologi Pendidikan Membantu Siswa Tumbuh dan Berkembang (6th editio). Jakarta: Erlangga. Perels, F., Merget-kullmann, M., Wende, M., Schmitz, B., & Buchbinder, C. (2009). The British Psychological Society Improving self-regulated learning of preschool children : Evaluation of training for kindergarten teachers. British Journal of Educational Psychology, 79, 311– 327. https://doi.org/10.1348/000709908X322875 Sanders, M. R., Turner, K. M. T., & Metzler, C. W. (2019). Applying Self-Regulation Principles in the Delivery of Parenting Interventions. Clinical Child and Family Psychology Review, 22(1), 24–42. https://doi.org/10.1007/s10567-019-00287-z Schunk, H. ., & Pintrich, P. R. (2008). Motivational In Education: Theory, Research, and Application. Ohio: Pearson. Seroussi, D. E., & Yaffe, Y. (2020). Links Between Israeli College Students’ Self-Regulated Learning and Their Recollections of Their Parents’ Parenting Styles. SAGE Open, 10(1). https://doi.org/10.1177/2158244019899096 Sugiyono. (2013). Metode Penelitian Pendidikan (Pendekatan Kuantitatif, Kualitatif dan R & D. Bandung. Thomas, V., De Backer, F., Peeters, J., & Lombaerts, K. (2019). Parental involvement and adolescent school achievement: the mediational role of self-regulated learning. Learning Environments Research, 22(3), 345–363. https://doi.org/10.1007/s10984-019-09278-x Thomas, V., Muls, J., De Backer, F., & Lombaerts, K. (2019). Exploring self-regulated learning during middle school: views of parents and students on parents’ educational support at home. Journal of Family Studies, 9400. https://doi.org/10.1080/13229400.2018.1562359 Tiniakou, E. (2017). Patterns of parenting in the life histories of highly self-regulated learners (Universiteit Twente). Retrieved from http://essay.utwente.nl/73234/ Tiniakou, E., Hirschler, T., Endedijk, M. D., & Margaryan, A. (2018). Becoming self-regulated: Patterns of parenting in the lives of professionals who are highly self-regulated learners. Journal of Self-Regulation and Regulation, 4(0), 7–42. https://doi.org/10.11588/JOSAR.2018.0.49364 Tobias, S., & Everson, H. (2000). Assessing Metacognitive Knowledge Monitoring. Report No. 96-01. College Entrance Examination Board, (96). Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED562584&site=ehost -live Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and Learning, 1(1), 3–14. https://doi.org/10.1007/s11409-006-6893-0 Venitz, L., & Perels, F. (2019). Promoting self-regulated learning of preschoolers through indirect intervention: a two-level approach. Journal of Family Studies, 9400(13), 2057–2070. https://doi.org/10.1080/03004430.2018.1434518 Vygotsky, L. (1978). Interaction between learning and development (In M. Gauv). New York: Scientific American Books. Whitebread, D., Coltman, P., Pasternak, D. P., Sangster, C., Grau, V., Bingham, S., ... Demetriou, D. (2009). The development of two observational tools for assessing metacognition and self- regulated learning in young children. Metacognition and Learning, 4(1), 63–85. https://doi.org/10.1007/s11409-008-9033-1 Wolters, C. A. (2003). Conceptualizing the Role and Influence of Student- Teacher Relationships on Children ’ s Social and Cognitive Development. Educational Psychologist, 38(4), 207– 234. https://doi.org/10.1207/S15326985EP3804 Zimmerman, B. J. (2010). Self-Regulated Learning and Academic Achievement: An Overview. Educational Psychologist, 25(1), 3–17. https://doi.org/10.1207/s15326985ep2501

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É recorrente a idéia de que os manuais de redação têm por objetivo controlar, unificar e modelar as redações dos jornais em acordo com os interesses jornalísticos e econômicos das empresas, demonstrando ser instrumentos a serviço da manipulação dos leitores/receptores. Este trabalho se situa na tentativa de demonstrar que, para além destas características marcadamente ideologizadas, identificadas por muitos nos conteúdos expressos dos manuais de redação, há um conjunto de relações que se formam quando estes dispositivos se encontram à disposição de seus usuários, neste caso, os jornalistas. Ou seja, este trabalho objetiva identificar neste processo de circulação, os “descompassos” existentes entre aquilo que os manuais definem como o ideal para a produção do jornal e aquilo que os jornalistas realizam quando da elaboração do produto, a notícia. No processo de produção, no qual os manuais de redação participam como suporte linear e por vezes definitivo, surge um conjunto de táticas e estratégias que acabam po
It is recurrent the idea that the stile books object to control, unify and model the newspapers editorials in accordance with the journalistic and economic interests of theses companies, demonstrating been a instrument in service of the manipulation of the readers/receptors. This work takes place in the attempt to demonstrate that, beyond those markedly ideologized characteristics, identified by many in the subjects expressed in the stile books, there is a conjunct of relations that are formed when these dispositives are available for its users, in this case, the journalists. That is, this work objective to identify in this process of circulation, the “out of rhythm” between what the stile books define as the ideal for the newspaper production and what the journalists put into practice in the elaboration of the product, the news. In the process of production, of which the stile books participate as a linear support and some times definitive, appears a conjunct of tactics and strategies that end up participat

The Types of Articles chapter of the 11th edition of the AMA Manual of Style considers the different types and formats of articles that scientific journals may use to present their content: research reports, reviews (systematic and narrative), other substantive articles (nonresearch, nonreview), opinion (viewpoints or commentaries, editorials, personal vignettes and reflections), and correspondence (including research letters). Guidance is directed to authors for use in preparation of articles, as well as to journal editors in providing clear instruction to the journal’s authors.

The References chapter of the 11th edition of the AMA Manual of Style contains detailed guidance on what should be included in a reference and how references should be styled and formatted. Sample references to both books and journals, in print and online, include formats for sometimes complex citations that include non-English words and phrases, names of organisms, discontinuous pagination, journals without volume or issue numbers, a special department of a journal, discussants, online comments, special collections, package inserts, patents, conference proceedings, personal communications, material submitted but not yet accepted or published, and transcripts. Many examples of how to cite social media and other electronic resources, including podcasts, apps and interactive games, preprints, databases, and data repositories, are included. New recommendations: a DOI should be included for journal references if available, and it is no longer necessary to include the publisher’s location in references to books.

The Editorial Assessment and Processing chapter of the 11th edition of the AMA Manual of Style describes the procedures that some scientific journals use to evaluate and then process articles for publication. For the evaluation process of peer review, not only the selection of reviewers but also criteria for manuscript assessment, masked (“blind”) or unmasked review, revisions, and appeals are described. The steps an accepted manuscript then undergoes as it moves toward publication (manuscript editing, composition and page makeup, and proofreading), as well as issue makeup (including advertising placement and final review) are outlined. Finally, postpublication review and corrections are emphasized as important parts of the process.

The Manuscript Preparation chapter of the 11th edition of the AMA Manual of Style considers each element of a manuscript (with the exception of references and figures, tables, and boxes, which are dealt with in separate chapters): titles and subtitles, author bylines and end-of-text signatures, notes, running heads and running feet, abstracts, key words, epigraphs, headings and subheadings and side headings, addenda, acknowledgments, appendixes, online-only supplementary material, and ancillary educational and promotional material. Guidance is directed to both authors, for manuscript preparation and submission, and editors, for manuscript publication. Requirements of specific journals as well as reporting guidelines such as EQUATOR are taken into account. For some sections, both print and online examples are provided.

The Abbreviations chapter of the 11th edition of the AMA Manual of Style begins by distinguishing between abbreviations, acronyms, and initialisms and cautions against overuse of abbreviations. Lists of abbreviations and their expansions are provided for academic degrees and honors; US military services and titles; days of the week, months, eras; local addresses; cities, states, counties, territories, possessions, provinces, countries; names and titles of persons; commercial firms; agencies, organizations, foundations, funding bodies; collaborative groups; names of journals; clinical, technical, and other common terms; units of measure; elements and chemicals; and radioactive isotopes. Several new policies: CI no longer requires expansion.In bylines, academic degrees should be reported; fellowship designations (eg, FRCP, FRCPC) and honorary degrees will no longer be included.

The Correct and Preferred Usage chapter of the 11th edition of the AMA Manual of Style includes a large glossary of frequently misused or confused terms. In addition to this updated and cross-referenced glossary, additional examples illustrate other usage problems, such as redundant, expendable, and incomparable words and phrases; jargon; and back-formations. Specific advice is provided on describing the administration of drugs, age and sex referents, anatomy, clock referents, laboratory values, and articles before abbreviations and acronyms and before the aspirate h and nonvocalicy. Guidance is also provided on inclusive language (eg, sex/gender, presenting data in tables, personal pronouns, sexual orientation, race/ethnicity, age, socioeconomic status, and terminology for persons with diseases, disorders, or disabilities). New to this edition is a discussion of spelling and spacing variations, with preferences of the JAMA Network journals indicated.

The Editing, Proofreading, Tagging, and Display chapter of the 11th edition of the AMA Manual of Style covers topics that influence readability, design, and coding. The chapter begins with a discussion of electronic editing using XML (extensible markup language) and the single-source model. A description of elements of design as they influence readability focuses on typography and is illustrated with examples of typeset pages from JAMA Network journals. Factors influencing the choice of typefaces—fonts and sizes—and the importance of spacing (line spacing and letter spacing), as well as a helpful list of when to use specific fonts and styles, is included. The use of color to add emphasis, create hierarchy, and organize elements concludes the chapter. In addition to digital concerns, a list of common editing and proofreading marks and a sample of proofread (and then final) copy continues to be included in this chapter.