Relevant bibliographies by topics / Reading prose

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Reading prose'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Reading prose"

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Beschin, Nicoletta, Carlo Cisari, Roberto Cubelli, and Sergio Della Sala. "Prose Reading in Neglect." Brain and Cognition 84, no. 1 (2014): 69–75. http://dx.doi.org/10.1016/j.bandc.2013.11.002.

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Meyer, Bonnie J. F., Andrew P. Talbot, and Dayze Florencio. "Reading Rate and Prose Retrieval." Scientific Studies of Reading 3, no. 4 (1999): 303–29. http://dx.doi.org/10.1207/s1532799xssr0304_1.

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Borum, Valerie. "Reading and Writing Womanist Poetic Prose." Qualitative Inquiry 12, no. 2 (2006): 340–52. http://dx.doi.org/10.1177/1077800405284376.

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Young-jin, Chung. "Reading Agnes Beaumont’s Autobiographical Spiritual Prose." Literature and Religion 26, no. 1 (2021): 137–64. http://dx.doi.org/10.14376/lar.2021.26.1.137.

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Maguidova, Irina, and Natalia Decheva. "Reading Artistic Prose through Colour Terms." Armenian Folia Anglistika 2, no. 1-2 (2) (2006): 68–74. http://dx.doi.org/10.46991/afa/2006.2.1-2.068.

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The article examines the possibility of creating color imagery in artistic prose. Special attention is paid to the role of the lexical, phraseological, linguocultural values of color terms from the perspective of philological reading. Research of the language of F. Scott Fitzgerald’s novel reveals that certain colors (red, white, pink, etc.) acquire a symbolic significance in the context.
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Gopal, Revathi, Mahendran Maniam, Noor Alhusna Madzlan, Siti Shuhaida binti Shukor, and Kanmani Neelamegam. "Readability formulas: An analysis into reading index of prose forms." Studies in English Language and Education 8, no. 3 (2021): 972–85. http://dx.doi.org/10.24815/siele.v8i3.20373.

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Text comprehension will suffer if the readability level is not accessible to the students. Readability formulas predict text complexity, assisting in appropriate text selection that complements students’ reading abilities to improve their language development. Therefore, the study aims to find out the reading index of the prose forms in the literature component catered to lower secondary school students ages 13 and 14 years old in Form One (seventh grade) and Form Two (eighth grade) classrooms in Malaysia. The reading index is measured by using four readability formulas which are Dale-Chall, Fog, SMOG, and Flesch-Kincaid that focuses on the words, sentences, syllables, and polysyllable words. These formulas are used to predict the level of difficulty of the prose forms. The reading index calculated from these readability formulas reveals the grade level of the prose forms. The grade level indicates the best age for reading and understanding the prose forms. Two prose forms were chosen as samples in the study. A passage is chosen from each prose form to be uploaded using the online tool. The indices obtained from the readability formulas predicted that both of the prose forms were below students’ reading age. The study implicates reading index must be taken into consideration in literary texts selection because it is an indicator of the years of education that an individual requires to comprehend the literary text clearly. Suitable reading material at students’ age level can enhance literature learning and teaching in the ESL classroom.
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Opland, Jeff. "Scop and Imbongi IV: Reading Prose Poems." Comparative Literature 45, no. 2 (1993): 97. http://dx.doi.org/10.2307/1771433.

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Johnson, Robert. "Inspired Lines: Reading Joy Harjo's Prose Poems." American Indian Quarterly 23, no. 3/4 (1999): 13. http://dx.doi.org/10.2307/1185826.

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Bauer, Mark. "Between Lives: James Merrill Reading Yeats's Prose." Contemporary Literature 43, no. 1 (2002): 85. http://dx.doi.org/10.2307/1209017.

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Specland, Jeremy. "Competing Prose Psalters and Their Elizabethan Readers." Renaissance Quarterly 74, no. 3 (2021): 829–75. http://dx.doi.org/10.1017/rqx.2021.102.

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Layouts and paratexts of Elizabethan prose psalters advocate two competing reading methods: reading sequentially according to the church calendar or selecting psalms by occasion. Marked psalters and bibles, however, show that Elizabethan readers often disregarded printed prescription, practicing either method, or both, as they chose. To capitalize on reader independence, printers eventually produced texts that encouraged comparative reading across multiple translations, culminating in the two-text psalter of the 1578 Geneva Bible. This episode in the history of devotional reading demonstrates the tendency of Elizabethans to slip the confessional categories into which their own texts, and later historiography, would place them.
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Dissertations / Theses on the topic "Reading prose"

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Wamitila, Kyallo Wadi. "Reading the Kenyan Swahili prose works:." Universitätsbibliothek Leipzig, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-96430.

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Kenyan Swahili creative writing has been in the shadow of Tanzanian creative works for a long time. Infact some critics even end up claiming that one cannot really talk of Kenyan Swahili prose creative writing. This is notwithstanding a number of commendable works some of which belong to the very first generation of Swahili literature.
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Nolan, Mary Diana. "A dialogic reading of the 'Prose Tristan'." Thesis, University of Edinburgh, 1998. http://hdl.handle.net/1842/22526.

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The aim of this thesis is to continue the debate surrounding the <I>Prose Tristan. </I>Our contribution is a dialogic reading of the text, that is, a reading informed by the theories of Mikhail Bakhtin, especially those concerning novelistic discourse. Situating it in the romance tradition of the thirteen century, that of the <I>Lancelot-Graal</I> cycle, we look at features of the <I>Prose Tristan </I>which can be seen to correspond to what Bakhtin considers the essence of novelness, dialogism. There are many dialogic relationships in the text. We assess the tension, in the narrative technique, between the voice of the narrator in its organisational role (centripetal forces), and in its tendency to undermine audience expectation, which results in a decentralising effect, (centrifugal forces). The organisation of chronology is assessed, including at times, an apparent suppression of chronology. In the skilful use of repetition, through doubling of characters and recurring motifs, we can see important dialogic relationships between characters and themes emerging within the text. The recurring motif of <I>mise en abyme </I>provides frequent generic insertions in the text, thereby creating a variety of discourses within the romance, which can also be seen to interact dialogically. These generic insertions, along with the organisation of different voices, identified with both narrator and characters, are discussed in terms of heteroglossia and polyphony, key aspects of Bakhtin's definition of novelness. It is not a perfect fit, but, assessing to what extent the <I>Prose Tristan</I>, as a whole, corresponds to this Bakhtinian theoretical framework, enables us to appreciate just how rich, complex and radical its narrative technique is, and, subsequently, its ideology.
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Pierce, Lori. "Repeated Readings in Poetry Versus Prose: Fluency and Enjoyment for Second-graders." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1352040851.

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Pierce, Lori A. Mrs. "Repeated Readings in Poetry Versus Prose: Fluency and Enjoyment for Second-graders." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1353027277.

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Matsuyama, Utako Kawamura. "An application of story grammar to expository prose comprehension instruction /." Thesis, Connect to this title online; UW restricted, 1985. http://hdl.handle.net/1773/7816.

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Hansen, Egon. "Emotional processes : engendered by poetry and prose reading." Doctoral thesis, Stockholms universitet, Psykologiska institutionen, 1986. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-81529.

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Saunders, M. W. M. "Ford Maddox Ford and the reading of prose." Thesis, University of Cambridge, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.373696.

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Nielson, James. "Elizabethan realisms : reading prose from the end of the century." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=74597.

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This thesis basically has a twofold aim: on the one hand, to make a somewhat neglected body of Renaissance prose more readable, by adding, in a punctual and miscellaneous manner, to our historical, philological and thematic understanding of it and by examining it in the light of some of our current theoretical preoccupations; and, on the other hand, to problematize the "realistic" rubric assigned to these works and to do so by cultivating a more thoroughgoing textual realism on the part of readers.<br>These works, traditionally grouped together because of the interaction of their authors at the end of the 16th century, include Robert Greene's "cony-catching" and "confessional" pamphlets, the texts of the controversy between Thomas Nashe and Gabriel Harvey, and Harvey's manuscript drafts, as well as more familiar works such as Nashe's Unfortunate Traveller.<br>The theoretical issue of "the real" as a textual effect has been divided up according to the three nominal categories of persons, places and things, but the thesis falls methodologically into two halves. The opening chapters aim at reintroducing the figures of Greene, Nashe and Harvey, and exploring the quasi-genres of confession, invective and rough draft as exemplary models of the textual construction of a realistic person. They also attempt an alternative form of reading which is an amalgam of cento, summary, close reading, theoretical aside, and running commentary. In the second half, microreadings of the Marprelate Tracts, the cony-catching pamphlets, and texts by Nashe are used to shed light on theoretical issues of textual "place" such as the rhetorical construction of "presence" and metaphorical "movement." Once the relationship between premodern and postmodern textuality has been sketched, the final chapter offers a critique of the unreflexive academic practice of doing "readings," and argues for a new literalism and the self-subversion of the figurative in an "extrarhetorical" reading of Nashe's Lenten Stuffe.
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Burnett, Patricia Jane. "Reading and teaching prose texts in senior secondary English classes." Thesis, University of Canterbury. School of Educational Studies and Human Development, 1999. http://hdl.handle.net/10092/1764.

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This study considers three different aspects of the teaching of prose texts in New Zealand's senior secondary English classes. Firstly, the study reports the findings of a survey of the prose texts currently being used in Years 11, 12 and 13 and the processes of texts selection at 47 area and secondary schools. Secondly, I address the issues of curriculum change and the inclusiveness of the English curriculum, focusing particularly on those issues pertaining to gender and culture. The third focus of this thesis examines some theories of literacy and the methods teachers are utilising to teach prose texts in secondary schools in the late 1990s. The survey showed that schools are using a wide range of fiction, non-fiction and short story titles and these include a mixture of texts from the Western literary canon and texts by modern authors. While the quality of writing proved to be the most popular criteria for the selection of new texts the HODs also mentioned that books were being selected because they were written by New Zealanders and/or that they portrayed strong female characters, thus addressing some of the culture and gender issues raised in the English curriculum. Teachers are being encouraged, and pre-service teachers are being trained, to put reader-response and critical literacy theories into practice in their classrooms, and these teaching methods also seek to make classrooms inclusive for all students.
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GESSERT, GAIL. "THE EFFECTS OF AGE, PRIOR KNOWLEDGE, AND TEXT STRUCTURE ON THE RECALL OF PROSE." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184234.

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To investigate the interaction of bottom-up and top-town processing on prose comprehension across age, a three-way analysis of variance repeated-measures design investigating age (fourth grade vs. eighth grade), text structure (expository vs. story), and schema (prior knowledge vs. no prior knowledge) on the dependent variable immediate and delayed recall was conducted. The dependent variable recall was measured by propositional count (interrater reliability r =.94). Significant main effects were found for grade, prior knowledge, and recall. Significant first-order interactions were found for Grade x Recall (p =.0266) and Grade x Prior Knowledge (p =.0001) in the analysis of variance. Eighth graders had superior recall in all conditions, and did not rely on prior knowledge like fourth graders to facilitate recall. Immediate recall was superior to delayed recall in all conditions. Structure was not significant. The following conclusions were made. (1) Prior knowledge seems to have benefited fourth graders in facilitating recall, but not eighth graders, within the limits of ability to read and understand the passage. (2) Adjusting for general reading ability (ITBS) score did not affect interaction of Grade x Prior Knowledge as being significant, but eliminated grade effect. More experientially developed schemas assisted eighth graders to the point where the specific prior knowledge made no difference in recall like it did for fourth graders, regardless of general reading ability. (3) The methodology introduced successfully demonstrated establishment of prior knowledge without the mnemonic confound seen in the prior-passage paradigm typically used in prose research, and gave promise to the investigation of the hierarchical organization of cognitive structuring developmentally. (4) Adjusting for general reading ability, eighth graders' recall was not superior to fourth graders' recall in the prior-knowledge/delayed condition, suggesting that the facilitator of prior knowledge on immediate recall for fourth graders may have also benefited them in having less decay of information across time. Learning and reading process may be highly dependent on well-established, easily accessed schemas.
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Books on the topic "Reading prose"

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Prose in brief: Reading and writing essays. Harcourt Brace Jovanovich, 1991.

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Stern, Ellen Sue. Yawn!: Bedtime reading for insomniacs. Ten Speed Press, 2000.

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Demosthenes, Thucydides, Lysias, and Plato, eds. A Greek prose reading course for post-beginners. Bristol Classical Press, 1997.

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Hansen, Egon. Emotional processes: Engendered by poetry and prose reading. Dept. of Psychology, University of Stockholm, 1986.

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Emotional processes: Engendered by poetry and prose reading. Alqvist & Wiksell International, 1986.

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The Prose reader: Essays for thinking, reading, and writing. Boston, 2016.

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The prose reader: Essays for thinking, reading, and writing. 9th ed. Prentice Hall, 2011.

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Freeman, Sheila. Introducing prose, plays, poems. Macmillan Education, 1987.

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Fictions of consciousness: Mill, Newman, and the reading of Victorian prose. Rutgers University Press, 1986.

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Reading matters: A selection of Canadian writing. Prentice Hall Allyn and Bacon Canada, 1998.

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Book chapters on the topic "Reading prose"

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Barton, Simon. "Reading Textual Gaps." In Visual Devices in Contemporary Prose Fiction. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137467362_2.

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Spector, Sheila A. "A Kabbalistic Reading of Jerusalem’s Prose Plates." In Women Reading William Blake. Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1007/978-1-349-74105-2_24.

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Axelrod, Mark. "The Poetics of Reading in Calvino’s If on a Winter’s Night a Traveler." In Poetics of Prose. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-43558-9_7.

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Fallon, Robert Thomas. "A Reading of His “left hand”: Milton's Prose." In A Concise Companion to Milton. Blackwell Publishing Ltd, 2008. http://dx.doi.org/10.1002/9780470757772.ch1.

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Ho Lai Ming, Tammy. "Reading aloud and Charles Dickens’ aural iconic prose style." In Insistent Images. John Benjamins Publishing Company, 2007. http://dx.doi.org/10.1075/ill.5.09hol.

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Dixon, Roger A., and Lars Bäckman. "Reading and Memory for Prose in Adulthood: Issues of Expertise and Compensation." In Recent Research in Psychology. Springer New York, 1993. http://dx.doi.org/10.1007/978-1-4612-4376-2_9.

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Wang, Dian, Suge Wang, Xin Chen, Jing Zhang, Jing Li, and Ru Li. "The Construction and Application of an Emotion Knowledge Base for Prose Reading Comprehension." In Lecture Notes in Computer Science. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81197-6_51.

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Fant, G., A. Kruckenberg, and L. Nord. "Stress patterns and rhythm in the reading of prose and poetry with analogies to music performance." In Music, Language, Speech and Brain. Macmillan Education UK, 1991. http://dx.doi.org/10.1007/978-1-349-12670-5_36.

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Cubitt, Catherine. "Reading Tenth- and Eleventh-Century Latin Hagiography in the Contex of the Reign of King Æthelred II 'The Unready'." In Hagiography in Anglo-Saxon England: Adopting and Adapting Saints' Lives into Old English Prose (c. 950-1150). Brepols Publishers, 2014. http://dx.doi.org/10.1484/m.tema-eb.4.01022.

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Boffey, Julia. "‘Many grete myraclys… in divers contreys of the eest’: The Reading and Circulation of the Middle English Prose Three Kings of Cologne." In Medieval Women: Texts and Contexts. Brepols Publishers, 2000. http://dx.doi.org/10.1484/m.mwtc-eb.3.3633.

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Conference papers on the topic "Reading prose"

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Bérešová, Jana. "DEVELOPING AUSTRALIAN ENGLISH AND CULTURE THROUGH READING CONTEMPORARY LITERARY PROSE." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1127.

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Bérešová, Jana. "DEVELOPING LANGUAGE AND CULTURAL AWARENESS THROUGH READING CONTEMPORARY LITERARY PROSE." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1007.

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Kudryashova, Aleksandra Ar, and Olga Yu Salenko. "Books for Children in the Russian Classics` Range of Reading: Methodological, Psycho-Pedagogical and Philosophical Potential of Russian Autobiographical Prose." In 2nd International Forum on Teacher Education. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.07.52.

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Nikiforov, K. A., and N. V. Egorov. "Simulation of specimen structure in atom probe tomography and field electron microscopy." In 2015 International Conference on Mechanics-Seventh Polyakhov's Reading. IEEE, 2015. http://dx.doi.org/10.1109/polyakhov.2015.7106762.

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Zimmerling, Anton. "The German tolmach: Dmitry Gerasimov and his aliases in the embassy books." In Tenth Rome Cyril-Methodian Readings. Indrik, 2020. http://dx.doi.org/10.31168/91674-576-4.37.

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I prove that the interpreter of two embassy letters sent from Ivangorod (Jaanilinn) to Moscow in 1505, a certain Dmitry Ščerbaty is identical to the Russian author and diplomat Dmitry Gerasimov. Ščerbaty’s / Gerasimov’s letters have unique features distinguishing them from other embassy letters from the time of Ivan III. The choice of the North-Western dialect form of the 1 Pl. auxiliary есме in the translation of a Latin embassy letter is a footprint of the book author who discard-ed the both the vernacular alternative есмя /есмо as vulgar and the Church Slavonic variant есмы. Evgenij E. Golubin-skij’s conjecture that Gerasimov is mentioned elsewhere in the embassy books as ‘Dmitry Zaecov’ is not justifi ed
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Qu, Yingfei. "A Probe into Test Design of Reading Comprehension in College English." In 2016 4th International Conference on Management, Education, Information and Control (MEICI 2016). Atlantis Press, 2016. http://dx.doi.org/10.2991/meici-16.2016.258.

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Truckenmüller, Frank, Martin Renner, Heinz Stetter, and Hans–Georg Hosenfeld. "Transonic Probe Blockage Effects in a Calibration Wind–Tunnel and Stator Blade Passage." In ASME 1996 International Gas Turbine and Aeroengine Congress and Exhibition. American Society of Mechanical Engineers, 1996. http://dx.doi.org/10.1115/96-gt-397.

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Probe blockage effects are presented for transonic flow through a calibration wind–tunnel as well as through a guide vane row in a three–stage model turbine. Accurate experimental data from measurements in a transonic turbine are needed for the verification of CFD results. The accuracy of etatic pressure measurements in transonic turbine stages is severely affected by the pressure probe stem disturbing the surrounding flow–field. These disturbance effects are present during calibration procedures in wind–tunnels, as well as during measurements in–between turbomachinery blade rows. Therefore, the phenomenon associated with this blockage effect must be investigated for both procedures. The influence of the blockage ratios on the static pressure readings of the four–hole wedge probe during the calibration procedure is investigated for two different wind–tunnels. The aim is to measure the blockage effects on the blade passage flow which are produced by a pneumatic pressure probe immersed in the flow between two adjacent blade rows. In order to measure these effects, two stator blades are instrumented with static pressure taps along the blade chord, as well as along the blade span. During the investigations, the radial and circumferential positions of the probes relative to the blade channel are varied. Pressure probe readings of two four–hole wedge probes with different stem diameters are compared as well as correlated to the static pressure readings of the stator blade pressure taps. The apparent deviations of the different readings are discussed.
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Cai, Jie, Zhengzhou Zhu, Ping Nie, and Qian Liu. "A Pairwise Probe for Understanding BERT Fine-Tuning on Machine Reading Comprehension." In SIGIR '20: The 43rd International ACM SIGIR conference on research and development in Information Retrieval. ACM, 2020. http://dx.doi.org/10.1145/3397271.3401195.

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Richterek, Lukáš, and František Látal. "VARIOUS KINDS OF PROBLEMS IN AN ELECTRICITY AND MAGNETISM ASSESSMENT WITHIN AN INTRODUCTORY PHYSICS COURSE FOR CHEMISTRY MAJORS." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.108.

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An assessment is described in the introductory physics course for chemistry major students with the focus on solving problems from the electricity and magnetism. The experiences are summarised, obtained during the academic years 2014/2015, 2015/2016 and 2016/2017 from a multiple-choice test passed by 390 chemistry majors at the Faculty of Science in Olomouc. Various kinds of quiz problems were used, which can be divided into three categories: conceptual questions, numerical questions, questions with chart reading and interpretation. In the study assessment data are summarised and the score difference, achieved in the mentioned problem categories, is identified. The results did not prove that conceptual problems were more difficult for the set of students, but it is suggested, that students are more successful in the whole test to reach better scores in graph reading questions. Keywords: chemistry majors, physics course, university students.
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Shin, H. W., and Z. A. Hu. "Measurement of Swirling Flow Field Using the Single Slanted Hot-Wire Technique." In ASME 1985 Beijing International Gas Turbine Symposium and Exposition. American Society of Mechanical Engineers, 1985. http://dx.doi.org/10.1115/85-igt-76.

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This paper presents the use of a single slanted hot wire to measure the three velocity components of a swirling flow field. In its usage, the hot wire probe has been calibrated in a subsonic air jet for both speed and direction. It was then used to measure the swirling flow field associated with the presence of an inlet model. Using Hybrid Method, the final velocity components are obtained via the solution of a set of simultaneous nonlinear equations given the voltage readings at three orientations of the hot wire probe at a point in the flow field. The distortions of total pressure and velooity were also measured in the same inlet model.
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