Relevant bibliographies by topics / Stories is rhyme

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Academic literature on the topic 'Stories is rhyme'

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

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Journal articles on the topic "Stories is rhyme"

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Sayakhan, Najat Ismael, and Darcy H. Bradley. "A Nursery Rhymes as a Vehicle for Teaching English as a Foreign Language." Journal of University of Raparin 6, no. 1 (June 28, 2019): 44–55. http://dx.doi.org/10.26750/vol(6).no(1).paper4.

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In this paper, the authors present a rationale and offer suggestions for how nursery rhymes could be used in the EFL classroom as well as how teachers and/or teachers in training might use nursery rhymes to enhance engagement in learning English. First, the authors define nursery rhymes, give a brief history of the origins, discuss the characteristics, make a case for using nursery rhymes with EFL learners, and last, offer practical suggestions for how nursery rhymes might be used in English as a Foreign (EFL) instruction. A list of accessible nursery rhyme resources is shared at the end. There are many categories in folklore, but the ones children often like the most and adults may remember well are nursery rhymes, fairy tales, fables, myths, legends, and folksongs. Each of these genres contributes in some way to the language development of children. Nursery rhymes in particular form one of the foundations of children’s as well as adults’ literary heritage. The simple rhythm and rhyme of the language, the often predictable structure of the narratives, and the appealing characters combine to produce memorable language models for young children (Cullinan & Galda, 1998; Temple, Martinez, & Yakota, 2011). Children delight in the opportunities to chant the catchy phrases, mimic the nonsense words, and recite the lines endlessly. This pleasure in nursery rhymes translates into developing many reading, writing and oral language skills such as naturally segmenting sounds in spoken words and playing with real and nonsense words. Additionally, young children appreciate the stories and verses for their rhythm, repetition, and rhyme. Their attention is focused on the fanciful language and imaginative nonsense. They learn basic story patterns, encounter vivid plots, develop a sense of theme, and meet intriguing characters that in turn become the stepping stones for subsequent literary education (Cullinan & Galda, 1998; Bodden, 2010).
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Nirmala, Afsun Aulia. "ASONANSI DALAM CERPEN “UGD” KARYA DJENAR MAESA AYU." Sasando : Jurnal Bahasa, Sastra Indonesia, dan Pengajarannya Lembaga Penelitian dan Pengabdian Masyarakat Universitas Pancasakti Tegal 1, no. 2 (November 30, 2018): 112–18. http://dx.doi.org/10.24905/sasando.v1i2.32.

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The research that discusses about assonance can be related to literature including short stories. The "UGD" short story by Djenar Maesa Ayu is a work that contains some of the beauty of the language in it. Djenar is able to concoct language into a beautiful sentence. Thus this research is expected to be able to analyze the style of asonance in the "ER" short story. Asonansi is a vowel sound repetition to make internal rhymes in phrases or sentences, and together with alliteration and consonance function as one of the rhyme building blocks. Asonans do not have to rhyme; identity that depends only on the vowel and consonant sounds. Thus, asonance is the resemblance of units which are generally less than syllables. The method of this research is descriptive qualitative with the method of note and note. The results of this study were to describe the asonance in the ER short story by Djenar Maesa Ayu.
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Tanasijević, Ivana. "U TRAGANjU ZA IZGUBLjENIM SMISLOM: „RAZBRAJALICA, OKTOPOD-PRIČA“ LASLA BLAŠKOVIĆA." Lipar XXI, no. 73 (2020): 133–43. http://dx.doi.org/10.46793/lipar73.133t.

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The paper aims to explore the genre specifics of the novel Counting-out Rhyme, Octopus-Story written by Laslo Blašković, as well as the semantic layers that were activated in this manner. By accepting the traditional genre of the novel, which was transformed in the direction of a counting-out rhyme and octopus-story, the novel is constructed as a formally unique, subjective literary expression. Building its narrative flow upon the destinies of different personalities, who built seemingly independent stories, the novel Counting-out Rhyme develops the idea of a single story. With each new destiny, the story gets its variant, so the figure of the octopus will become a metaphor of literature in the most general sense. The story, having lost its meaning due to countless repetitions, like a counting-out rhyme, will become a structure of sound and scream, while the need for narration will become a principle of self-preservation.
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Holcomb, Leala, and Kimberly Wolbers. "Effects of ASL Rhyme and Rhythm on Deaf Children’s Engagement Behavior and Accuracy in Recitation: Evidence from a Single Case Design." Children 7, no. 12 (November 26, 2020): 256. http://dx.doi.org/10.3390/children7120256.

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Early language acquisition is critical for lifelong success in language, literacy, and academic studies. There is much to explore about the specific techniques used to foster deaf children’s language development. The use of rhyme and rhythm in American Sign Language (ASL) remains understudied. This single-subject study compared the effects of rhyming and non-rhyming ASL stories on the engagement behavior and accuracy in recitation of five deaf children between three and six years old in an ASL/English bilingual early childhood classroom. With the application of alternating treatment design with initial baseline, it is the first experimental research of its kind on ASL rhyme and rhythm. Baseline data revealed the lack of rhyme awareness in children and informed the decision to provide intervention as a condition to examine the effects of explicit handshape rhyme awareness instruction on increasing engagement behavior and accuracy in recitation. There were four phases in this study: baseline, handshape rhyme awareness intervention, alternating treatments, and preference. Visual analysis and total mean and mean difference procedures were employed to analyze results. The findings indicate that recitation skills in young deaf children can be supported through interventions utilizing ASL rhyme and rhythm supplemented with ASL phonological awareness activities. A potential case of sign language impairment was identified in a native signer, creating a new line of inquiry in using ASL rhyme, rhythm, and phonological awareness to detect atypical language patterns.
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Balombin, Clare. "Foi que doi." Reinardus / Yearbook of the International Reynard Society 26 (December 31, 2014): 1–13. http://dx.doi.org/10.1075/rein.26.01bal.

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One aspect of the late 12th and early 13th century Old French tales of the fox, Renart, that has been overlooked* is that the animals and humans who populate the stories invoke or mention a wide variety of saints – 64 in all.† Renart himself names 36 different saints when making 75 invocations. The choice of saint’s name to be invoked in the Roman de Renart appears to have been based on more than rhyme. Rhyme could invite multiple possibilities, given the number of saints with identical names listed in the martyrologies that circulated at that time.‡ Comparing the renardian situation with a saint’s vita or passio reveals a rich deposit of narrative, geographic, and symbolic information that the numerous, mostly anonymous, authors often manipulated to humorous, ironic, or subversive effect.
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Negrete, Aquiles. "Remembering rhythm and rhyme: memorability of narratives for science communication." Geoscience Communication 4, no. 1 (January 18, 2021): 1–9. http://dx.doi.org/10.5194/gc-4-1-2021.

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Abstract. Once upon a time, narratives were considered to be a non-reliable way of representing and communicating science. Nowadays, narratives are widely accepted as an accurate way of conveying science; they represent an effective emotional trigger, a lasting memory structure and a powerful aid for learning. To study how memorable different ways of presenting information can be is a fundamental task for science communication in order to evaluate materials that not only need to be understood by the general public but also need to be retained in the long term as a part of the communication process. In this paper, I will give a brief introduction to cognitive psychology and the study of memory in relation to narratives. Evidence from the field of memory studies suggests that narratives represent a good recall device. They can generate emotion, and this in turn is a way of focusing attention, promoting rehearsal in memory and inducing long-term potentiation. Similarly, a story produces semantic links that might assist in storing and retrieving information from memory. Studies suggest that memory span and paired-associate recall have implications in storing and recalling narratives. Evidence also suggests that the use of stories as modelling tools can organise information, provide schemas and allow extrapolation or prediction. Finally, literature in memory suggests that narratives have value as mnemonic devices.
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Turaeni, Ni Nyoman Tanjung. "BENTUK DAN PILIHAN KATA DALAM CERITA NGUNTUL TANAH NULÉNGÉK LANGIT KARYA I MADE SUARSA: KAJIAN STILISTIKA [Shape And Word Options In The Story Nguntul Land Nuléngék Langit Karya I Made Suarsa: Stilistic Study]." TOTOBUANG 5, no. 2 (January 28, 2018): 285. http://dx.doi.org/10.26499/ttbng.v5i2.39.

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This paper aimed to describe the use of language styles expressed in a collection of short stories titled Ngulul Tanah Yuléngék Langit by I Made Suarsa. The use of language styles was a special feature of the story through the form of intercultural communication or tools of communication as a series of events to form a story as a whole. The stylistic study that used in this study by descriptive method of analysis was describing the use of language style and diction in rhyme which was used by the author. The results of the analysis showed that the metaphorical language styles in rhyme were more dominant in the tension between tradition and creation the diction continued the convention of tradition as a local wisdom and creativity provided innovations of creating through inter-communications.Tulisan ini bertujuan untuk mendeskripsikan penggunaan gaya bahasa yang diekspresikan dalam kumpulan cerita pendek berjudul Nguntul Tanah Yuléngék Langit karya I Made Suarsa. Penggunaan gaya bahasa menjadi ciri khusus dalam cerita tersebut melalui bentuk komunikasi antartokoh atau sarana komunikasi sebagai rangkaian peristiwa untuk membentuk sebuah cerita secara utuh. Kajian stilistika yang digunakan dalam kajian ini dengan metode deksriptif analisis yaitu dengan memaparkan penggunaan gaya bahasa dan pilihan kata dalam permainan bunyi yang dimanfaatkan oleh pengarang. Hasil analisis menunjukkan bahwa pemanfaatan gaya bahasa dalam permainan bunyi menunjukkan lebih dominan gaya bahasa metafora dalam ketegangan antara tradisi dan kreasi. Dari pilihan kata meneruskan konvensi tradisi sebagai sebuah kearifan lokal dan dalam berkreasi menyajikan inovasi-inovasi dalam berkreasi melalui komunikasi antartokoh.
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Karyanto, Puji. "Potret Ketimpangan Sosial dalam Teks-Teks Sastra Indonesia Mutakhir." ATAVISME 13, no. 1 (June 30, 2010): 45–58. http://dx.doi.org/10.24257/atavisme.v13i1.143.45-58.

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Tulisan ini membicarakan bagaimanakah fenomena ketimpangan sosial digambarkan dalam teks-teks sastra Indonesia mutakhir dan relasi antara potret ketimpangan sosial tersebut dengan realitas. Untuk menjawab dua persoalan tersebut digunakan pendekatan sosiologi sastra dan semiotika. Hasil penelitian menunjukkan bahwa di antara ketiga teks sastra yang diteliti, yakni “Sajak Burung-Burung Kondor”, teks drama Konglomerat Burisrawa, dan novel Larung sebagai representasi teks-teks sastra Indonesia mutakhir terdapat benang merah tematik, yakni fenomena ketimpangan sosial. Fenomena ketimpangan sosial dalam “Sajak Burung-Burung Kondor” disampaikan secara langsung dengan mengoposisikan perbedaan nasib yang dialami oleh dua kelas sosial. Fenomena ketimpangan sosial dalam Konglomerat Burisrawa disampaikan dalam bentuk komedi satir yang tidak bersifat langsung. Fenomena ketimpangan sosial dalam Larung disampaikan untuk memperkuat ilustrasi cerita utama yang berfokus pada kisah-kisah romantik dan epik tokoh-tokohnya dalam memperjuangkan prinsip-prinsip hidup. Makna atas penggambaran fenomena ketimpangan sosial dalam ketiga teks sastra tersebut adalah sebagai refleksi literer atas fakta sosial yang ada. Abstract: This paper will discuss two main issues of how the phenomenon of social inequality depicted in the Indonesian literary texts to date and the relationship between the portrait of social inequality with current realities. To answer there two questions, the sociology of literature and semiotics are used. Results show that among the three literary texts studied, namely the “Burung-Burung Kondor Rhyme”, dramatic text of Konglomerat Burisrawa, and novel Larung as a representation of Indonesian literary texts there are advanced thematic thread about the phenomenon of social inequality. The phenomenon of social inequality in the “Rhyme of Burung-Burung Kondor” is communicated directly by contrasting it with the fate differences experienced by these two social classes. The phenomenon of social inequality in the Konglomerat Burisawa is delivered in the form of indirect satirical comedy. The phenomenon of social inequality in Larung is made to strengthen the illustrations of feature stories that focus on romantic stories and the characters in the epic fight for the principles of life. The meaning of the depiction of social inequality in all three phenomena of literary text above is a literal reflection of existing social facts. Key Words: testimony, social inequality, sociology of literature
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Lekmanov, Oleg A. "Notes of a Commentator: Bulgakov, Esenin, Oleinikov." Literary Fact, no. 19 (2021): 354–61. http://dx.doi.org/10.22455/2541-8297-2021-19-354-361.

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The paper offers a selective critical commentary on the three texts of the 1920s: Mikhail Bulgakov’s short story Red Crown, Sergey Esenin’s poem Black Man, Nikolay Oleinikov’s distich Children’s Verses. According to the author of the article, apocalyptic subtext of Bulgakov’s short story defined the room number of the narrator – 27: it corresponds to the number of the Book of Revelation in the New Testament. The source of Esenin’s rhyme “nakoverkala / zerkalo” (deformed / mirror) can be found not in L.A. Mey’s verses (as commentators used to note), but in the biographical stories about Mey, where it is ascribed to the poet N.F. Shcherbina. The author of the article thinks that Oleinikov wrote his verse about the little hare in Kornei Chukovskii’s family almanac re- ferring to the recently published N.K. Chukovskii’s book Animal Cooperative. It explains the choice of the topic and the domestic confinedness of the verse.
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Edwards, Carolyn Pope, Keely Cline, Lella Gandini, Alga Giacomelli, Donatella Giovannini, and Annalia Galardini. "Books, Stories, and the Imagination at “The Nursery Rhyme”: A Qualitative Case Study of a Preschool Learning Environment in Pistoia, Italy." Journal of Research in Childhood Education 28, no. 1 (December 20, 2013): 18–42. http://dx.doi.org/10.1080/02568543.2013.850131.

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Books on the topic "Stories is rhyme"

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ill, Banta Susan, ed. Once upon a rhyme: Story rhymes. Milwaukee, Wis: Gareth Stevens Pub., 2004.

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ill, Turnbaugh Paul, ed. Bible stories in rhyme. Chicago: Moody Press, 1986.

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ill, Goffe Toni, ed. The rhyme Bible. Sisters, Or: Gold 'n' Honey Books, 1996.

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Johnstone, Glenn. Counting rhymes: Flip and find a counting rhyme! Sidney: Book Co. Pub., 2006.

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Parks, Anthony. I poet: Stories that rhyme. Atlanta, Ga: Joy Voyage Pub., 1992.

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Charlip, Remy. Sleepytime rhyme. New York: Scholastic, Inc., 2000.

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Rhyme crime. New York, NY: Dial Books, 2018.

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Sattgast, L. J. The rhyme Bible for toddlers. Sisters, Or: Gold'n'Honey Books, 1998.

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Sult̤ānah, Nīlofar. Once upon a time: Stories in rhyme. Islamabad: National Book Foundation, 2007.

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Jane, Johnson. My bedtime rhyme. Woodbury, N.Y: Barron's, 1987.

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Book chapters on the topic "Stories is rhyme"

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Rees, Janet. "Maths through stories." In Exploring Maths through Stories and Rhymes, 1–13. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429452222-1.

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Rees, Janet. "Teddy bears." In Exploring Maths through Stories and Rhymes, 14–51. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429452222-2.

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Rees, Janet. "Houses and homes." In Exploring Maths through Stories and Rhymes, 52–92. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429452222-3.

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Rees, Janet. "Big and little." In Exploring Maths through Stories and Rhymes, 93–121. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429452222-4.

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Rees, Janet. "Dinosaurs and dragons." In Exploring Maths through Stories and Rhymes, 122–52. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429452222-5.

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Rees, Janet. "Bags, boxes and baskets." In Exploring Maths through Stories and Rhymes, 153–78. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429452222-6.

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Rees, Janet. "Minibeasts and woodland animals." In Exploring Maths through Stories and Rhymes, 179–215. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429452222-7.

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"Answers to stories and puzzle worksheets." In Riddles, Rhymes and Alliteration, 195–200. Routledge, 2017. http://dx.doi.org/10.4324/9781315171586-25.

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"Traditional stories and rhymes: ‘Goldilocks, don’t you do owt!’." In Teaching Across the Early Years 3-7, 62–71. Routledge, 2004. http://dx.doi.org/10.4324/9780203018705-10.

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Burnham, Scott. "An Epic Voice with Rhyme and Reason." In Rethinking Mendelssohn, 91–111. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190611781.003.0005.

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This chapter considers the particular qualities that make Felix Mendelssohn’s symphonic writing so distinctive, as exemplified in the Third (‘Scottish’) Symphony. Focusing on key features such as sound (the characteristic ‘Scottish’ Nebelstimmung), scenically evocative elements (such as the music’s suggestion of battles, storms, and daybreak), and the ballad-like tone, it sets Mendelssohn’s practice against precedents in the symphonic work of Beethoven, not in order to enact yet again the lopsided binary that defines some composer negatively in terms of Beethoven but rather better to profile what is striking in Mendelssohn’s symphony. A concluding section, comparing the symphonic art of the two composers to the contrasting translations of Homer by Chapman and Pope, asks why reception history has for so long ignored the mastery and skill of Mendelssohn’s own symphonic achievement.
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Conference papers on the topic "Stories is rhyme"

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Ha Thi Mai, Thanh. "Polysemy of Words Expressing Human Body Parts of The Four Limb Area in Thai Language in Vietnam." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.11-2.

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The nomenclature and polysemiosis of body parts has constituted a central part of linguistics, and of Linguistic Anthropology. The ramifications of such work make inroads into our understandings of many fields, including language contact, semiotics, and so forth, This current paper identifies the structures and emerging denotations of expressions of human body parts (HBPs) in Thai language, and ways in which these dimensions reflect polysemy. The study thus applies the following methods: Field research methods of linguistics, description, comparison, and collation. As sources of data, this study surveys Thai rhymes, fairy tales, riddles and riddle songs, rhyming stories, children’s songs and linguistic data of daily speeches in the northwest of Vietnam. The paper uses theories on word meaning and the transformation of word meaning. To aid analysis, this paper applies methods of analyzing meaning components so to construct significative meaning structures of words expressing HBPs in Thai language, thus identifying the semantemes chosen to be the basis for the transformation. In the polysemy of words expressing HBPs of the four limbs, the polysemy of words expressing the following parts were studied: khèn - tay, cánh tay (arm); mễ – tay, bàn tay (hand); khà - đùi (thigh); tìn - chân, bàn chân (leg, foot). Directions of semantic transformation of words expressing HBPs in Thai language are as diversified and as multi-leveled as Vietnamese. Furthermore, in Thai language, there occur differences in the four scopes of semantic transformation, as compared with Vietnamese, including “people’s characteristics,” “human activities,” “nomination of things with activities like HBPs’ activities,” and “unit of measurement.” This study contributes to Linguistic Anthropology by suggesting that the polysemy of words expressing HBPs of the four limb area in Thai language will outline a list of linguistic phenomena which serve as the basis to understand cultural and national features, in the light of perception and categorization of the reality of the Thai minority with reference to Vietnamese.
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