Relevant bibliographies by topics / Writing test questions

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

Academic literature on the topic 'Writing test questions'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Writing test questions"

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Early, Larry Allan. "Writing Test Questions." Journal of Diagnostic Medical Sonography 2, no. 5 (1986): 294–96. http://dx.doi.org/10.1177/875647938600200509.

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Early, Larry Allan. "Writing Test Questions." Journal of Diagnostic Medical Sonography 3, no. 1 (1987): 49–50. http://dx.doi.org/10.1177/875647938700300115.

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Early, Larry Allan. "Writing Test Questions." Journal of Diagnostic Medical Sonography 3, no. 4 (1987): 194–96. http://dx.doi.org/10.1177/875647938700300408.

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Donelan, Steve. "Writing Good Test Questions." Wilderness & Environmental Medicine 13, no. 1 (2002): 66–70. http://dx.doi.org/10.1580/1080-6032(2002)013[0066:wgtq]2.0.co;2.

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Conderman, Greg, and Carol Koroghlanian. "Writing Test Questions Like a Pro." Intervention in School and Clinic 38, no. 2 (2002): 83–87. http://dx.doi.org/10.1177/10534512020380020301.

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Braddom, Carolyn L. "A BRIEF GUIDE TO WRITING BETTER TEST QUESTIONS." American Journal of Physical Medicine & Rehabilitation 76, no. 6 (1997): 514–16. http://dx.doi.org/10.1097/00002060-199711000-00015.

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Foos, Paul W. "Effects of Student-Written Questions on Student Test Performance." Teaching of Psychology 16, no. 2 (1989): 77–78. http://dx.doi.org/10.1207/s15328023top1602_10.

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Effects of student-written test questions on student test performance were examined in an Introductory Psychology class. Before each of three tests, randomly assigned students wrote essay questions, multiple-choice questions, or no questions. All tests contained essay and multiple-choice items but no questions written by students. Question writers performed significantly better than nonwriters on the first two tests; the difference on the third test was marginally significant. No differences were found between students who wrote essay and those who wrote multiple-choice questions. Question wri
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Schultheis, Naomi M. "Writing cognitive educational objectives and multiple-choice test questions." American Journal of Health-System Pharmacy 55, no. 22 (1998): 2397–401. http://dx.doi.org/10.1093/ajhp/55.22.2397.

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Asif Khan, Muhammad, and Umbreen Ishfaq. "Test-Score Reliability of Essay Questions in BA Examination." Global Language Review I, no. I (2016): 58–65. http://dx.doi.org/10.31703/glr.2016(i-i).05.

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Writing is one of the basic language skills. Both objective tests and essay questions can be used to evaluate students’ performance in the writing skill. The objective tests are generally considered useful as they help in measuring certain abilities accurately and they yield reliable scores. But essay tests can be used more effectively to measure certain complex learning outcomes such as organization, synthesis, and analysis. Essays provide an effective form of testing to evaluate the communicative skill of students at the higher level. Such items have the problems of consistency, objectivity,
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Kerkman, Dennis D., Kay L. Kellison, Marites F. Piñon, Donna Schmidt, and Sharon Lewis. "The Quiz Game: Writing and Explaining Questions Improve Quiz Scores." Teaching of Psychology 21, no. 2 (1994): 104–6. http://dx.doi.org/10.1207/s15328023top2102_11.

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The quiz game is designed to increase learning by requiring students to write a multiple-choice question on each reading assignment and explain why each response is correct or not. To test the game's effects, one developmental psychology class wrote questions with explanations of each response, whereas another class did not write questions. Both classes took pop quizzes composed of the 10 best questions the experimental class wrote. If more than half of the experimental class missed a question, the question writen received bonus points. The experimental class had significantly higher quiz scor
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Dissertations / Theses on the topic "Writing test questions"

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Merriman, Carolyn S. "Writing Test Questions That Promote Critical Thinking." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/8427.

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Merriman, Carolyn S. "Critical Thinking and Test-Writing." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/8429.

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Merriman, Carolyn S. "Critical Thinking and Test-Writing." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/8423.

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Brasel, Michael D. (Michael David). "The Effectiveness of a Mediating Structure for Writing Analysis Level Test Items From Text Based Instruction." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc332268/.

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This study is concerned with the effect of placing text into a mediated structure form upon the generation of test items for analysis level domain referenced test construction. The item writing methodology used is the linguistic (operationally defined) item writing technology developed by Bormuth, Finn, Roid, Haladyna and others. This item writing methodology is compared to 1) the intuitive method based on Bloom's definition of analysis level test questions and 2) the intuitive with keywords identified method of item writing. A mediated structure was developed by coordinating or subordinating
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Stefanidis, Emmanuelle. "Du texte à l’histoire : la question de la chronologie coranique." Thesis, Sorbonne université, 2019. http://www.theses.fr/2019SORUL003.

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Parole sans contexte évident ni trame narrative, le texte fondateur de l’islam ne dévoile pas aisément ses origines. Cette thèse examine un code de lecture particulier qui a pour effet de contextualiser le texte sacré de l’islam dans ce qu’on imagine avoir été son contexte premier. La lecture chronologique consiste à déterminer l’inscription temporelle de chaque sourate ou énoncé coranique par rapport, d’une part, aux autres énoncés et, d’autre part, à la carrière prophétique de Muḥammad. En (ré-)introduisant une dimension temporelle et narrative, l’interprétation du Coran est facilitée. Ce de
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KOSOBUD, Ondřej. "Testování žáků v německém jazyce na základní škole." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-155669.

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The main aim of this diploma thesis is to find out, if the level of knowledge of German language at pupils at basic schools in the Czech Republic is increasing, stagnating or decreasing and what factors influence their results. In the theoretic part I am going to deal with testing of pupils in Europe and in the Czech Republic. After that there is introduced a list of all standard assessment tests of German language on level A1 and A2. Then there are compared standard assessment tests ?Fit in Deutsch? and ?Start Deutsch? with the tests of Czech School Inspection from 2012/2013. In the research
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Kapounová, Eva. "Využití nových výukových metod a výchovných strategií na podporu čtení a čtenářské gramotnosti na 1. stupni ZŠ." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-329749.

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This thesis deals with the use of innovative teaching methods and instructional strategies to support and develop literacy at the first grade of primary school. The theoretical part describes the changes in education related to curricular reform, also the change the objectives and the content of education towards the formation and development of key competencies, to prepare students for real life. This paper introduces the concept of contemporary Czech language and literature, its inclusion in the National Curriculum for Basic Education. The theoretical part focuses on the concept of literacy,
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Macibobová, Edita. "Kladení otázek jako podpora porozumění předčítanému textu u dětí předškolního věku." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-330765.

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This dissertation deals with the issue of reading skills of pre-school aged children, their abilities to understand the text being read out to them and answer the questions related to the text meaningfully, but also to ask individual questions. It addresses a possible usage of some methods of critical thinking for this age group in the field of nursery schools. The dissertation is based on the fact that the role of the pre-school education is irreplaceable in this respect. The theoretical part concentrates on the problems related to answering the questions and asking them, on the development o
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Books on the topic "Writing test questions"

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Kucinski, Steve. OGT: Ohio graduation test in reading and writing. Barron's Educational Series, 2008.

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Kucinski, Steve. OGT: Ohio graduation test in reading and writing. Barron's Educational Series, 2008.

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1951-, Commander Nannette Evans, and Powell Karen, eds. Passing the Georgia high school writing test. Contemporary Pub. Co. of Raleigh, 1999.

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Henry, D. J. Thinking through the test: A study guide for the florida college basic skills tests, writing ... Longman, 2006.

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Orr, Tamra. Ace the SAT writing: Even if you hate to write. SuperCollege, 2015.

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Pierce, Douglas. Mcgraw-Hill's conquering GMAT verbal and writing. McGraw-Hill logo, 2008.

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Skills for the TOEFL iBT Test: Reading and Writing. HarperCollins, 2012.

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Gibson, Carol. IELTS practice now: Practice in listening, reading, writing and speaking for the IELTS test. CALUSA, 1996.

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Black, Christopher. McGraw-Hill's conquering SAT writing. 2nd ed. McGraw-Hill, 2010.

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Service, Educational Testing, ed. Tactics for TOEIC: Speaking and writing tests. Oxford University Press, 2006.

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Book chapters on the topic "Writing test questions"

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Zimbler, Jarad. "Working Conditions." In The Work of World Literature. ICI Berlin Press, 2021. http://dx.doi.org/10.37050/ci-19_08.

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To what extent does cultural distance interfere with or limit literary experience? What kind of intimacy is needed to make a text into a work? This essay seeks to answer these questions by focusing on the writings of Arvind Krishna Mehrotra. In doing so, it suggests that the challenges of cultural distance may be most acute when dealing with texts from homo-linguistic literary environments, and that we might overcome these challenges by undertaking a world literary criticism that attends to localized fields and materials without forgetting the charge of particular works.
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Metcalfe, David, and Harveer Dev. "What Does the SJT Test?" In Oxford Assess and Progress: Situational Judgement Test. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198805809.003.0013.

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The SJT was developed to test nine professional attributes identified from a detailed analysis of the FY1 role. These attributes are as follows: However, the SJT recognizes that there is considerable overlap between these attributes and that some cannot be effectively assessed with a written test. As a result, SJT questions focus on the five attributes highlighted in bold. It is worth considering what the SJT requires of candidates according to each key attribute. Candidates must be honest, trustworthy, reliable, and aware of ethical issues (e.g. confidentiality). They should challenge behaviour that is unacceptable or risks patient safety. Candidates should take appropriate responsibility for their own actions and omissions. Candidates must be resilient and remain calm under pressure. Judgement should not be affected by pressure and candidates should develop appropriate coping strategies. Candidates should communicate (verbally and in writing) concisely and clearly. They should be able to vary their communication style appropriately and to negotiate, and be willing to engage others in open dialogue. Candidates should always show respect to patients. They should adopt a collaborative approach to decision- making with patients as well as maintaining courtesy, empathy, and compassion. Candidates should be able to work in partnership while respecting different views. They should share tasks fairly and ask advice from others when necessary. Despite appearances, the SJT is a knowledge- based examination. It is important to remember throughout that questions ask what you should do, rather than what you would do in any given situation. Therefore, it is a test of whether you know the ‘correct’ action and not whether you would act correctly if working as a doctor. For example, a question might introduce you as an FY1 doctor on a busy ward. You are told to examine an elderly patient of the opposite sex and all the nurses are occupied elsewhere. You might have seen doctors examine patients under these circumstances without a chaperone. You might even think that this would be your approach in real life. However, you know on some level that a better solution is to insist on (or at least to offer) the presence of a chaperone.
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Metcalfe, David, and Harveer Dev. "Does itt Work?" In Oxford Assess and Progress: Situational Judgement Test. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198805809.003.0014.

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Improving Selection to the Foundation Programme (ISFP) undertook a wide- ranging review of options for allocating new doctors to FY1 posts. It selected the SJT. Whether the SJT works or not depends on whether it can accurately predict ‘good’ doctors. There is no real consensus about how to measure the effectiveness of foundation doctors, and so the SJT question is unlikely to ever be resolved to everyone’s satisfaction. However, variations on the SJT have been used in selection to some specialties (e.g. general practice (GP) and public health training). They are also used by many firms in the commercial sector. The SJT pilots suggested a high degree of internal reliability (α = 0.79– 0.85). It was also shown that SJT performance is positively correlated with extraversion, openness, and achievement. A subsequent study (MacKenzie et al. 2017) has shown that SJT score was predicted by emotional non- defensiveness, aloofness, and empathy, as suggested by the non- cognitive component of the UK Clinical Aptitude Test (UKCAT). The SJT score is also correlated with UKFPO performance (MacKenzie et al. 2016). Interestingly, SJT score is not correlated with performance at medical school as measured by the EPM (Simon et al. 2015). Advantages of the SJT over the previously used ‘white space’ questions include the following: ● invigilated conditions so that no one can seek external help with answers ● less reliance on creative writing skills ● questions directly address prioritization, teamworking, and professionalism— all of which are important qualities for new doctors ● evidence from other sectors suggests that situational judgement questions can effectively predict job performance. Although students are unlikely to relish sitting another high- stakes examination in their final year, earlier selection methods were perceived as both burdensome and unfair. A number of studies have suggested that the SJT is unpopular amongst both medical students and faculty members (Sharma, 2015; Sharma et al. 2016). It is impossible to please everyone and you are most likely to approve of this method in retrospect if your score is high enough. Criticisms of the SJT include: ● As noted on, the SJT and EPM are not equally weighted.
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"Writing Good Responses to Text-Based Questions." In Teaching With Text-Based Questions. Routledge, 2014. http://dx.doi.org/10.4324/9781315813219-12.

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Marije, Altorf. "The Body in the Text: Iris Murdoch’s Embodied Writing Style in The Sovereignty of Good." In Bodies in Question. Routledge, 2017. http://dx.doi.org/10.4324/9781315261454-15.

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Deamer, David W. "Cycles, Compartments, and Polymerization." In Assembling Life. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190646387.003.0014.

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The two quotes in the epigraph, in juxtaposition, always make me smile, and I tried to keep them in mind while writing this chapter. The first eight chapters of this book have the effect of eliminating the impossible by investigating the facts to which Twain is referring. Perhaps he would consider them trifling, but I doubt that Twain ever performed an experiment to test an idea. Every working scientist knows that science is not just a set of facts but is also a set of questions. The best way to begin answering a question is to pose a hypothesis and that hypothesis begins as a conjecture. Only when we have a hypothesis, can we design experiments to test it, and if we are lucky, the results of those experiments lead us a little closer to the truth. This chapter summarizes facts that lead to an alternative scenario for life’s origin in freshwater hydrothermal conditions rather than a marine origin in saltwater hydrothermal vents. As stated in the introduction to this book, when assumptions are part of the story they will be made explicit so that the logic that arises from them will be clear. What follows in this overview is a list of ten prerequisites we assume are necessary for cellular life to begin, followed by eight assumptions underlying the scenario to be presented here. Prerequisite conditions for life to begin: Dilute solutions of potential reactants are available, together with a process by which they can be sufficiently concentrated to react. Energy sources available in the environment can drive reactions such as carbon fixation, primitive metabolism, and polymerization. Products of reactions accumulate within the site rather than dispersing into the bulk phase environment. Amphiphiles assemble into membranous compartments over the range of temperatures, salt concentrations, and pH values related to each site. Biologically relevant polymers are synthesized with chain lengths sufficient to act as catalysts or incorporate genetic information. A plausible physical mechanism can produce encapsulated polymers as protocells then subject them to combinatorial selection. Organic solutes in aqueous solutions become biochemical solutes within protocells and then substrates supporting a primitive metabolism.
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Elsky, Julia. "A Jewish Poetics of Exile." In Writing Occupation. Stanford University Press, 2020. http://dx.doi.org/10.11126/stanford/9781503613676.003.0002.

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Benjamin Fondane lived through two displacements: first when he immigrated from Romania to France in the 1920s; and then again when he went into semihiding in Paris under the Occupation. Although he had come to French in search of a literary community through language adoption, in his wartime poetry he questions the possibility of a monolingual language. This chapter focuses on Fondane’s revisions of his poetry during the war, and in particular on L’Exode, his literary representations of the June 1940 flight toward the Southern Zone. Fondane writes in many languages at once: he not only incorporates the names of Hebrew letters and transcriptions of prayer in his French text but he also states that even if only one word existed in the world there would still be no one language. In this chapter, Fondane’s texts are also put into dialogue with Jacques Derrida’s Monolingualism of the Other.
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Volckaert-Legrier, Olga, Antonine Goumi, Alain Bert-Erboul, and Josie Bernicot. "Focus on Text Messages: A Review of Studies in French." In Encyclopedia of Mobile Phone Behavior. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8239-9.ch085.

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The study of text messages has given rise to a number of French language research topics. First, databases of natural text messages have been created in multiple Francophone countries in an effort to link the texters' characteristics with the linguistic markers of the text messages. Many studies have focused on textisms (changes in spelling as compared to the traditional written code), creating repertoires of spelling processes and classifying them into typologies. With regard to linguistic aspects, a few studies have analyzed vocabulary and syntax. Sociolinguistic aspects have also been studied, taking into account the relationship among textisms, age, and gender. To address the question of whether text message writing is a threat to spelling, several studies have analyzed the link between text message writing and traditional writing. Finally, a number of studies have focused on the production processes of text message writing. Future studies will need to take into account the dialogical and conversational aspects of text messages.
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Castek, Jill, Richard Beach, Heather Cotanch, and John Scott. "Examining Middle-School Students' Uses of Diigo Annotations to Engage in Collaborative Argumentative Writing." In Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5982-7.ch004.

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This chapter explores the ways sixth grade students from a linguistically and culturally diverse classroom used Diigo, an online social bookmarking site, to engage in annotation writing focused on the discussion of science ideas within a text. While the use of apps has rapidly increased in schools, there remains little research on the ways annotation writing can be used to support scientific argumentation. Findings from this study indicate that students used the annotation app to pose questions, formulate claims, and request evidence from peers to answer questions or support claims. These results suggest that the process of collaborative annotation encourages students' documentation, critique, and refinement of ideas, which can aid learners in close reading of science texts.
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Jain, Goonjan, and D. K. Lobiyal. "Conceptual Graphs Based Approach for Subjective Answers Evaluation." In Natural Language Processing. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0951-7.ch037.

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Automated evaluation systems for objective type tests already exist. However, it is challenging to make an automated evaluation system for subjective type tests. Therefore, focus of this paper is on evaluation of simple text based subjective answers using Natural Language Processing techniques. A student's answer is evaluated by comparing it with a model answer of the question. Model answers cannot exactly match with the students' answers due to variability in writing. Therefore, researchers create conceptual graphs for both student as well as model answer and compute similarity between these graphs using techniques of graph similarity measures. Based on the similarity, marks are assigned to an answer. Lastly, in this manuscript authors compare the results obtained by human graders and the proposed system using Pearson correlation coefficient. Also, comparison has been drawn between the results of proposed system with other existing evaluation systems. The experimental evaluation of the proposed system shows promising results.
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Conference papers on the topic "Writing test questions"

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Novara, Elisa. "Eine Schumann-Werkstatt? Zur Übertragbarkeit der Methoden vom Projekt »Beethovens Werkstatt« auf andere Komponisten." In Jahrestagung der Gesellschaft für Musikforschung 2019. Paderborn und Detmold. Musikwissenschaftliches Seminar der Universität Paderborn und der Hochschule für Musik Detmold, 2020. http://dx.doi.org/10.25366/2020.66.

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The research project “Beethovens Werkstatt” is intended as a contribution to basic musicological research. Methods, concepts and digital components developed in this project using the example of Beethoven are meant to be transferable to other composers. In my paper, I choose Robert Schumann as an example to test this transferability. Concepts that were developed in the course of the first module of “Beethovens Werkstatt” aim at the reconstruction and digital representation of genetic variants. They are based on research on the composer’s work processes. Fundamental aspects of this research inc
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Kuriakose, Rangith. "Freshman African engineering student perceptions on academic feedback – A case study from Digital Systems 1." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.4823.

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Providing effective and quality feedback to students in higher education has been identified as an integral part of quality teaching by many researchers in the field of education. However, student perceptions vary drastically as to what they perceive academic feedback to really be. Therefore, this paper aims to present freshman engineering student perceptions of academic feedback from an African perspective. The reason for targeting this group is due to their high dropout rate in higher education in South Africa (around 60%). Quantitative data was collected from freshman engineering students e
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Koraag, Prianka, Nihta Liando, and Mister Maru. "The Effectiveness of Guiding Questions Technique To Improves Students’ Writing Recount Text." In Proceedings of the International Conference on Social Science 2019 (ICSS 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/icss-19.2019.67.

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Marchenko, Valeriya K. "THE ROLE OF THE QUESTION-ANSWER FORM OF WRITING IN THE «WRITER'S DIARY»." In Люди речисты - 2021. Ulyanovsk State Pedagogical University named after I. N. Ulyanov, 2021. http://dx.doi.org/10.33065/978-5-907216-49-5-2021-315-328.

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Herianto, Herianto, Ratna Widyaningsih, and Ristiyan Ragil Putradianto. "Real-Time Assessment Software Development to Improve Learning Quality in Petroleum Engineering Department Using Computer Assisted Test Method." In LPPM UPN "VETERAN" Yogyakarta International Conference Series 2020. RSF Press & RESEARCH SYNERGY FOUNDATION, 2020. http://dx.doi.org/10.31098/pss.v1i1.194.

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In the previous period, to determine the ability of petroleum engineering students in mastering the concept of the field of knowledge, in general, a comprehensive exam was used by writing papers and being tested. This method is considered ineffective because of the large number of plagiarism cases and many students who take more than one semester to complete. Therefore, a breakthrough was made by creating a new method, namely the Computer Assisted Test with Real-Time Assessment software. The purpose of the replacement of this method is that students can master three areas of expertise and can
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Huang, Weijing, Xianfeng Liao, Zhiqiang Xie, et al. "Generating Reasonable Legal Text through the Combination of Language Modeling and Question Answering." In Twenty-Ninth International Joint Conference on Artificial Intelligence and Seventeenth Pacific Rim International Conference on Artificial Intelligence {IJCAI-PRICAI-20}. International Joint Conferences on Artificial Intelligence Organization, 2020. http://dx.doi.org/10.24963/ijcai.2020/510.

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Due to the improvement of Language Modeling, the emerging NLP assistant tools aiming for text generation greatly reduce the human workload on writing documents. However, the generation of legal text faces greater challenges than ordinary texts because of its high requirement for keeping logic reasonable, which can not be guaranteed by Language Modeling right now. To generate reasonable legal documents, we propose a novel method CoLMQA, which (1) combines Language Modeling and Question Answering, (2) generates text with slots by Language Modeling, and (3) fills the slots by our proposed Questio
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Kautz, Christian H., and Gerhard Schmitz. "Probing Student Understanding of Basic Concepts and Principles in Introductory Engineering Thermodynamics." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-41863.

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We report on an ongoing research study on student understanding of thermodynamic concepts and principles in the context of an introductory engineering thermodynamics course at Hamburg University of Technology (TUHH). Through analysis of student responses to mostly qualitative questions, we have identified prevalent and persistent difficulties. In this paper, we describe the research methods, present some preliminary results, and discuss the implications of our work for instruction and the development of curricular materials. We also illustrate the use of interactive lecture questions as an ins
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Капуш, А. В. "ВЗАЄМНЕ ЧИТАННЯ ЯК ІНСТРУМЕНТ АКТИВІЗАЦІЇ ТА МОТИВАЦІЇ НА ЗАНЯТТЯХ З НІМЕЦЬКОЇ МОВИ". У Proceedings of the XXIII International Scientific and Practical Conference. RS Global Sp. z O.O., 2020. http://dx.doi.org/10.31435/rsglobal_conf/25112020/7254.

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The article describes a didactic method called "reciprocal reading" as one of the forms of cooperative learning in German language classes. The article presents the results of an experimental application of this method in the context of distance learning. During the experiment, the work on the text, in accordance with the method of reciprocal reading, was first carried out in writing, via e-mail. The article describes the procedure for preparing and conducting the experiment – choosing a text, introducing students to the "reciprocal reading" method, developing a questionnaire to receive feedba
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Reports on the topic "Writing test questions"

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Buene, Eivind. Intimate Relations. Norges Musikkhøgskole, 2018. http://dx.doi.org/10.22501/nmh-ar.481274.

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Blue Mountain is a 35-minute work for two actors and orchestra. It was commissioned by the Ultima Festival, and premiered in 2014 by the Danish National Chamber Orchestra. The Ultima festival challenged me – being both a composer and writer – to make something where I wrote both text and music. Interestingly, I hadn’t really thought of that before, writing text to my own music – or music to my own text. This is a very common thing in popular music, the songwriter. But in the lied, the orchestral piece or indeed in opera, there is a strict division of labour between composer and writer. There a
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2

Hall, Mark, and Neil Price. Medieval Scotland: A Future for its Past. Society of Antiquaries of Scotland, 2012. http://dx.doi.org/10.9750/scarf.09.2012.165.

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The main recommendations of the panel report can be summarised under five key headings. Underpinning all five areas is the recognition that human narratives remain crucial for ensuring the widest access to our shared past. There is no wish to see political and economic narratives abandoned but the need is recognised for there to be an expansion to more social narratives to fully explore the potential of the diverse evidence base. The questions that can be asked are here framed in a national context but they need to be supported and improved a) by the development of regional research frameworks
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