weird, wacky, funny citations|
[Most Recent Entries]
Below are the 20 most recent journal entries recorded in
weird, wacky, funny citations' LiveJournal:
[ << Previous 20 ]
[ << Previous 20 ]
|Thursday, September 17th, 2009|
|Tuesday, July 14th, 2009|
|Tuesday, April 21st, 2009|
The Effects of Second Language Status on the Comprehension and Perception of Direct and Indirect Speech in Written Teacher Feedback
Rachel Elizabeth Hansen
Department of Linguistics and English Language
Master of Linguistics
This study explores how native and nonnative English speakers understand and perceive
directness types in written teacher feedback (WTF). Currently research suggests that
indirect speech in WTF will encourage students to think and maintain politeness between
teacher and student (Benkendorf, 2001; Riley, 2003; Thonus, 1999; Vassileva, 2000).
However, research also indicates that indirect speech may be more difficult to interpret
than direct speech (Champagne, 2001; Holtgraves, 1999), which suggests that indirect
speech used in WTF may be difficult for students to interpret and use to improve their
compositions (Ferris, 2007; Hyland & Hyland, 2001). This difficulty may be even more
acute for second language (NNS) learners (Ferris, 2002; Mackiewicz & Riley, 2002,
2003). This thesis will test and propose refinements to this study. In this study, native
(NS) and nonnative (NNS) English speaking university students, were given two essays
directness of the WTF. These participants had three main tasks: 1. to identify whether or
not WTF requests a correction, 2. to make the correction if requested, 3. to identify
perceptions of the teacher and paper based on the WTF. For the first two tasks, accuracy
and response times were calculated. Results showed that directness type affects the speed
and accuracy of both NS and NNS learners. Direct speech in WTF was more quickly
identified than indirect speech (indirect speech acts and hedging). Indirect speech was
the slowest and least accurate for both NS and NNS learners in relation to positive WTF.
Surprisingly, both NS and NNS were slowest for making corrections on direct WTF. In
addition, directness type also affected the perception on the teacher and paper. For
example, NS were likely to perceive indirect speech as being from a female teacher. NNS
were more likely to give papers with hedged WTF an A and those with indirect WTF a C
grade. This study suggests that the directness type of WTF affects how quickly and how
well it is understood by both NS and NNS learners. It also suggests that the pragmatic
theory may explain why direct speech is processed more quickly than indirect speech
(indirect speech acts and hedging).
|Monday, April 6th, 2009|
The elusive bisexual
Murphy, M. Lynne. (1997). The elusive bisexual: social categorization and lexico-semantic change. In Kira Hall and Anna Livia (eds.), Queerly phrased: language, gender, and sexuality. New York: Oxford UP, 35–57.
|Thursday, February 26th, 2009|
only three pages.
Storms, G., De Boeck, P., Van Mechelen, I., Ruts, W.: Not guppies, nor goldfish, but tumble dryers, noriega, jesse jackson, panties, car crashes, bird books, and stevie wonder. Memory and Cognition 26 (1998) 143--145.
|Friday, November 28th, 2008|
Sims, D. 'You bastard: a narrative exploration of the experience of indignation within organizations'. Organization studies 26
Our patience with forming interpretations and reinterpretations of others' behaviourdoi:10.1177/0170840605054625
is not unlimited. The time comes when we lose interest in trying to understand, and
conclude that another person is behaving in a way that is simply unacceptable. This
paper explores the narratives that go with immoderate indignation, even for those best
versed in the idea that they should attempt to understand the perspective of the other.
The paper offers a reflexive comment on the difficulty of analysing such a topic, on
the grounds that the phenomenon under discussion can debilitate analytic writing. [...]
|Friday, October 10th, 2008|
Winnie the Pooh
Found in faerie
CMAJ • December 12, 2000; 163 (12)Pathology in the Hundred Acre Wood: a neurodevelopmental perspective on A.A. Milne
Sarah E. Shea, Kevin Gordon, Ann Hawkins, Janet Kawchuk and Donna Smith
Sarah-the-Shea, Ann-the-Hawkins, Janet-the-Kawchuk and Donna-the-Smith are with the Division of Developmental Pediatrics and Kevin-the-Gordon is with the Division of Neurology, Department of Pediatrics, Dalhousie University, Halifax, NS.Abstract
Somewhere at the top of the Hundred Acre Wood a little boy and his bear play. On the surface it is an innocent world, but on closer examination by our group of experts we find a forest where neurodevelopmental and psychosocial problems go unrecognized and untreated.
On the surface it is an innocent world: Christopher Robin, living in a beautiful forest surrounded by his loyal animal friends. Generations of readers of A.A. Milne's Winnie-the-Pooh stories have enjoyed these seemingly benign tales. However, perspectives change with time, and it is clear to our group of modern neurodevelopmentalists that these are in fact stories of Seriously Troubled Individuals, many of whom meet DSM-IV3 criteria for significant disorders. We have done an exhaustive review of the works of A.A. Milne and offer our conclusions about the inhabitants of the Hundred Acre Wood in hopes that our observations will help the medical community understand that there is a Dark Underside to this world.
|Wednesday, October 1st, 2008|
Pearson, J. (2005, January). Inappropriate Sexuality? Sex Magic, S/M and Wicca (or 'Whipping Harry Potter's Arse!'). Theology & Sexuality: The Journal of the Institute for the Study of Christianity & Sexuality, 11(2), 31-42. Retrieved October 1, 2008, doi:10.1177/1355835805051876
|Saturday, August 23rd, 2008|
Meat mixture detection in Iberian pork sausages
Meat Science, Volume 71, Issue 3, November 2005, Pages 490-497
V. Ortiz-Somovilla, F. España-España, E.J. De Pedro-Sanz, A.J. Gaitán-Jurado
|Wednesday, August 13th, 2008|
what about unintentionally amusing titles?
Amusing titles in scientific journals and article citation
Itay Sagi and Eldad Yechiam
Journal of information science
forthcoming -- available through OnlineFirst
The present study examines whether the use of humor in scientific article titles is associated with the number of citations an article receives. Four judges rated the degree of amusement and pleasantness of titles of articles published over 10 years (from 1985 to 1994) in two of the most prestigious journals in psychology, Psychological Bulletin and Psychological Review. We then examined the association between the levels of amusement and pleasantness and the article's monthly citation average. The results show that, while the pleasantness rating was weakly associated with the number of citations, articles with highly amusing titles (2 standard deviations above average) received fewer citations. The negative association between amusing titles and subsequent citations cannot be attributed to differences in the title length and pleasantness, number of authors, year of publication, and article type (regular article vs comment). These findings are discussed in the context of the importance of titles for signalling an article's content.
Key Words: citation analysis; humor; research evaluation; writing style
|Friday, August 8th, 2008|
The Bugs Eat the Waste: What Else is There to Know?: Changing Professional Hegemony in the Design of Sewage Treatment Plants
Ibo Van de Poel
Social Studies of Science 2008;38 605-634
|Saturday, May 3rd, 2008|
Principe, Gabrielle F. and Eric Smith. The tooth, the whole tooth and nothing but the tooth: how belief in the Tooth Fairy can engender false memories. Forthcoming in Applied Cognitive Psychology.
Abstract: To examine how children's fantasy beliefs can affect memory for their experiences, 5- and 6-year-olds with differing levels of belief in the reality of the Tooth Fairy were prompted to recall their most recent primary tooth loss in either a truthful or fun manner. Many of the children who fully believed in the existence of the Tooth Fairy reported supernatural experiences consistent with the myth under both sets of recall instructions, whereas those who realized the fictionality of the myth recalled mainly realistic experiences. However, those children with equivocal beliefs evidenced a different pattern under each set of instructions, recalling mainly realistic experiences when asked to be truthful and reporting many fantastical experiences when prompted to relate the tooth loss in a fun manner. These findings suggest that children's beliefs in the reality of fantastic phenomena can give rise to genuine constructive memory errors in line with their fantasies.
|Saturday, April 12th, 2008|
MAKING AND MANAGING ELECTRONIC CHILDREN: E-assessment in child welfare
Authors: Sue Peckover; Sue White; Christopher Hall
Information, Communication & Society, Volume 11, Issue 3 April 2008 , pages 375 - 394
|Wednesday, April 9th, 2008|
Minnis, Mhyra S. (1952). "Cleavage in women's organizations: a reflection of the social structure of a city." American Sociological Review, 18(February): 47-53
|Tuesday, March 25th, 2008|
in the appropriate names dept.
From: Plante, R. F. 2006. "Sexual spanking, the self, and the construction of deviance." Journal of Homosexuality 50, no. 2-3: 59-79.
But there appears to be only one academic article about spanking, a theoretical analysis of the discourses that give rise to the sexualization of this activity (Butt & Hearn, 1998).
Referenced article: Butt T. & Hearn, J. (1998). The sexualization of corporal punishment: The construction of sexual meaning. Sexualities, 1, 203-227.
|Monday, March 24th, 2008|
Frey, B. S. (2002) Publishing as prostitution? – Choosing between one’s own ideas and academic success. Public choice, 116: 205-223
|Saturday, March 22nd, 2008|
"I'll Never Have a Clown in My House" — Why Movie Horror Lives On
Poetics Today 25(2): 283-304 (2004);
|Friday, March 21st, 2008|
|Friday, December 14th, 2007|
|Monday, November 26th, 2007|
Singleton, Andrew. Good advice for godly men: oppressed men in Christian men's self-help literature. Journal of Gender Studies. 2004; 13(2):153-164.