Assignment: Literal
reading Dead line: 28th March
- March 25, 2020
The assignments are in
compliance to instruction from higher authorities so that learning remains uninterrupted despite the
closure of university.
“And say: My Lord,
increase me in knowledge.” (Quran 20:114)
“Seeking knowledge is an obligation upon every Muslim.” (At-Tirmidhi)
(This assignment is
first of the series of assignments calculated to initiate students into the art
of reading)
Assignment: Literal
reading
Dead line: 28th March
A word to students
The practical
manifestation of contemporary world media
You all (the students of
media study and IT departments of Shaheed Benazir Bhutto University), much to
my pleasure, were quick to be well-aware that an excellent production company
is the crux of any successful media venture, therefore, well-extended to stay
abreast of a wide range of expertise media production can encompass from film
and tv to corporate, promotional, educational or web based material and were
responsible for everything from the initial concept of the project to
completion.
I simply helped you with
the concept, scripting, scheduling, casting and more so to ensure that an end
product could engage audience in the intended manner by ensuring that all the
details of a project are thoroughly thought through – and serve_ by being more
conversant with the dynamic exercise of, interaction of, and communicative
import of feelings, rather than compromise, message.
Multidisciplinary
approach And interdisciplinary approach
This was from your side
the practical manifestation of
a theoretical subject
‘contemporary world media’ through applying
multidisciplinary approach, that involves more than one domain as
students from IT department as well applied themselves to draw meaningful
results despite staying within their boundary and through interdisciplinary
approach as students from media study and IT department analyzed, synthesized
and harmonized links between disciplines into a coordinated and coherent whole.
The practical manifestation
of ‘development communication ’
You all were committed
to securing projects particularly suited to developing country contexts and
promoting social inclusion by focusing on the thematic areas of Inclusivity of
vulnerable and disadvantaged groups.
Building rapport in an
age that announces the “death of the subject”
You all were committed
to learn how to maintain professionally a favorable public image of
organizations or celebrities by deliberately managing the spread of information
and controlling publicity.
You understood that
interviews worth all the hassle; therefore went with me to conduct interviews
for building rapport with conspicuously eminent figures, and prospective
employers and most importantly interacted with intellectuals despite living in
an age that announces the “death of the subject” and “the end of history’’ to
learn as in the Said’s words the role of intellectuals as human subjects of
action.
The practical
manifestation of ‘Newspaper production’
I was pleased to see you
learning content gathering, Pre Press, Press and Post Press: the four
pre-requisites for the whole Newspaper production process and visiting
newspaper offices and watching videos for getting ‘A behind-the-scenes glimpse
into how this newspaper gets made’ and getting acquainted with state-of-the-art
technology that enables the Globe and Mail to print and combine both glossy and
newsprint pages, a unique achievement in news paper production.
This was from your side
the practical manifestation of a theoretical subject: ‘Newspaper production’.
Acknowledgment and
Thanks
I must acknowledge that
you all were self-perpetuating: all I did was hold a class to decide what the
next activity would be, and guided you to do so.
And THANK YOU for not
cutting my classes, notwithstanding, many competing influences; you exercised
your right of self-determination for arduous learning.
Assmbling of two
disciplines:
Landing freelance
academic writing jobs, I have good reasons to infer were your aspirations,
animating you for the launch of the on-line paper and the research journal
having an Impact Factor so that in the long run these mediums could serve as
the launching pads for career in freelancing.
I was immensely pleased
to have students from English department sharing your passions.
Two different
disciplines (English department and media) were assembled for content writing.
This straddling of two
research approaches by juxtaposing and combining separate disciplinary
perspectives, added a breadth of knowledge, information and methods. Work
carried on was done independently following separate perspectives and hand in
glove to pull and intricately weave disparate strands to extend academic
arguments.
The Helm of Awe
Students of media study
department, English department and IT department and some even of chemistry
department) were geared up for every plan and I _may sound like succumbing to
hyperbole_ not only acting as a catalyst but also at the helm of efforts until
the ‘The Helm of Awe: Corna virus inspired fear like the havoc-wreaking dragon
Fafnir In the Fáfnismál, one of the poems in the Poetic Edda.
A plea
Concerns mount of
catastrophic coronavirus outbreak prompted government to mount pre-emptive
measures; but your plans as I believe should not be a casualty by admitting the
kind of sphere of magical power to strike fear associated with the power of
serpents to atrophy your minds and wills, thus reducing you to solely creatures
of sensual instinct.
I argue that the
ownership of all these plans entails the transformation of the inchoate into
cultivated and think that students must be presumed to regard the obligations
for nursing fetal to fruition
Infuriatingly despite
expected nebulous nature of expectation and practice implicit in the
academically diverse objectives of yours implies that attempt at
crystallization should similarly be a nuanced multi-faceted through an
incorporate attention to factors playing a role in the pathways to diverse
outcomes.
Your whole being must
not be pervaded by a languor because of being quarantined and you must not let
lassitude to overcome to stultify you.
Teaching and learning
method/ strategy
‘In addition to the
thesis of the plurality of teaching methods, current evidence suggests that
teaching methods, their function is achieved only in the specific context’.
Marina Ilic Semiz
John R. Yamamoto-Wilson
subscribes to Marina when he suggest
that ‘anyone who is strictly following a rule book is going to lack the flexibility to deal with
the tremendous variety and complexity of real-life situations that teaching
presents; therefore, a teacher should always be eclectic and use what works for
him’.
Paul Stephens states:
‘Pedagogy is a two-edged sword: knowing one´s subject plus conveying its
content as simply as possible without trivializing’.
I can differ with Paul
to an extent because a good example of a double edged sword is an excuse that a
teacher is recklessly inconsiderate in selecting the right method and strategy;
therefore can rightly fail to convey the content of his subject despite knowing
it.
Instructors do base
teaching on two major parameters: a teacher-centered approach versus a
student-centered approach, high-tech material versus low-tech material.
You are to have, because
of the situation, “Distance learning” - the umbrella term for any learning that
takes place across distance and not in a traditional classroom.
I have never taken a
most extreme interpretation of teacher-centered approach_ and that is virtually
impossible as well in distance learning_ viewing students as “empty vessels”
with an end goal of positive results from testing and assessment; therefore
teaching and assessment will not be two separate entities but will be connected
and your learning will continuously be measured during your response to
exercises according to my instruction; therefore, I have opted the
‘Student-Centered Approach to Learning’ to Distance learning.
Collaborative learning
strategies when appropriate
Used in conjunction with
your learning, the traditional lecture if needed can be an effective way to
achieve instructional goals
For making learning
environments interactive, I integrate technology (high tech approach) into the
learning experience beyond class rooms to connect you with me.
Teaching methods are an
important aspect of teaching and learning: determine the activities of teachers
and students.
The considerate
selection of the right method and strategy are important for the communication
of the content of subject; but teaching methods can not simply be transmitted
as Semiz says ready-made.
Scaffolding And
Instructional strategies are my choice of pedagogy for instruction but both are
to be tailored to fit my educational philosophy, students demographic, subject
areas.
Scaffolding:
Modified to distance
learning
Scaffolding as a method
is not adhered holistically, but sufficient is harnessed to make it meaningful
for you.
It is not the tampering
of scaffolding on my part as alteration is for constructing constructively
viable framework to redeem the inaccessibility to you that could otherwise
ensured a informed give and take, and I then could build on the understanding
and show you how a solution is arrived at by scaffolding your problems and then
step back, offering support as needed.
Do exercise independently
of me.
· Aall modes of representation required
for positive interaction are given in response to your queries.
· Each answer, right or wrong, receives a
positive response from me, to encourage your participation.
· Understanding is checked as you do
exercises. If more instruction is needed, more modeling is provided.
· Correction is provided as needed but
reinforced positively.
· If you demonstrate knowledge and skill,
I then fade and allow you to work independently, offering support as needed.
Instructional
strategies/ instructional theory
Modified to distance
learning
I apply instructional
theory for the explicit guidance on how to better help you develop but helping
indicates approaches for the evaluation of you learning activities; therefore,
I cannot focus on, without your learning activities (attempting exercise) those
provide insights into, how to best structure material and instructional
behavior to facilitate learning to help you grow independent, strategic learners
so that you can independently select the appropriate learning strategies
(strategy to attempt exercises) to meet
goals.
I do know instructional
theory focuses on direct guidance, monitoring and assessing learning:
step-by-step strategy instruction; but I do know as well this should come with
the situations. Obviously, a method of instruction cannot be effective in every
situation and occasion, that is, it’s not universal, but situational.
The situation includes
the concept of instructional conditions, which consist of the nature of: (1)
what is to be learned, (exercises sufficiently tell you) (2) the learning
environment, (you have to create yourself as your university is closed) and (3)
the learning development constraints (You major constraint is not having step
by step explanation but remember constraints aren’t roadblocks, just
opportunities to build bridges. viewing constraints as possibilities to improve
the given task, can spark an innovative approach leading to creative quality
design (the quality you intend to offer to me by taking into consideration of
my requirements)
There are so many
variable that an instructor cannot control in real educational settings; and
here you work in non-academic environment; therefore instructional methods work
best as they are probabilistic rather than deterministic not guaranting the
success of the goal achievement rather increasing the chances of learning
success by helping you to achieve the highest possible chance of the desired
learning outcome effectively and/or efficiently.
Both methods differ but not my primary role
that will be to facilitate overall comprehension of exercises through
assessment of your response to them.
The objectives of
assignments:
The best growth
prospects lie in tailoring all assignments of different series to budding media
media professionals and academic writers' needs.
All assignments of
different series are the way of calibrating each increment of skill and
knowledge so to be well situated for honing
students for essentially ritualized
grand narratives, cultivated and honed and written down over the years and in the words of John Stephens "is a
global or totalizing cultural narrative schema which orders and explains
knowledge and experience" and for exploring a wide range of disciplinary
perspectives for presenting theoretical explorations as well as in-depth case
studies of ritual and narrative in different media and historical contexts for
getting to grips the close interrelationship between ritual and narrative as
pivotal means of human meaning-making and of ordering experience and for
exploring the essentialities of media industry.
Assignments encapsulate
my view of tertiary education and challenge the accepted notion of it.
All assignments of all
series reflect and underscore the
conviction on my part that tertiary education should be acquired on one’s own
initiative so that recipients learn as Malcom Knowles says ‘ diagnosing their
learning needs, formulating their learning goals, identifying human and
material resources ..And learn other important skills such as time management,
self-assessment, and setting their own goals. ..
It is a firm conviction
on my part that self-taught students discover much for themselves having
discovered their autodidactic streaks and consequently tend to internalize
content more than those who take part in directed learning and get to learn how
to actively look for solutions instead of having solutions brought to them.
I must, however, make a
concession that self-directed learning can supplement instead of superseding
instructional learning as latter is unrivalled because of instructional
specifications containing the details of an Enabling Objective and associated
key learning points, the relevant assessment strategy and media selection
processes, time allocated, resource requirements and essential references.
Self-directed learning
is something I knowingly, if not grudgingly, acknowledge less than a means.
The series of
assignments are, therefore, by no means substitute for nor independent of lectures;
but precede latter.
Tell me a gap
As the instructional
designers I always follow what the famous French writer Alexandre Dumas once
said: “All generalizations are dangerous, including this one” for focusing on
how to best structure material and instructional behavior to facilitate
learning and never assume because of the warning of Charles that ‘ similar
performance problems occurring in different environments will require the same
learning intervention’ and thus do away in my instructional design with
cookie-cutter modules and instead concentrate on designing on a blueprint that
is unique and customized for the problem at hand. As the instructional designer
I understand that each gap is specific; therefore, provide a unique “bridge”
that each student needs to fill each of them perfectly. .
Minus your response I
can never know a gap, subsequently fail to live up to providing a bridge unique
to your need.
Assignments are the twin
goads of punishment and rewards.
Each assignment is
assessed independently. I must warn you that I am conditioned into believing
that a student can be conveniently pigeonholed as nincompoop and academic and
studious polymath if demonstrates a lackadaisical approach or avid passions to
assignments. The acquisition of this
trait is predisposing element in predetermining my response given to the
performance of his in exam regardless how good it is or how bad it is.
These assignments, thus,
act as the twin goads of punishment and reward.
Measuring success
In order to determine
what kinds of teaching are successful we need to know how "success"
is to be measured. What is the basic recipe for success as a teacher I would
say it lies in the answer to the question "What do you teach?" If you
answer "people" then you've probably got the right idea! More than
chemistry, or geography, or literature, teachers are engaging with people's
lives. They want their students to achieve their potential, they are there to
help and guide and support them. If the aim of the course is (for example) to
be able to write a 1000-word academic paper, then they work with each student
to try to show how that aim can be achieved’John R. Yamamoto-Wilson
Content (of texts) and
exercises amply tell you what I teach and my response to your attempts will
allow you to determine the achievement of your potential and me to measure my
success as a teacher.
Assignments are your
only portfolio
The compilation of your
response is your portfolio as this is the only academic work possible because
no other forms of educational evidence can be assembled for the purpose of
evaluating the quality of your work, learning progress, and academic
achievement to determine whether you have met learning standards or other
academic requirements for your courses.
Assignments are your
gateway to success in the examination.
The pattern of questions
in exam will be patterned after the exercises in assignments; therefore, these
assignments are your gateway to success in the examination.
Doing assignments
together
Each assignment has the
collaborative components: recipients and giver. I am not a merely a passive
instructor but eager to be engaged in a kind of exchange so to have a
continuous back-and forth commentary. You are not doing assignments but we are
doing together. Assignment is not a
private act, a personal journey, a solo flight with no copilot. I am always
around to look over your shoulder making snide comments or gush about your
views so that ideas are revised, rejected or accepted, and thus become our
mutual property.
We share the process of
doing assignments, a real time event in the intimate space where ideas and
skills take shape
I always hover as a
receiving presence. Your query will invite me into space between you and
assignment.
You cannot be a
freelance academic writer
I know that there is
nothing more coveted by you than freelance academic writing jobs that intrigue,
generate excitement, jobs that grab hold and simply will not let go
Sarah says:
‘My point is, a writer who doesn’t have time to
read is like a musician who doesn’t have time to listen to music, or a chef who
doesn’t have time to eat. The two activities are complementary and necessary if
you’re going to write well’.
Stephen King says: ‘if you
do not have time to read, you do not have the time or tools to write’
My perspective:
These both scholars are
right if it is assumed that one is already well-equipped for reading but he
does not read because he is handicapped by the lack of time or simply
indifferent to it.
But my concern is the
lack of reading skills, minus them you gain no tool to write, no matter, how
much time you spend with books.
Stephen King’ in his
excellent book On Writing says: “The real importance of reading is that it
creates an ease and intimacy with the process of writing… Constant reading will
pull you into a place… where you can write eagerly and without
self-consciousness.”
True but one must learn
how to read first
People read without
knowing how to reading. You can never know reading unless you know what reading
is.
And remember that reading
skill is proven to be the essential precursor to the development of writing
skill.
Therefore you’ve got to
sharpen up your reading skills; and thus we begin with exercises of reading
comprehension.
You may be looking
forward to hearing words from me for the galvanic effects or for electrifying
but words are redundant because I believe problem with exercises adherence can
never be fighting sloth as there was nothing more stimulating than was the
stimulating class of yours
You all are already
highly charged; therefore neither pep talk nor provocative words are required
for rejuvenating you to spring to the assignments at hand.
Soldier on with dogged
tenacity.
Prof Dr Sohail Ansari
Dept of media studies
SBBU
Instructions for
queries:
I love to be swamped and
overwhelmed by an avalanche of queries but dread to have similar but not same
inquiries
Therefore students must
coordinate and must choose a person having a focus for the group representing
queries.
Instruction for
submission:
You submit your attempts
of excercises on my blog as well as on Watsap groups so that HOD respected sir
daster can evaluate.
Pattern of instructions:
Once I have enough
queriesinquires either you have my lecture through voice mail or reply through
blog or through watsap. After the deadline no inquiry is entertained.
My tutoring will be
limited to areas of inquiry.
Deadline and other
assignments:
You will have exactly
three days for each assignment. You will have another assignment before the
dead line of an assignement you are engaged with.
Brace yourself for the
inevitable deluge.
Exercises:
Literal Comprehension
Skills include selecting the topic sentence of a paragraph, identifying the
main idea of a passage, identifying the supporting detail of a passage and
determining the meaning of words by context; it is simply what the reading text
says or what actually happens in the story. It provides the foundation for
comprehension because without understanding the reading text, you could not go
any farther. Main Idea is the central and the most important idea of the whole
paragraph or passage. (Mujani, Husein, Faidah and Iyana 2014).9
Now you know what literal
comprehension skills include.
Let’s begin with
‘Determining the meaning of words by context’.
Determine the meanings of
underline words by context.
Do any five of them
1 ‘that an excellent production company is
the crux of any successful media venture’
2 Your whole being must not be pervaded by
a languor because of being quarantined and you must not let lassitude to
overcome to stultify you.
3 ‘well-extended to stay abreast of a wide
range of expertise media production can encompass
4 You understood that interviews worth all
the hassle
5 ‘for building rapport with conspicuously
eminent figures, and prospective employers and most importantly interacted with
intellectuals’
6 ‘not cutting my classes notwithstanding
many competing influences you exercised your right of self-determination for
arduous learning’
7 ‘You all were self-perpetuating..’
8 ‘I have good reasons to infer were your
aspirations, animating you for the launch of the on-line paper.’
9 ‘so that in the long run these mediums
could serve as the launching pads for career in freelancing.
10 ‘This straddling of two research
approaches by juxtaposing and combining separate disciplinary perspectives’.
11 ‘students of media study department,
English department and IT department) were geared up for every plan
12 ‘I _may sound like succumbing to hyperbole_
not only acting as a catalyst but also at the helm of efforts
13 The series of assignments are, therefore,
by no means substitute for nor independent of lectures; but precede latter.
14 hand in glove to pull and intricately
weave disparate strands to extend academic arguments.
15 It is not the tampering of scaffolding on
my part as alteration is
16 calibrating each increment of skill and
knowledge so to be well situated for honing students for
17 "is a global or totalizing cultural
narrative schema which orders and explains knowledge and experience"
18 students discover much for themselves
having discovered their autodidactic streaks and consequently tend to
internalize content more than those
19 I must, however, make a concession
20 These assignments thus act as the twin
goads of punishment and reward.
Identifying the main idea
of a passage
Do any one of the
following:
1 I believe should not be a casualty by
admitting the kind of sphere of magical power to strike fear associated with
the power of serpents to atrophy your minds and wills, thus reducing you to
solely creatures of sensual instinct’.
2 It is a firm conviction on my part that
self-taught students discover much for themselves having discovered their
autodidactic streaks and consequently tend to internalize content more than
those who take part in directed learning and get to learn how to actively look
for solutions instead of having solutions brought to them.
3 Alexandre Dumas once said: “All
generalizations are dangerous, including this one”
4 A student can be conveniently
pigeonholed as nincompoop and academic and studious polymath if demonstrates a
lackadaisical approach or avid passions to assignments. The acquisition of this trait is predisposing
element in predetermining my response given to the performance of his in exam
regardless how good it is and how bad it is
5 There is nothing more coveted by you
than freelance academic writing jobs that intrigue, generate excitement, jobs
that grab hold and simply will not let go
Exercise
Question: An author
disagrees with ‘Sarah’ and ‘Stephen King’. How far you agree with the
disagreements of an author?
Literal comprehension
Literal comprehension is
the understanding of information and facts directly stated in the text. It is
recognised as the first and most basic level of comprehension in reading.
Students can employ literal comprehension skills (by skim reading and scanning)
to better locate information efficiently.
Literal comprehension -
NSW Department of Education
Now you have another
definition of literal comprehension. We go literal comprehension according to
this definition
Skimming:
Exercise:
Quickly read through
following texts to get the gist or main idea
Do any one:
1 ‘ensuring that all the details of a
project are thoroughly thought through – and serve_ by being more conversant
with the dynamic exercise of, interaction of, and communicative import of
feelings, rather than compromise, message’
2 ‘academically diverse objectives of
yours implies that attempt at crystallization should be similarly a nuanced
multi-faceted through an incorporate attention to factors playing a role in the
pathways to diverse outcomes’
3 ‘An author was making sure that you were
‘being more conversant with the dynamic exercise of, interaction of, and
communicative import of feelings’ but how far you think his communicative
intensions transform into text?’
4 ‘otherwise ensured a informed give and
take, and I then could build on the understanding and show you how a solution
is arrived at by scaffolding your problems and then stepped back’
Scanning:
Reading to locate
particular elements or specific details in a text, such as key concepts, or
certain information.
Exercise:
‘Most importantly
interacted with intellectuals despite living in an age that announces the
“death of the subject” and “the end of history’’ to learn as in Said’s words
the role of intellectuals as human subjects of action’
Do the following exercise having done with all
the exercises above
Exercise:
Each passage of a text
(of a word to students) must have appeared to you a maze of mumbo jumbo; you
must have felt getting deeper and deeper into the mire of gobbledygook. But
that is for sure, no blathering crept in to mar a text and you will know
yourself, provided you penetrate a text (But remember no Abracadabra can help,
you have to stretch yourself) to understand that text penetrates deeper into
the implications of your activities for you, and for our university and into
the underlying reasons for the mode of instruction I intend to follow.
Question:
You have done with all
exercises and msut have a good understanding of a text; therefore how far the
expectations of an author ‘must have appeared to you a maze of mumbo jumbo…’
are justified.
Question:
The use of word
‘Abracadabra’ is an example of ‘Pun’ ‘double entendre’ ‘wordplay’ or an example
of tongue in cheek.
Prove with examples.
Question:
An author was making
sure that you were ‘being more conversant with the dynamic exercise of,
interaction of, and communicative import of feelings’ but how far you think his
communicative intensions transform into text?
Exercise:
The English in a passage
‘Each assignment has the collaborative components: recipients and giver. I am
not a merely a passive …..’Is not the URDU translated into English and one can
not follow it even one knows the meanings of words unless has at its command
the sense of English.
The point is that
passage employing language that captures the flavor of English.
Acquaint yourself with
English written in the sense of English.
Following exercise helps
you to understand what an author means by the flavor of englsih.
Exercise
Select (not choose) any
English newspaper of Pakistan such as DAWN; The Frontier Post; The express
Tribune.
Read any Coronavirus News, Articles or any
editorial to judge three things:
Coherence & Cohesion
Lexical Resource
(Vocabulary Range)
Grammatical Range
& Accuracy
Select (not choose) any English international
newspaper such as International New York Times; The Wall Street Journal;
international khaleej times; The Guardian.
Read any Coronavirus
News, Articles or any editorial to judge same three things:
Now focus specifically
on Lexical Resource and Diction
:
1 Lexical Resource (Vocabulary Range)
Lexicon refers to word
stock (lexis words/ vocabulary) used on a particular occasion or in a
particular sphere.
2 Diction
Diction is a literary
device, that refers to the choice of words and style of expression that an
author makes and uses in a piece of writing that can mean phrasing · turn of
phrase.
Ensure that contents of
both articles or editorials or News (one published in national newspaper and
one published in international paper) are same in terms of the coverage of
Coronavirus virus and then examine the difference in terms of Lexical Resource
and diction.
Juxtapose both and
highlight the difference so that you can understand what a writer means.
Note:
(This part of exercise is
only for those students of English department those are interested in
linguistic patterns, how components of language interact with one another, how
people gain knowledge of language, the way knowledge of language interacts with
other cognitive processes and how language varies. In short those students
those are interested in Linguistics research; for example Fatma memon, Iqra,
farooq, Mehren Jamali and Tooba Noor just to name a few.)
Exercise:
1 Apply lexical quality hypothesis (LQH)
in a limited way to judge that variation in the quality of word representations
in a text that has consequences for reading skill, including comprehension.
2 Can we apply high lexical quality that
includes well-specified and partly redundant representations of form
(orthography and phonology) and flexible representations of meaning, allowing
for rapid and reliable meaning retrieval to examine the text of ‘ a word to
students’ Yes or No should be substiated by reasons.
3 Low-quality representations lead to
specific word-related problems in comprehension.
4 Can you choose lines from a text to
demonstrate some of the implications of the LQH.
5 Take individual aspects of the lexicon
(the complete set of meaningful units in a language) into account by
encompassing the number of lexical entries used in a text (vocabulary breadth),
the semantic quality of these entries (vocabulary depth), and the connection
strength between lexical representations (semantic relatedness); as such, it
serves as an output for the decoding process and as an input for comprehension
processes.
6 Apply a multicomponent approach to
examine whether measures of vocabulary breadth, vocabulary depth, and semantic
relatedness were differentially predictive of individual differences in reading
comprehension skills among all of you; and examine how each individual measure of lexical quality
adds significantly to the prediction of reading comprehension after all other
measures are taken into account, with written lexical breadth and lexical depth
showing the greatest increase in explained variance. You can thus conclude that
multiple components of lexical quality play a role in your reading
comprehension.
7 Can we apply the ALC model to any
passage with all of its various representations, retrieved or constructed;
those can all serve as emotionally competent stimuli (ECSs), that is, elicit a
conscious or unconscious affective response in the reader.
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