The student is expected to:(A) identify and analyze the literary form or genre;(B) identify and analyze structural elements in the chosen text;(C) identify and analyze the narrative voice and/or other speakers such as personae in the literature;(D) identify and analyze the time, place, and atmosphere;(E) analyze the shifts or transitions in speaker, time, and place to determine who is speaking, to whom they are speaking, where they are speaking, when they are speaking, and for what reason they are speaking;(F) analyze individual units such as paragraphs, verses, sentences, and lines for meaning and specificity;(G) identify descriptive phrases, figures of speech, stylistic devices, and word choices to analyze the imagery in the text;(H) trace the emotional progression of the text; and(I) recognize literal and symbolic meanings, universal themes, or unique aspects of the text.(5) Adaptation.
The student is expected to:(A) analyze the audience, occasion, and purpose when designing presentations;(B) determine specific topics and purposes for presentations;(C) research topics using primary and secondary sources, including electronic technology;(D) use effective strategies to organize and outline presentations;(E) use information effectively to support and clarify points in presentations;(F) prepare scripts or notes for presentations;(G) prepare and use visual or auditory aids, including technology, to enhance presentations;(H) use appropriate techniques to manage communication apprehension, build self-confidence, and gain command of the information;(I) use effective verbal and nonverbal strategies in presentations;(J) make group presentations to inform, persuade, or motivate an audience;(K) make individual presentations to inform, persuade, or motivate an audience;(L) participate in question-and-answer sessions following presentations;(M) apply critical-listening strategies to evaluate presentations; and(N) evaluate effectiveness of his/her own presentation.Source: The provisions of this §110.58 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261.
Written witness statements are a unique source for the study of high-stakes textual deception. To date, however, there is no distinction in the way that they and other forms of verbal deception have been analysed, with written statements treated as extensions of transcribed versions of oral reports. Given the highly context-dependent nature of cues, it makes sense to take the characteristics of the medium into account when analysing for deceptive language. This study examines the characteristic features of witness narratives and proposes a new approach to search for deception cues. Narratives are treated as a progression of episodes over time, and deception as a progression of acts over time. This allows for the profiling of linguistic bundles in sequence, revealing the statements’ internal gradient, and deceivers’ choice of deceptive linguistic strategy. Study results suggest that, at least in the context of written witness statements, the weighting of individual features as deception cues is not static but depends on their interaction with other cues, and that detecting deceivers’ use of linguistic strategy is en effective vehicle for identifying deception.
Labov, W. & Waletsky, J. (1967). Narrative analysis. In Helm, J. (ed.) Essays on the Verbal and Visual Arts. Seattle: University of Washington Press.
The handling of dialogue and thought processes in conversational narratives, the management of time schemata, deictic shifts, the question of whether the concept of focalization ( Focalization) should be used in the analysis of conversational narratives—these topics and more could well come into the scope of extensive research.
If in having our in the Memory ready at hand, consists quickness of parts; in this, of having them unconfused, and being able nicely to distinguish one thing from another, where there is but the least difference, consists, in a great measure, the exactness of Judgment and clearness of Reason, which is to be observed in one Man above another. And hence, perhaps, may be given some Reason of that common Observation, That Men who have a great deal of Wit, and prompt Memories, have not always the clearest Judgment, or deepest Reason. For lying most in the assemblage of , and putting those together with quickness and variety, wherein can be found any resemblance or congruity, thereby to make up pleasant Pictures, and agreeable Visions in the fancy: , on the contrary, lies quite on the other side, in repeating carefully, one from another, wherein can be found the least difference, thereby to avoid being misled by Similitude, and by affinity to take one thing for another. This is a way of proceeding quite contrary to Metaphor and Allusion, wherein, for the most part, lies that entertainment and pleasantry of Wit, which strikes so lively on the Fancy, and therefore [is] so acceptable to all People; because its Beauty appears at first sight, and there is required no labour of thought, to examine what Truth or Reason there is in it. The Mind, without looking further, rests satisfied with the agreeableness of the Picture, and the gayety of the Fancy: And it is a kind of affront to go about to examine it, by the severe Rules of Truth, and good Reason; whereby it appears, that it consists in something, that is not perfectly conformable to them.
Our experience, in other words, is closer to reading or listening to speech than to looking at things. We have, with the exception of primary qualities, access not to objects but to signifiers. Had Locke pursued this model of experience consistently, rather than the complex of visual metaphors noted earlier, the would be a very different book. As it is, the linguistic analogy surfaces at several revealing points, often in negative terms, as in the remarks on wit or rhetoric. Before going further it is necessary to underscore the significance of the analogy here by recalling that Locke is perhaps the first major analyst of language to stress that the relation of signifier to signified is not divinely instituted or mimetic but "perfectly arbitrary." What the linguistic analogy implies, then, is a functional, convenient but wholly ungrounded relation of idea and world.
Students are expected to:(A) compare and contrast how events are presented and information is communicated by visual images (e.g., graphic art, illustrations, news photographs) versus non-visual texts;(B) analyze how messages in media are conveyed through visual and sound techniques (e.g., editing, reaction shots, sequencing, background music);(C) compare and contrast coverage of the same event in various media (e.g., newspapers, television, documentaries, blogs, Internet); and(D) evaluate changes in formality and tone within the same medium for specific audiences and purposes.(13) Writing/Writing Process.
Students are expected to:(A) evaluate how messages presented in media reflect social and cultural views in ways different from traditional texts;(B) analyze how messages in media are conveyed through visual and sound techniques (e.g., editing, reaction shots, sequencing, background music);(C) examine how individual perception or bias in coverage of the same event influences the audience; and(D) evaluate changes in formality and tone within the same medium for specific audiences and purposes.(13) Writing/Writing Process.
The student is expected to:(A) analyze the influence of viewing and listening habits on individuals;(B) analyze the influence of media in shaping governmental decisions, social choices, and cultural norms;(C) evaluate standards for "quality programming"; and(D) analyze possible ways to improve mass media.(5) The student analyzes, creates, and evaluates visual and auditory messages.
Students will learn the laws and ethical considerations that affect broadcast journalism; learn the role and function of broadcast journalism; critique and analyze the significance of visual representations; and learn to produce by creating a broadcast journalism product.(2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.(3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.(4) The essential knowledge and skills as well as the student expectations for Advanced Broadcast Journalism I, II, III, elective courses, are described in subsection (b) of this section.(b) Knowledge and skills.(1) The student demonstrates an understanding of broadcast media development, law, and responsibility to cover subjects of interest and importance to the audience.