The word text came from

Presentation on theme: «The word “text” comes from the Latin texere, “to weave.” Deriving from the Latin, most definitions place “text” as a linguistic structure woven out of.»— Presentation transcript:

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The word “text” comes from the Latin texere, “to weave.” Deriving from the Latin, most definitions place “text” as a linguistic structure woven out of words or signs. To call something a “text” implies that the words, phrases, lines or sentences of which it consists have not been arranged this way by chance, but have been produced by a person and with certain kinds of intentions. Therefore, a text contains meaning which is open to interpretation.

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Others expand that definition beyond that of a literary text to say a text is anything (or anyone) that can be —analyzed —assessed —examined —explicated —deconstructed and thus is open to interpretation.

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Your recent assignment was to excavate the class room. In your excavation you analyzed, assessed, examined, explicated, and deconstructed the room to interpret its meaning for you and your education. When you examined all the elements of the room, you were “reading” the text of the room; you were doing an active, close reading. This is what you will be doing for literary texts this year: You will be excavating texts just as you excavated the room. You will be doing an active, close reading.

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When you close read, (1) you observe facts and details about the text. Focus on a particular passage or on the text as a whole. Notice all striking features of the text: rhetorical features, structural elements, cultural references, oppositions, correspondences, historical references.

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(2) Interpret your observations. (Inductive Reasoning—moving from the observation of particular facts and details to a conclusion, or interpretation, based on these observations.) Requires careful gathering of data (your observation). Requires careful thinking about what these data add up to.

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(1). Read with a pencil in hand and annotate the text with “thinking notes.” Annotation is active; it’s not just highlighting. (See examples at link below.) http://faculty.bucks.edu./specpop/annotate.htm

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(2). Establish meaningful annotations as “thinking notes.” When you recognize a main point, mark (in your own book or on a post-it note in a borrowed book) “aim/objective/main.” important conclusions, mark with an asterisk (*). unclear or confusing parts, mark with a question mark (?). author viewpoint, mark “vp.” Come up with your own shorthand markings.

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 Text structure  Chronological structure  Sequence of events  Comparative/contrasting issues  Similarities/contradictions  Repetitions/patterns  Cause and effects  Spatial/descriptive issues  Concrete vs. figurative language  Allusions  Authorial purpose

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 Active reading requires knowing and understanding the words you are reading.  ALWAYS read with a dictionary (or dictionary app.) at your side.  Again—annotate definitions of words you don’t know. Expand your vocabulary!

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As we read some very interesting texts this year, actively dig deep to —analyze —assess —examine —explicate —deconstruct and thus to interpret and gain knowledge! You are then making meaning from the text.

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Where the word “dollar” came from
Surprise! Surprise! The word “dollar” has German origin and is much older than the USA and its currency! In 1516 in Bohemia, in a place called “Joachimsthal” (which means “Joachim’s valley”) a silver mine was opened, and they started to produce coins known as “Joachimsthalers”. This long word was soon shortened to “thalers” and called “dalers” by the Dutch. The English changed this word to “dollar” and began to use it when speaking of any large silver foreign coin. In North America, for instance, English settlers referred to the Spanish piece of eight reals as the “Spanish dollar”.
(отрывок из текста)
Откуда произошло слово «доллар»
Сюрприз! Сюрприз! Слово «доллар» имеет немецкое происхождение и намного старше, чем США и их валюта! В 1516 году в Чехии, в месте под названием «Joachimsthal» (что означает «долина Иоахима») был открыт серебряный рудник, и они начали выпускать монеты, известные как «Joachimsthalers». Это длинное слово вскоре сокращено до «талера», голландцы говорили «далер». Англичане изменили это слово на «доллар» и начали использовать его, когда речь шла о какой-либо большой серебряной иностранной монете. В Северной Америке, например, английские поселенцы называли испанские восемь реалов — «испанский доллар».
В течение нескольких лет после получения независимости американцы не имели свою собственную валюту, они использовали любые иностранные монеты, которые могли получить, включая испанские доллары. Но они понимали, что новой нации нужна своя валюта. Томас Джефферсон решительно возражал против использования английской системы. Это была его идея назвать американские деньги «доллары», словом, которое было уже знакомо людям. Доллар был официально объявлен денежной единицей США в 1785 году.
Say if the following statements are true, false or not stated. – Скажите, верны ли следующие утверждения, ложные или не указано.
1. According to the text, the word “thaler” is connected with a certain place name. — В соответствии с текстом, слово «талер» связано с название определенного места.
a) true b) false c) not stated
2. The Dutch brought German thalers to Britain. — Голландцы принесли немецкие талеры в Великобританию.
a) true b) false c) not stated
3. In English the word “dollar” was at first used to describe any silver coin. — В английском языке слово «доллар» сначала было использовано для описания любой серебряной монеты.
a) true b) false c) not stated
4. Thomas Jefferson wanted the US to have their own currency. — Томас Джефферсон хотел, чтобы США имели свою собственную валюту.
a) true b) false c) not stated
5. According to the text, for 9 years the USA didn’t have currency of their own. — В соответствии с текстом, в течение 9 лет США не имели свою собственную валюту.
a) true b) false c) not stated