Patrick P. O’Neill
- Published in print:
- 2009
- Published Online:
- January 2012
- ISBN:
- 9780197264508
- eISBN:
- 9780191734120
- Item type:
- chapter
- Publisher:
- British Academy
- DOI:
- 10.5871/bacad/9780197264508.003.0001
- Subject:
- History, European Medieval History
This chapter re-examines the role of the Irish in the origins of the Old English alphabet. There are many theories about the Old English alphabet's origins. These include those contained in Karl ...
More
This chapter re-examines the role of the Irish in the origins of the Old English alphabet. There are many theories about the Old English alphabet's origins. These include those contained in Karl Luick's Historische Grammatik and E. Sievers and K. Brunner's Altenglische Grammatik, which both offered the view that the model for the Old English alphabet was the Latin alphabet. But the first work to cover Old English orthography was Alistair Campbell's Old English Grammar, which rejected the notion that the Latin alphabet which underlay the Old English alphabet was the one taught by the Irish.Less
This chapter re-examines the role of the Irish in the origins of the Old English alphabet. There are many theories about the Old English alphabet's origins. These include those contained in Karl Luick's Historische Grammatik and E. Sievers and K. Brunner's Altenglische Grammatik, which both offered the view that the model for the Old English alphabet was the Latin alphabet. But the first work to cover Old English orthography was Alistair Campbell's Old English Grammar, which rejected the notion that the Latin alphabet which underlay the Old English alphabet was the one taught by the Irish.
Christopher Cannon
- Published in print:
- 2016
- Published Online:
- October 2016
- ISBN:
- 9780198779438
- eISBN:
- 9780191824562
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198779438.003.0003
- Subject:
- Literature, Early and Medieval Literature, World Literature
Little data survives on the nature of medieval schools prior to the fourteenth century, but all the surviving evidence suggests that such schooling was informal in the broadest sense: it took place ...
More
Little data survives on the nature of medieval schools prior to the fourteenth century, but all the surviving evidence suggests that such schooling was informal in the broadest sense: it took place in a priest’s home or a nook in a church; it was usually a kind of tutorial rather than anything like a “class.” Surviving schoolbooks suggest a similar sort of improvisation, for, while historians have often said that here was something like a medieval “textbook” for elementary learning, the contents of these books is eclectic. All this informality carried over directly to what the schoolboy was taught, since he was equipped with rules so that he could begin to write Latin sentences of his own. Where these sentences were in verse rather than prose, the schoolboy was taught to invent his own poems not by technical manuals (“arts of poetry”) but by the simplest exercises of basic grammar.Less
Little data survives on the nature of medieval schools prior to the fourteenth century, but all the surviving evidence suggests that such schooling was informal in the broadest sense: it took place in a priest’s home or a nook in a church; it was usually a kind of tutorial rather than anything like a “class.” Surviving schoolbooks suggest a similar sort of improvisation, for, while historians have often said that here was something like a medieval “textbook” for elementary learning, the contents of these books is eclectic. All this informality carried over directly to what the schoolboy was taught, since he was equipped with rules so that he could begin to write Latin sentences of his own. Where these sentences were in verse rather than prose, the schoolboy was taught to invent his own poems not by technical manuals (“arts of poetry”) but by the simplest exercises of basic grammar.
Steve Hart
- Published in print:
- 2017
- Published Online:
- January 2018
- ISBN:
- 9789888390755
- eISBN:
- 9789888390465
- Item type:
- book
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789888390755.001.0001
- Subject:
- Linguistics, English Language
Having analysed the most common English errors made in over 600 academic papers written by Chinese undergraduates, postgraduates, and researchers, Steve Hart has written an essential, practical guide ...
More
Having analysed the most common English errors made in over 600 academic papers written by Chinese undergraduates, postgraduates, and researchers, Steve Hart has written an essential, practical guide specifically for the native Chinese speaker on how to write good academic English. English Exposed: Common Mistakes Made by Chinese Speakers is divided into three main sections. The first section examines errors made with verbs, nouns, prepositions, and other grammatical classes of words. The second section focuses on problems of word choice. In addition to helping the reader find the right word, it provides instruction for selecting the right style too. The third section covers a variety of other areas essential for the academic writer, such as using punctuation, adding appropriate references, referring to tables and figures, and selecting among various English date and time phrases. Using English Exposed will allow a writer to produce material where content and ideas—not language mistakes—speak the loudest.Less
Having analysed the most common English errors made in over 600 academic papers written by Chinese undergraduates, postgraduates, and researchers, Steve Hart has written an essential, practical guide specifically for the native Chinese speaker on how to write good academic English. English Exposed: Common Mistakes Made by Chinese Speakers is divided into three main sections. The first section examines errors made with verbs, nouns, prepositions, and other grammatical classes of words. The second section focuses on problems of word choice. In addition to helping the reader find the right word, it provides instruction for selecting the right style too. The third section covers a variety of other areas essential for the academic writer, such as using punctuation, adding appropriate references, referring to tables and figures, and selecting among various English date and time phrases. Using English Exposed will allow a writer to produce material where content and ideas—not language mistakes—speak the loudest.
Joel B. Altman
- Published in print:
- 2010
- Published Online:
- February 2013
- ISBN:
- 9780226016108
- eISBN:
- 9780226016122
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226016122.003.0003
- Subject:
- Literature, Shakespeare Studies
This chapter pursues the historical development of ethos and tracks the interlocking destinies of Iago and Othello to the site where Shakespeare is most likely to have encountered them in their most ...
More
This chapter pursues the historical development of ethos and tracks the interlocking destinies of Iago and Othello to the site where Shakespeare is most likely to have encountered them in their most complex form—the writings of Cicero, which combined elements of Peripatetic, Stoic, and Academic philosophy, and were part of the sixteenth-century English grammar school curriculum. More particularly, it suggests that Shakespeare was also influenced by the neostoic writings of his contemporaries. By following this itinerary, a new insight is developed into why Iago could seem “a man that's just”—and why “Othello's occupation's gone” when he answers “yes” to his own rhetorical question, “false to me?”Less
This chapter pursues the historical development of ethos and tracks the interlocking destinies of Iago and Othello to the site where Shakespeare is most likely to have encountered them in their most complex form—the writings of Cicero, which combined elements of Peripatetic, Stoic, and Academic philosophy, and were part of the sixteenth-century English grammar school curriculum. More particularly, it suggests that Shakespeare was also influenced by the neostoic writings of his contemporaries. By following this itinerary, a new insight is developed into why Iago could seem “a man that's just”—and why “Othello's occupation's gone” when he answers “yes” to his own rhetorical question, “false to me?”
Anna Botsford Comstock
Karen Penders St. Clair (ed.)
- Published in print:
- 2020
- Published Online:
- September 2020
- ISBN:
- 9781501716270
- eISBN:
- 9781501716294
- Item type:
- chapter
- Publisher:
- Cornell University Press
- DOI:
- 10.7591/cornell/9781501716270.003.0004
- Subject:
- History, American History: 19th Century
This chapter discusses the childhood and girlhood of Anna Botsford Comstock, recounting the story of her family and heritage. Her parents' earlier marriages complicated Anna's relationships and ...
More
This chapter discusses the childhood and girlhood of Anna Botsford Comstock, recounting the story of her family and heritage. Her parents' earlier marriages complicated Anna's relationships and greatly enriched her life. Anna was taught to work early, and she learned to sew before she was four years old and to knit when she was six. In Sunday school, she asked puzzling questions, which were answered by some quotation from the Bible, instead of reasonably. Thus, Anna came to regard the Bible as a refuge for ignorance and a stifler of reason, a prejudice that remained a secret in her mind until after she too reached the age of reason and came to realize its majesty and beauty. The chapter then looks at Anna's experience studying English Grammar, which she hated until she came to appreciate it after she studied Latin. She also attended a “select school” in Otto wherein she took a few drawing lessons. When Anna was fourteen, the teacher in the primary room of their village school took ill and had to leave six weeks before the term ended; she was asked to take her place. She then attended “Chamberlain Institute and Female College” at Randolph and started for Cornell University in November of 1874 wherein she studied both botany and zoology.Less
This chapter discusses the childhood and girlhood of Anna Botsford Comstock, recounting the story of her family and heritage. Her parents' earlier marriages complicated Anna's relationships and greatly enriched her life. Anna was taught to work early, and she learned to sew before she was four years old and to knit when she was six. In Sunday school, she asked puzzling questions, which were answered by some quotation from the Bible, instead of reasonably. Thus, Anna came to regard the Bible as a refuge for ignorance and a stifler of reason, a prejudice that remained a secret in her mind until after she too reached the age of reason and came to realize its majesty and beauty. The chapter then looks at Anna's experience studying English Grammar, which she hated until she came to appreciate it after she studied Latin. She also attended a “select school” in Otto wherein she took a few drawing lessons. When Anna was fourteen, the teacher in the primary room of their village school took ill and had to leave six weeks before the term ended; she was asked to take her place. She then attended “Chamberlain Institute and Female College” at Randolph and started for Cornell University in November of 1874 wherein she studied both botany and zoology.
Ronnie W. Smith and D. Richard Hipp
- Published in print:
- 1995
- Published Online:
- November 2020
- ISBN:
- 9780195091878
- eISBN:
- 9780197560686
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780195091878.003.0010
- Subject:
- Computer Science, Human-Computer Interaction
The results of the experiments reported in the previous chapter were independently analyzed in order to measure the accuracy of the speech recognizer and parser. A ...
More
The results of the experiments reported in the previous chapter were independently analyzed in order to measure the accuracy of the speech recognizer and parser. A summary of the key results of this analysis follows. • On average, one out of every three words emitted by the speech recognizer was in error. • On average, three out of every four sentences contained one or more speech recognition errors. • In spite of the high speech recognition error rate, the meanings of the spoken utterances were correctly deduced 83% of the time. • Finally, and perhaps most surprisingly, it was found that dialog expectation was helpful only as a tie-breaker in deducing the correct meaning of spoken utterances. . . . The remainder of this chapter describes the analysis in detail. The performance measurements of the speech recognizer and parser were computed from transcripts of 2804 individual utterances2 taken from the second and third sessions of the 8 experimental subjects. No information from the pilot subjects or from the first session with each subject was used in this analysis. Information about each utterance was collected and converted to a standardized, machine-readable format. The information that was collected follows. • The sequence of words actually spoken by the user. These were manually entered by the experimenters based on the audio recordings of the experiment. • The sequence of words recognized by the speech recognizer. This information was recorded automatically during the experiments. • The set of up to K minimum matching strings between elements of the hypothesis set and dialog expectations, together with an utterance cost and an expectation cost for each. (See section 5.8.5). • The final output of the parser. • The text spoken by the dialog controller immediately prior to the user’s utterance, and notes concerning the user’s utterance which were entered by the person who transcribed the utterance from the audio tapes. This information was used to assist in manually judging the correctness of each parse. . . . After the above information was collected and carefully audited to remove errors, the following additional features of each utterance were computed through a combination of automatic and manual processing.
Less
The results of the experiments reported in the previous chapter were independently analyzed in order to measure the accuracy of the speech recognizer and parser. A summary of the key results of this analysis follows. • On average, one out of every three words emitted by the speech recognizer was in error. • On average, three out of every four sentences contained one or more speech recognition errors. • In spite of the high speech recognition error rate, the meanings of the spoken utterances were correctly deduced 83% of the time. • Finally, and perhaps most surprisingly, it was found that dialog expectation was helpful only as a tie-breaker in deducing the correct meaning of spoken utterances. . . . The remainder of this chapter describes the analysis in detail. The performance measurements of the speech recognizer and parser were computed from transcripts of 2804 individual utterances2 taken from the second and third sessions of the 8 experimental subjects. No information from the pilot subjects or from the first session with each subject was used in this analysis. Information about each utterance was collected and converted to a standardized, machine-readable format. The information that was collected follows. • The sequence of words actually spoken by the user. These were manually entered by the experimenters based on the audio recordings of the experiment. • The sequence of words recognized by the speech recognizer. This information was recorded automatically during the experiments. • The set of up to K minimum matching strings between elements of the hypothesis set and dialog expectations, together with an utterance cost and an expectation cost for each. (See section 5.8.5). • The final output of the parser. • The text spoken by the dialog controller immediately prior to the user’s utterance, and notes concerning the user’s utterance which were entered by the person who transcribed the utterance from the audio tapes. This information was used to assist in manually judging the correctness of each parse. . . . After the above information was collected and carefully audited to remove errors, the following additional features of each utterance were computed through a combination of automatic and manual processing.
Philip Beeley and Christoph J. Scriba
- Published in print:
- 2003
- Published Online:
- September 2008
- ISBN:
- 9780198510666
- eISBN:
- 9780191705892
- Item type:
- book
- Publisher:
- Discontinued
- DOI:
- 10.1093/acprof:oso/9780198510666.001.0001
- Subject:
- Mathematics, History of Mathematics
This book is the first of a six volume edition
of the complete correspondence of John Wallis (1616-1703). It begins with his
earliest known letters written shortly ...
More
This book is the first of a six volume edition
of the complete correspondence of John Wallis (1616-1703). It begins with his
earliest known letters written shortly before the outbreak of the first Civil War
while he was serving as a private chaplain, and ends on the eve of the restoration of
the monarchy in 1660, by which time he was already an established figure within the
Republic of Letters. The period covered is thus a momentous one in Wallis's life. It
witnesses his election to Savilian professor of geometry at the University of Oxford
in 1649 and his subsequent rise to become one of the leading mathematicians of his
day, particularly through his introduction of new arithmetical approaches to
Cavalieri's method of quadratures. The correspondence reflects the full breadth of
his professional activities in theology and mathematics, and provides insights not
only into religious debates taking place during the revolutionary years but also into
the various questions with which the mathematically-orientated scientific community
was concerned. Many of the previously unpublished letters also throw light on
University affairs. After his controversial election to the post of Keeper of the
Archives in 1658, Wallis fought vigorously to uphold the rights of the University of
Oxford whenever necessary, and to prevent as far as possible outside interference
from political and religious quarters.Less
This book is the first of a six volume edition
of the complete correspondence of John Wallis (1616-1703). It begins with his
earliest known letters written shortly before the outbreak of the first Civil War
while he was serving as a private chaplain, and ends on the eve of the restoration of
the monarchy in 1660, by which time he was already an established figure within the
Republic of Letters. The period covered is thus a momentous one in Wallis's life. It
witnesses his election to Savilian professor of geometry at the University of Oxford
in 1649 and his subsequent rise to become one of the leading mathematicians of his
day, particularly through his introduction of new arithmetical approaches to
Cavalieri's method of quadratures. The correspondence reflects the full breadth of
his professional activities in theology and mathematics, and provides insights not
only into religious debates taking place during the revolutionary years but also into
the various questions with which the mathematically-orientated scientific community
was concerned. Many of the previously unpublished letters also throw light on
University affairs. After his controversial election to the post of Keeper of the
Archives in 1658, Wallis fought vigorously to uphold the rights of the University of
Oxford whenever necessary, and to prevent as far as possible outside interference
from political and religious quarters.
