Fateme Aghanouri; ehsan reisi; ali asghar mirbagherifard; mohamad hosein heidari
Abstract
Rewriting texts that are very important topics and connect culturally different generations. The activity is scientific-creative rewriting; Know that in order to perform a successful rewriting, the headquarters had scientific aristocracy over the ancient text and in the rewriting process, scientific ...
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Rewriting texts that are very important topics and connect culturally different generations. The activity is scientific-creative rewriting; Know that in order to perform a successful rewriting, the headquarters had scientific aristocracy over the ancient text and in the rewriting process, scientific principles must be considered. The importance of this model and its sensitivity is doubled when the target audience of the rewrite is children. Unfortunately, such a model has not been presented in this regard so far, and this is probably why there are various shortcomings in the rewritten texts. Using the topics and theories of educational sciences and literary sciences, this article has tried to design a step-by-step model for rewriting Masnavi for children aged 7-12years. The basis of educational science This model is based on the views of Montessori.Extracting the main intentions of Rumi from composing Masnavi from reliable and scientific sources, understanding the context and position of the story in Rumi's words, using the weight of Masnavi, deleting sub-stories, using a second-person narrator in terms of perspective, etc. are among the topics that are considered. The uniqueness of Masnavi and especially the rewriting of Rumi's Masnavi is considered as one of the elements of Persian order and is one of the achievements of this research. In the end, based on the presented model, one of the stories of Masnavi has been rewritten.. This research has facilitated and explained the implementation of rewriting principles for children in the form of a methodical model and using Montessori educational perspectives.
ehsan reisi
Abstract
In this paper I ask the question: what has literature to offer computer science? Can a bdateral programme of research be started with the aim of discovering the same kind of deep intertwining of ideas between computer science and literature, as already exists between computer science and linguistics? ...
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In this paper I ask the question: what has literature to offer computer science? Can a bdateral programme of research be started with the aim of discovering the same kind of deep intertwining of ideas between computer science and literature, as already exists between computer science and linguistics? What practical use could such results yield? I begin by studying a classic forum for some of the most unintelligible pieces of prose ever written, the computer manual. Why are these books so hard to understand? Could a richer diet of metaphor and onomatopoeia help me get my laser printer working? I then dig down a little deeper and explore computer programs themselves as literature. Do they exhibit aesthetics, emotion and all the other multifarious aspects of true literature? If so, does this support their purpose and understandability? Finally I explore the link between computer code and the human writer. Rather than write '4rge amounts of code directly, we encourage students to write algorithms as pseudo-code as a first step. Pseudo-code tells a story within a semi-formalised framework of conventions. Is this the intertwining we should be lookingfor?
