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A comparative analysis of adjectives in the novel The Great Gatsby and the historical text A History of Women
Jasmina Romanić, 2011, undergraduate thesis

Abstract: The theme of this graduation thesis is a comparative analysis of adjectives in the novel The Great Gatsby and the historical text A History of Women. The purpose was to theoretically define and classify adjectives according to position, formation, grading, and semantic grouping; and to use this theory for a comparative analysis. Therefore, the main structure of theoretical part of the thesis is based on Biber’s Grammar of spoken and written English, and Blaganje’s Modern English Grammar. The principal object was to find out differences between adjectives in literary and non-literary texts, in this case between the novel The Great Gatsby and the historical text A History of Women. The results showed that in the selected sample of seven pages of both texts there are 51% more adjectives in The Great Gatsby than in A History of Women, and that in both texts attributive adjectives predominate. A History of Women has 1% more of attributive adjectives than The Great Gatsby. The research was carried out manually, while the statistical results are shown in graphs made by a computer. The methods used in thesis are the descriptive method and causal non-experimenting method.
Keywords: position of adjectives, formation of adjectives, grading of adjectives, semantic grouping of adjectives, a comparative analysis of adjectives in The Great Gatsby and A History of Women
Published: 28.02.2012; Views: 2205; Downloads: 131
.pdf Full text (1,28 MB)

Enriching the higher education grading procedure with a computer generated feedback
Tomaž Šuen, 2018, master's thesis

Abstract: Assignments in the educational process take many forms, e.g. homework, laboratory projects, written exams. The feedback students receive is mostly in the form of a grade, or percentage, without any further explanation. Meanwhile, the higher education teachers see that their students are making the same mistakes year after year. Therefore, we gathered those common mistakes in a structured way and created the Examco application, which grades students based on their mistakes and generates a written report for the students, explaining what they have done wrong and how to improve. In the experiment we evaluated the exam using the Examco application and generated feedback for students. The students later evaluated the provided feedback through a survey. With the structured interview made with higher education teachers, we learned about their grading methods and thoughts on the grading method put forward by our research.
Keywords: feedback, exam, grading, computer generated
Published: 08.11.2018; Views: 115; Downloads: 36
.pdf Full text (2,50 MB)

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