{"id":85,"date":"2017-06-19T13:59:48","date_gmt":"2017-06-19T13:59:48","guid":{"rendered":"http:\/\/elc.coventry.domains\/about\/?page_id=85"},"modified":"2017-06-19T16:10:03","modified_gmt":"2017-06-19T16:10:03","slug":"annotation-and-mark-up","status":"publish","type":"page","link":"https:\/\/elc.coventry.domains\/about\/annotation-and-mark-up\/","title":{"rendered":"annotation and mark-up"},"content":{"rendered":"

In the ELC, structural mark-up<\/strong> (such as the identification of pauses in speech or change in speakers) is distinguished from the pragmatic annotation<\/strong> of discourse features (such as a story or summary).<\/p>\n

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annotation<\/h2>\n
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Currently, the ELC is annotated for pragmatic discourse features (elements), each of which are further subdivided into types (attributes). We identified nine types of humour, four types of storytelling, and four types of summary. Examples and definitions of each type are given in the table below.<\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
element<\/th>\nattribute<\/th>\ndefinition<\/th>\nannotated example<\/th>\n<\/tr>\n
humour<\/td>\nbawdy<\/td>\nA lewd or vulgar reference (direct or implied) usually related to sex.<\/td>\n<humour type=”bawdy”><\/span><\/span>what I’m going to ask you to do is trust me so I want you to all strip naked and fall back like this no not that amount of trust is needed<\/humour><\/span><\/span><\/td>\n<\/tr>\n
humour<\/td>\nblack<\/td>\nSatirical treatment of taboo or dark topics.<\/td>\n<humour type=”black”><\/span><\/span>let\u2019s just review back what we did yesterday we talked about the refrigerator yeah we talked about the refrigerator and you were introduced to refrigerators and the heat pump<\/humour><\/span><\/span><\/td>\n<\/tr>\n
humour<\/td>\ndisparaging<\/td>\nAn utterance that belittles something or someone – often an out of group member.<\/td>\n<humour type=”disparaging”><\/span><\/span>I was waiting for someone to ask if I would kindly derive these two equations and um my answer to that was going to be er A we can\u2019t spare the time B you wouldn\u2019t understand it so there really isn\u2019t any point<\/humour><\/span><\/span><\/td>\n<\/tr>\n
humour<\/td>\nirony\/ sarcasm<\/td>\nAn utterance that means the opposite of what is said.<\/td>\n<humour type=”irony\/sarcasm”><\/span><\/span>there\u2019s delta and there\u2019s rectangular and obviously those words are quite similar so it\u2019s easy to er be confused when you look at the words<\/humour><\/span><\/span><\/td>\n<\/tr>\n
humour<\/td>\njoke<\/td>\nA time out short story with a set-up and a punchline.<\/td>\n<humour type=”joke”><\/span><\/span>he said ah this reminds me of th- the time that ah the students went to the lecture and um there was no lecturer there was just a tape recorder and it said when you’ve all assembled just switch this on and take notes and the lecturer came in for the next lecture the following week and what did he find there were twenty tape recorders scattered about the room with a little note saying when you come switch this one and just start talking<\/humour><\/span><\/span><\/td>\n<\/tr>\n
humour<\/td>\nplayful<\/td>\nUntargeted uncritical humour intended solely to amuse.<\/td>\n<humour type=”playful”><\/span><\/span>you can\u2019t go wrong if you follow the method we\u2019ll say fun-sized Mars bar if you hav- if you write something down but get the wrong answer family pack Mars bar double whammy if you don\u2019t even try it and because no one complained this is a formal wager<\/humour><\/span><\/span><\/td>\n<\/tr>\n
humour<\/td>\nself-deprecating<\/td>\nNegative reference to the self for comic effect \u2013 commonly linked to physical attributes and cognitive abilities.<\/td>\n<humour type=”self-deprecating”><\/span><\/span>if I would have to machine this I would pull my left hair out my few I have leftp<\/humour><\/span><\/span><\/td>\n<\/tr>\n
humour<\/td>\nteasing\/ mock-threat<\/td>\nGentle mockery of an audience member or the audience \/ exaggerated threats made in jest to underline a requirement or concept.<\/td>\n<humour type=”teasing \/ mock-threat”><\/span><\/span>let\u2019s just review back what we did yesterday we talked about the refrigerator yeah we talked about the refrigerator and you were introduced to refrigerators and the heat pump<\/humour><\/span><\/span><\/td>\n<\/tr>\n
humour<\/td>\nwordplay<\/td>\nA display of wit for amusement where meaning centres of word choice.<\/td>\n<humour type=”wordplay”><\/span><\/span>let\u2019s just review back what we did yesterday we talked about the refrigerator yeah we talked about the refrigerator and you were introduced to refrigerators and the heat pump<\/humour><\/span><\/span><\/td>\n<\/tr>\n
summary<\/td>\nreview previous lecture content<\/td>\nWhere events are problematised and remain unresolved, accompanied by an emotional reaction.<\/td>\n<summary type=”review previous lecture content”><\/span><\/span>let\u2019s just review back what we did yesterday we talked about the refrigerator yeah we talked about the refrigerator and you were introduced to refrigerators and the heat pump<\/summary><\/span><\/span><\/td>\n<\/tr>\n
summary<\/td>\nreview current lecture content<\/td>\nWhere events are problematised and remain unresolved, accompanied by scientific or moral judgment.<\/td>\n<summary type=”review current lecture content”><\/span>main three things that have come out of here though out of these tests is yield stress ultimate stress and modulus of elasticity<\/summary><\/span><\/td>\n<\/tr>\n
summary<\/td>\npreview current lecture content<\/td>\nWhere events are problematised and resolved.<\/td>\n<summary type=”preview current lecture content”><\/span>so what are we going to do today is we are going to wrap up chapter five the second law of thermodynamics yeah so today we should be able to determine finally the thermo efficiencies and the coefficient of performance for our ideal our reversible or our Carnot cycle<\/summary><\/span><\/td>\n<\/tr>\n
summary<\/td>\npreview future lecture content<\/td>\nAn unproblematised retelling of events.<\/td>\n<summary type=”preview future lecture content”><\/span>in the next two lectures we\u2019re actually going to delve a little bit into material properties and then we\u2019re going to get back into the solid mechanics<\/summary><\/span><\/td>\n<\/tr>\n
story<\/td>\nanecdote<\/td>\nWhere events are problematised and remain unresolved, accompanied by an emotional reaction.<\/td>\n<story type=”anecdote”><\/span>if you put a a lump of concrete in a microwave oven just take a uh a little well it works best wi- with actually grout y- you don’t do it with the aggregate um good strong mix um fully saturated put it in a microwave put it on full heat and you’ll probably break the plate because it explodes um certainly I did once much to the disgust of the owner of the microwave at Leeds University<\/story><\/span><\/td>\n<\/tr>\n
story<\/td>\nexemplum<\/td>\nWhere events are problematised and remain unresolved, accompanied by scientific or moral judgment.<\/td>\n<story type=”exemplum”><\/span>I hate to admit to this one but one site I was on we had cube failures and the reason was that when I\u2019d been sending the cubes off I\u2019d been having to break the ice on the top of the tank before I could get them out and um the tank had a heater in we just hadn\u2019t bothered to get the spark to wire it in and ah fairly obviously by the time the area manager appeared to ah come and have a look and see what had gone wrong it was all wired in and working fine and we said oh no no problem with that would we do a thing like that and ah but ok sort of nevertheless it caused endless hassle the fact that we\u2019d had these cube failures if you keep them too cold they\u2019ll go down a low strength<\/story><\/span><\/td>\n<\/tr>\n
story<\/td>\nnarrative<\/td>\nWhere events are problematised and resolved.<\/td>\n<story type=”narrative”><\/span><\/span>yeah rim on a steel wheel you know th- the good old horse carts yeah that’s how they put the rims on there they heated up the rims and hammer them on and then le- just let them cool down and you could never get them off the wooden yeah wheels yeah that’s how that was done just basically shrunk on there<\/span><\/story><\/span><\/td>\n<\/tr>\n
story<\/td>\nrecount<\/td>\nAn unproblematised retelling of events.<\/td>\n<story type=”recount”><\/span>so from the video you can see that the the girl was hit by the forklift because because of very very simple reason she did not hear anything because of her I-tunes er normally when you use I-tune you listen the music very very loud so it will cut you off anything from outside so even though the forklift driver he er use the horn or whatever so the the the girl in this video yeah even though it’s acting she did not hear anything and hence she was hit by the forklift this type of accident actually occur sometimes<\/story><\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n<\/div>

mark-up<\/h2>\n
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The general mark-up design of the ELC follows choices made within the BASE corpus<\/a>. It adheres to TEI<\/a>-compliant structural mark-up standards. Encoding in the ELC files is in XML.<\/p>\n

The structural elements are:<\/p>\n

Container elements<\/strong> \u2013 these are the tags used in the header metadata, and speaker utterance tags in the body of the transcript that identify sex and academic status. The lecturer is identified by a two letter code for sex (nf\/nm = female non-student\/male non-student). For example: <u who=”sm”> is a male student, <u who=”sf”> is a female student, and <u who=”ss”> is a group of students. This is followed by a four digit unique identifier, such as <u who=”nm1003″>, which signifies a male lecturer from the UK component who is identified as 1003. The close of each utterance is marked by the end tag <\/u>. (Container elements are also used in the annotation system.)<\/p>\n

Empty elements<\/strong> \u2013 six of these are commonly used: <gap reason=”inaudible”\/>, <gap reason=”pause”\/>, <vocal desc=”laughter”\/>, <vocal desc=”voice from video”\/>, <event desc=”writes on board”\/>, and <event desc=”draws on board”\/>. Other empty elements record unusual occurrences, for example <event desc=”drops pen”> which has been inserted to make sense of the \u201coops\u201d that follows. All pauses of perceivable length are recorded as <gap reason=”pause”>. Significant gaps for breaks in recordings and inaudible speech are identified in the same way with the addition of length in time data, for example <gap reason=”break in recording” dur=”00:01:12″\/>.<\/p>\n

Each file header contains a file description (including title and citation information along with a source description of recording and transcription information), a description of encoding, and a profile description of non-bibliographic information (such as the number of participants, the meaning of unique identifiers, level and module).<\/p>\n

Here is an example of a header<\/a> used in the ELC.<\/p>\n<\/div><\/div>\n","protected":false},"excerpt":{"rendered":"

In the ELC, structural mark-up (such as the identification of pauses in speech or change in speakers) is distinguished from the pragmatic annotation of discourse features (such as a story or summary). Currently, the ELC is annotated for pragmatic discourse features (elements), each of which are further subdivided into types (attributes). We identified nine types … <\/p>\n

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