Output Routine Requirements for Advanced Typesetting Tasks
نویسنده
چکیده
LTEX’s output routine is designed with fixed layout and functionality in mind. This is even true for the current state of the new output routine work by the LTEX3 team. When typesetting things like critical editions, one may have to cater for multiple levels of marginal notes (like verse/line numbers and additional cross references), multiple and nested levels of footnotes, footnotes also carrying marginal notes, multicolumn material with synchronized page breaks and so forth and so on. It is not feasible to anticipate every possible perversion of typesetting tasks in advance. For this reason, flexible methods of allocating the various special penalties for communicating the relevant information for such material, and for interpreting, collecting and assembling the relevant material within the context of the output routine and minipage-like environments are required. The implementor of such contorted layouts should then have the possibility to allocate the required levels and layers of specialities and plug them together in comparative ease. A suitably generic core could be employed by vastly different and far more diverse typesetting tasks than just the LTEX base classes. With suitable generality, it might even become feasible to root different systems with different user interfaces (like ConTEXt) on common core mechanisms, making it easier to cross-port functionality over the various systems.
منابع مشابه
The Effects of Collaborative and Individual Output Tasks on Learning English Collocations
One of the most problematic areas in foreign language learning is collocation. It is often seen as arbitrary and an overwhelming obstacle to the achievement of nativelike fluency. Current second language (L2) instruction research has encouraged the use of collaborative output tasks in L2 classrooms. This study examined the effects of two types of output tasks (editing and cloze) on the learni...
متن کاملThe Effect of Task Type and Task Orientation on L2 Vocabulary Learning
This study was conducted to investigate the effect of meaning-focused versus form-focused input-oriented and output-oriented task-based instruction on elementary level Iranian EFL Learners’ vocabulary comprehension and recall. For this purpose, a sample of 120 male students from a private school in Tehran was selected through convenience sampling and based on availability. The participants were...
متن کاملEffect of Input vs. Collaborative Output Tasks on Iranian Intermediate EFL Learners’ Grammatical Accuracy and Willingness to Communicate
This study explored the effect of input vs. collaborative output tasks on Iranian EFL learners’ grammatical accuracy and their willingness to communicate (WTC). In so doing, the study utilized 3 input (i.e., textual enhancement, processing instruction, and discourse) and 3 collaborative output (i.e., dictogloss, reconstruction cloze task, and jigsaw) tasks and compared their effects on 5 Englis...
متن کاملIndividual and Collaborative Output Tasks: Effects on the Acquisition of English Inversion Structures
This study investigated the effectiveness of individual and collaborative outputbasedfocus-on-form instructional tasks on the acquisition of English inversionstructures by EFL learners. Moreover, it explored the developmental trend oflearners’ inversion acquisition. To this end, 60 homogeneous EFL learners wereassigned to individual and collaborative output groups. They were exposed to textsenc...
متن کاملEffects of Structured Input and Meaningful Output on EFL Learners' Acquisition of Nominal Clauses
The current second language (L2) instruction research has raised great motivation for the use of both processing instruction and meaningful output instruction tasks in L2 classrooms as the two focus-on-form (FonF) instructional tasks. The present study investigated the effect of structured input tasks (represented by referential and affective tasks) compared with meaningful output tasks (implem...
متن کاملذخیره در منابع من
با ذخیره ی این منبع در منابع من، دسترسی به آن را برای استفاده های بعدی آسان تر کنید
عنوان ژورنال:
دوره شماره
صفحات -
تاریخ انتشار 2005