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Showing 1 to 15 of 40 results Save | Export
Reid, Wallis; Gildin, Bonny – 1982
Punctuation is not necessary in a sentence if a pair of adjacent words suggests an intentional conceptual relationship. However, when the pair suggests a relationship that is not a part of the intended communication, the writer must alert the reader, so some punctuation is necessary. When members of an adjacent pair do not suggest a plausible…
Descriptors: Discourse Analysis, Higher Education, Punctuation, Semantics
Peer reviewed Peer reviewed
Newman, Jean E. – Discourse Processes, 1985
Describes three experiments that explored the informational roles of emphasis and word order in active sentences. The results, when considered together, strongly implicate recentness, but not emphasis, as an important means of linking temporally contiguous sentences. (HTH)
Descriptors: Coherence, Discourse Analysis, Higher Education, Language Processing
Peer reviewed Peer reviewed
Crewe, W. J. – ELT Journal, 1990
Examines the effect of the misuse and over-use of logical connectives in English-as-a-Second-Language undergraduate writing, and suggests that students use a small subset of relatively comprehensible connectives, employ connectives for phrasal expansion, and view logical progression as an integral stage in writing. (Author/CB)
Descriptors: Discourse Analysis, English (Second Language), Higher Education, Second Language Instruction
Peer reviewed Peer reviewed
Tanenhaus, Michael K.; Seidenberg, Mark S. – Discourse Processes, 1981
Describes three experiments that investigated the influence of a context sentence on the processing of a subsequent sentence. Concludes that context can affect within-sentence processes in comprehension. Test materials used in the experiments are appended. (FL)
Descriptors: Context Clues, Discourse Analysis, Higher Education, Reading Comprehension
Vosniadou, Stella – 1982
A study investigated the inferential processing involved in the comprehension of a class of complex predicates (such as "remember to,""manage to,""fail to," and "neglect to") that are known as implicative. The subjects, 64 college students, were timed while they drew inferences from syntactically affirmative…
Descriptors: Adults, Discourse Analysis, Higher Education, Language Processing
Peer reviewed Peer reviewed
Vande Kopple, William J. – Written Communication, 1991
Explores research relating parts of clauses to the communicative roles they play. Proposes that M. A. K. Halliday's system of analyzing sentences into one or more kinds of themes and a rheme is a useful system in conducting such research. Discusses implications of this system for understanding discourse production, structure, or reception. (RDS)
Descriptors: Cohesion (Written Composition), Communication Research, Discourse Analysis, Grammar
Peer reviewed Peer reviewed
Matsuhashi, Ann; Quinn, Karen – Written Communication, 1984
Reviews discourse analytic and text comprehension studies for their contributions to a cognitive process view of writing, then reports on a study that combines discourse analysis with online pause data to determine how semantic propositions reflect sentence-level planning patterns. (FL)
Descriptors: Cognitive Processes, Discourse Analysis, Higher Education, Language Processing
Peer reviewed Peer reviewed
Witte, Stephen P.; Davis, Anne S. – Research in the Teaching of English, 1982
Investigates the question of T-unit length stability in informative discourse written by freshmen near the end of an intensive course in college writing. (HOD)
Descriptors: College Freshmen, Discourse Analysis, Evaluation Methods, Higher Education
McAndrew, Donald A. – 1984
To determine the relationship between handwriting speed and syntactic complexity, a study examined the syntactic features of 60 students enrolled in either a basic writing course or a traditional college composition course. Fast and slow handwriting were identified from highest scores on any one of four writing "tests." The writing…
Descriptors: Academic Ability, Comparative Analysis, Discourse Analysis, Handwriting
Peer reviewed Peer reviewed
Goodin, George; Perkins, Kyle – College English, 1982
Offers rules and comments for using discourse analysis to teach student writers how to convert incoherent compositions into coherent, cohesive prose. (RL)
Descriptors: Coherence, Cohesion (Written Composition), College English, Discourse Analysis
Peer reviewed Peer reviewed
Schleppegrell, Mary J.; Colombi, M. Cecilia – Written Communication, 1997
Compares Spanish and English essays written by bilingual writers. Describes each writer's discourse-organizational and clausal-combining strategies. Suggests that organization on the discourse level is reflected in the type of clausal combinations chosen by the writers at the sentence level. (TB)
Descriptors: Bilingualism, Comparative Analysis, Discourse Analysis, English
Witte, Stephen P. – 1982
Writing research has long sought to identify the internal features of written discourse that help to explain qualitative differences among student texts. Reflecting the theories of the Prague School linguists, this study used a topical structure analysis to distinguish between the sentences and T-units of 48 college freshman essays evaluated as…
Descriptors: College Freshmen, Discourse Analysis, Higher Education, Linguistic Theory
Vande Kopple, William J. – 1980
Functional Sentence Perspective (FSP) is a theory that predicts how units of information should be distributed in a sentence and how sentences should be related in a discourse. A binary topic-comment structure is assigned to each FSP sentence. For most English sentences, the topic is associated with the subject or the left-most noun phrase, and…
Descriptors: Cognitive Processes, College English, Discourse Analysis, Higher Education
Tanenhaus, Michael K.; Seidenberg, Mark S. – 1980
Research into the influence of a context sentence on the processing of a subsequent sentence in spoken discourse examined two issues: (1) whether context influences the immediate processing and organization of a subsequent clause, and (2) whether listeners make certain types of context-based inferences prior to the end of a sentence. Three…
Descriptors: Adults, Context Clues, Discourse Analysis, Grammar
Peer reviewed Peer reviewed
Vande Kopple, William J. – Written Communication, 1994
Presents a study of the grammatical subjects as used in scientific discourse. Provides evidence that the grammatical subjects in a sample of scientific discourse are markedly long. Identifies three pressures that operate on scientists to produce such markedly long grammatical subjects. (HB)
Descriptors: Case Studies, Discourse Analysis, Discourse Communities, English Instruction
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