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Walpole, Jane R. – 1979
"Strunctional" analysis identifies, simultaneously yet separately, both the structural and functional links that tie sentence pairs together. Coherence in prose results from an appropriate combination of structural and functional relations between each sentence pair. Structural links between sentences comprise syntactic and lexical links;…
Descriptors: Connected Discourse, Discourse Analysis, Prose, Sentences
Chapman, L. J. – 1979
Developments in linguistics, particularly in Europe in the work of T.A. Van Dijk, a broader conception of texts that shows promise for the study of reading. Textlinguistics covers a domain of linguistics studies that are involved with texts. Textlinguists are interested not only in those obvious immediate connecting mechanisms, such as anaphora,…
Descriptors: Connected Discourse, Discourse Analysis, Linguistics, Prose
Schwarz, Maria N. K.; Flammer, August – Journal of Verbal Learning and Verbal Behavior, 1981
Describes two experiments testing the hypothesis that thematic titles largely relieve the reader of the task of constructing a sense from coherent texts. Finds that such titles significantly increase free recall of structured or slightly disorganized texts, while only prolonged reading allows titles to raise recall of an unstructured text. (MES)
Descriptors: Connected Discourse, Experimental Psychology, Hypothesis Testing, Prose
Tierney, Robert J.; And Others – 1980
This paper suggests that teachers concentrate on the ideational and structural properties of text rather than on information acquired from readability formulas when selecting and using texts. Emphasis is given to the importance of context in the analysis of text, and a framework is suggested for examining the text considering the functions texts…
Descriptors: Connected Discourse, Discourse Analysis, Prose, Readability
Spiro, Rand J. – 1975
A reconstructive approach to memory for connected discourse is contrasted with orientations that emphasize passive reproduction. Conditions under which reconstructive errors in recall should occur are specified. Most conventional experiments do not satisfy the conditions. In an experiment involving 360 college students, subjects were induced not…
Descriptors: College Students, Connected Discourse, Context Clues, Learning Processes
Kennedy, Alan – Journal of Experimental Psychology, 1973
Methods used in the present study confirm that rejection latencies are a reliable index of certain strategies adopted in processing prose. (Author)
Descriptors: Cognitive Processes, Connected Discourse, Data Analysis, Memory
Trosky, O. S.; Wood, C. C. – Elementary English, 1972
The authors describe a situation where the class they were teaching developed, through class discussion, the techniques to write a theme. (MF)
Descriptors: Class Activities, Connected Discourse, Creative Writing, Elementary School Curriculum
Schank, Roger C.; And Others – 1975
SAM (Script Applier Mechanism), a computer program designed to understand stories that rely heavily on scripts (typical sequences of events in particular contexts), is described in this report. Chapter one, which discusses SAM's background, shows how causal chaining was developed to connect events in stories, presents a typical script, and…
Descriptors: Chinese, Cognitive Processes, Computer Programs, Conceptual Schemes
Anderson, Dennis L.; Byers, Joe L. – 1971
Retroactive interference (RI) in prose learning was investigated in an experiment where passages were constructed on the basis of a predetermined logical structure. This structure made it possible to operationally define similarity and assess the effects of RI for inferential information as well as that stated directly in the original passage.…
Descriptors: College Students, Connected Discourse, Educational Research, Learning

Marschark, Marc; And Others – American Annals of the Deaf, 1993
Adolescents with deafness or partial hearing were assessed on memory for relational and distinctive information when text structure and material concreteness were manipulated. Deaf and hard-of-hearing readers were less likely than hearing readers to integrate text information across idea units, although they may retain as much information from…
Descriptors: Coherence, Connected Discourse, Deafness, Difficulty Level
Oller, John W., Jr. – 1975
Five orders of approximation to normal English prose were constructed; 5th, 10th, 25th, 50th, and 100th plus. Five cloze tests were then constructed by inserting blanks for deleted words in 5 word segments (5th order), 10 word segments (10th), 25 word segments (25th), 50 word segments (50th), and 100 word segments of five different passages of…
Descriptors: Cloze Procedure, Connected Discourse, Context Clues, Language Ability
Anderson, Richard C.; And Others – 1977
Subjects read narratives about a meal at a fine restaurant or a trip to a supermarket. The same 18 items of food, attributed to the same characters, were mentioned in the same order in the two stories. As predicted from current formulations of schema theory, foods from categories determined to be part of most people's restaurant schemata were…
Descriptors: Advance Organizers, Cognitive Processes, College Students, Connected Discourse

Taylor, Barbara M. – Reading Research Quarterly, 1980
Investigates the relationship of reading ability and age to children's recall of expository text after reading and analyzes children's sensitivity to text structure. (MKM)
Descriptors: Adults, Children, Connected Discourse, Discourse Analysis
Roney, Stephen K. – Academic Questions, 2002
George Orwell, in the essay "Politics and the English Language," criticized pretentious doublespeak and technobabble that numb the consciousness and hide political power plays. Judith Butler defends the "nuanced" prose of her fellow postmodernists as necessary to convey the complexity of their thoughts. Stephen Roney contrasts the two and…
Descriptors: Persuasive Discourse, Political Power, Prose, Postmodernism
Zimmer, John W. – 1978
In an analysis of a processing activities model of memory applied to connected discourse, 206 college students assigned to eight conditions in two studies evidenced significantly greater recall when provided with semantic level tasks than either surface feature analysis or reading control (intentional and incidental) conditions. Additionally,…
Descriptors: Advance Organizers, Connected Discourse, Higher Education, Learning Processes
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