Dissertations / Theses: 'Cohesion (Linguistics)'

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Teich, Elke, and Peter Fankhauser. "Exploring lexical patterns in text : lexical cohesion analysis with WordNet." Universität Potsdam, 2005. http://opus.kobv.de/ubp/volltexte/2006/868/.

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We present a system for the linguistic exploration and analysis of lexical cohesion in English texts.
Using an electronic thesaurus-like resource, Princeton WordNet, and the Brown Corpus of English, we have implemented a process of annotating text with lexical chains and a graphical user interface for inspection of the annotated text.
We describe the system and report on some sample linguistic analyses carried out using the combined thesaurus-corpus resource.

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Colpitts, Christa. "Student perceptions of coherence in their written texts." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=28256.

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This qualitative study investigated how a selected group of post-secondary, second language students (L2) students perceive coherence in their written discourse in various disciplinary contexts in a French CEGEP. The primary focus is on the verbal language, or meta-language, derived from participant interviews that students used to describe their written texts. M. A. K. Halliday's (1978) social theory of language, and L. S. Vygotsky's (1962) sociopsychological theories of language provided a framework for conceptualizing the amount of control, self regulation, that students perceive they had in constructing coherent written discourse. Results from the study indicate that although students may have individual terminology about coherence, collegial students with the most successful self-regulated strategies described coherence across disciplines, and global features of text organization. Results also indicate that there is a lack of synchrony between students and teachers' interpretation of written tasks assigned in this French collegial institutional setting.

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Francischini, Rosangela. "Produção de textos nas series iniciais de escolarização : analise de processos de referenciação anaforica em narrativas." [s.n.], 1998. http://repositorio.unicamp.br/jspui/handle/REPOSIP/270775.

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Orientador: Ingedore G. Villaça Koch
Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
Made available in DSpace on 2018-07-24T08:56:40Z (GMT). No. of bitstreams: 1 Francischini_Rosangela_D.pdf: 8912362 bytes, checksum: 197144387c566dce9100d223eb482458 (MD5) Previous issue date: 1998
Resumo: Tendo por referenciais teóricos o Interacionismo Social e a Lingüística Textual, este trabalho procura investigar os problemas que emergem quando da construção de cadeias anafóricas em narrativas produzidas por crianças em processo formal de escolarização séries iniciais. O corpus é composto por 15 (quinze) narrativas - 8 (oito) primeiras versões e 7 (sete) segundas versões -, produzidas a partir de um livro de estórias somente com gravuras. O procedimento adotado, inspirado no conceito de Zona de Desenvolvimento Proximal, de Vygotsky, permitiu a construção de uma segunda versão das narrativas, refacção esta possibilitada por uma necessidade que se impôs à criança de refletir sobre o emprego de determinados recursos expressivos presentes na primeira versão (no nosso caso, os recursos empregados para introdução e manutenção dos personagens. Em outras palavras, na constituição de cadeias anafóricas). A análise proposta mostrou-nos que: 1.) a estratégia que consiste em empregar pronomes como formas referenciais (pessoal e possessivo, principalmente) mostrou-se a mais problemática, no sentido de que, em um número significativo de ocorrências desses pronomes, houve ou ambigüidade de referência ou impossibilidade de determinar o referente; 2.) a situação interativa mediada pela linguagem propiciou a mobilização de operações de linguagem que se materializaram em recursos expressivos mais adequados para a construção das cadeias anafóricas. Sendo assim, do ponto de vista da estruturação textual, as segundas versões das narrativas, por terem sido produzidas a partir da intervenção de um adulto mais hábil, são, indiscutivelmente, qualitativamente superiores; 3.) as crianças buscaram soluções próprias para a resolução dos problemas acima apontados. Desta forma, observamos, principalmente, as seguintes estratégias para caracterização I diferenciação dos personagens: a.) atribuição de nomes aos personagens, b.) emprego de adjetivos indicativos de cor ou gênero (masculino; feminino); c.) acréscimo de informações não constantes nas primeiras versões
Abstract: With the Social Interactionism and the Text Linguistics as theoretical references, this paper tries to investigate the problems related to the construction of anaphoric sequences in narratives produced by children in their formal process of schooling (initial grades). The corpus is composed by fifteen narratives: eight first versions and seven second versions - produced from a storybook made up with illustrations only. The procedure adopted, inspired by the concept of Zone of Proximal Development, by Vigotsky, allowed the construction of a second version of the narratives, which was made possible because the child had to look into the employment of certain expression devices present in the first version (in this case, the resources used to introduce and make reference to the characters, in other words, the devices used in the constitution of anaphoric sequences. The analysis demonstrated that: 1.) the strategy which consists of employing pronouns as reference forms (especially personal and possessive pronouns) seems to be the most troublesonie, in the sense that, when they were used, there was either ambiguity of reference or impossibility to determine the referent; 2.) the interactive situation made it possible the use of language operations, which resulted in expression devices more suitable to the construction of anaphoric sequences. Thus, from the point of view of the text structure, the second versions are undoubtedly superior in terms of quality, since they were produced from the interventions of a more experienced adult; e, 3.) the children tried, by themselves, to find solutions for the problems mentioned above. They made use of the following strategies to characterise / differentiate the characters: a) they named the characters; b) they used adjectives indicating colour or genre(masculine or feminine); c) they added information not present in the first versions
Doutorado
Doutor em Linguística

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Williamson, Sherrie. "Cohesion and coherence in the speech of psychopathic criminals." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/32384.

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This study was designed to examine the hypothesis that the speech of criminal psychopaths is poorly integrated. Measures of cohesion (lexical, referential, conjunctive) and coherence (plot-units) were used to assess the degree to which independent clauses were linked together in the personal narratives of criminal psychopaths and criminal nonpsychopaths. General deviance in communication, as measured by the Scale for Thought, Language, and Communication Disorders (Andreasen, 1980), was also assessed. A significant number of psychopaths produced disordered communications. These communications failed on a number of levels: Psychopaths used relatively few cohesive links between sentences, failed to provide appropriate referents in discourse, failed to link action and resolution in stories, and showed significant clinical impairment in their ability to communicate. The results suggest that effective connections among speech units in psychopaths' discourse are not as numerous as those found in nonpsychopaths. In addition, psychopaths may suffer from a more general impairment in communication that is related to, among other things, discourse which has a tendancy to slip off track and a failure to directly answer a listener's questions.
Arts, Faculty of
Psychology, Department of
Graduate

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Bayshak, Maryam. "A study of cohesion in Arabic based on Al-Jurjani's theory of Annazm." Thesis, SOAS, University of London, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.339263.

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In the last few years the domain of the linguistic inquiry has been enlarged by recent development of the multidisciplinary investigation of language as a communicative tool. Earlier approaches to the study of language concentrated on the study of the sentence as a basic constituent of language. Therefore, the notion of discourse did not receive adequate attention in most of these approaches. Those aspects of language that make text coherent and are no less important than grammatical aspects were not dealt with. The study of language in communication which is called discourse analysis is concerned with various aspects of language that describe it In its actual interactional function. Those main aspects such as textuality, texture and cohesion have dominated the interest of many discourse practitioners in western linguistics In recent years. In Arabic linguistics, the syntactic and semantic signals that link sentences within a text have not received adequate attention. In our modest study of cohesion devices In Arabic we have tried to shed some light on those linguistic features which participate in connecting text parts. We have taken the theory of a nna?m which was developed by 'Abd al-Qahir alJurjani (5 th century AH/l ph century A.D) as the basis for our display of cohesive devices in Arabic text. We have attempted to show that the anna'4m devices suggested by al-Jurjani are of crucial relevance in the investigation and description of certain important characteristics of Arabic text. They are factors which contribute to the coherence of Arabic text and tools which facilitate the evaluation of Arabic discourse coherence. Cohesion IS displayed through four major devices each of which constitutes a single chapter in the thesis. Those devices are attaqdfm wa tta'khfr "fronting and backing", atta'rfJ w a ttankir "definiteness and indefiniteness", a IIJ a d12J "ellipsis" and a 1- wa~ 1 wa IJa$l "conjunctionand disjunction". This study is presented in a manner comparable with Halliday and Hasan's treatment of Cohesion in English.

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Nwogu, Kevin N. "Discourse variation in medical texts : schema, theme and cohesion in professional and journalistic accounts." Thesis, Aston University, 1989. http://publications.aston.ac.uk/14823/.

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This study is undertaken as an exercise in Comparative Discourse Analysis. Working within the framework of the branch of Discourse Analysis known as Genre-Analysis, this thesis examines differences in the organization of discourse in three parallel genres of written medical texts - the Abstract (ABS) accompanying a medical research paper, the Research Article Proper (RAP) and the equivalent Journalistic Reported Version (JRV) of the research article in a popular science magazine or in a newspaper. The corpus for the study consists of 45 texts: 15 triadic sets of parallel texts representing an equal number of texts from each of the three genres on which the study is based. The approach to the analysis of features of discourse organization is eclectic and comparative. Thus, texts in the corpus are analysed for differences at three levels of organization - the levels of schematic structure, Thematic Progression (TP) and Cohesion. A number of differences are observed across the three genres. First, the genres are found to differ distinctively in the way information is organized into hierarchical schematic units. Less di stinctive pragmatic differences are observed in the realization and di stribution of formal syntactic elements which constitute theme. Similarly, very subtle pragmatic differences are observed in the realization and function of Reference, Conjunction and Lexical Cohesion items in texts across the three genres. The results indicate that there is a great similarity in discourse organization between the professional genres (ABS and RAP) and that both genres differ distinctively from the popularized genre (JRV). This thesis provides conclusive evidence to support the view that subject-matter is not the sole determinant of genre; that subject-matter is only one alongside a number of other contextual factors such as purpose, audience and medium of discourse by which genres must be characterized. To this end, this thesis is a contribution to the newly developing field of genre-analysis. But, more importantly, it is a contribution to research in the field of science popularization.

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Tangkiengsirisin, Supong. "Enhancing cohesion in Thai postgraduate students' expository writing through feedback delivery and revision." Thesis, University of Nottingham, 2010. http://eprints.nottingham.ac.uk/11958/.

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This study investigated the effects of teacher written feedback and students' revision on the use of cohesive devices in expository compositions written by thirty Thai postgraduate students enrolled in a 16-week writing course at a Thai university. The teacher written comments, including corrective, advisory and indicative comments, were provided to the students' cause-effect, comparison/contrast and classification essays. The feedback on cohesion in this study dealt with form, content and, most importantly, essay organisation. Each of the essays from this experimental group was provided with a combination of teacher written comments focusing on the improvement of cohesion. The students revised their initial drafts in response to the teacher written feedback provided. Sixty pre-test and post-test essays were written by the students from both the experimental group and the control/intact group, and 180 expository essays and revised drafts were written by the students from the experimental group. All the essays were analysed by Halliday and Hasan's (1976) cohesion analysis model and Hoey's (1991) lexical analysis model. Statistical analysis was conducted to examine the differences in the use of cohesive devices between the pre- and post-test essays and between the initial and revised drafts. The results revealed a significant improvement of cohesion in the writing of the experimental group, particularly referential, conjunctive and lexical cohesive ties. The pedagogical implications regarding the teachability and the positive effects of teacher written feedback and essays revision were derived on the basis of the research results. The students' revised drafts were examined in terms of the student moves in response to the teacher written comments provided to their initial drafts. The investigation revealed the students' revision patterns: complete, partial and no correspondence to the teacher comments. The findings showed that most of the students who had received the teacher written feedback successfully revised their initial drafts in response to the feedback and their cohesion skills were improved. The student questionnaire and interviews, used as triangulated studies, revealed the participants' positive attitudes towards teacher written feedback, the revision process and the use of cohesion in writing. Based on the findings in this section, the students found teacher feedback helpful for the improvement of their writing skills especially the use of cohesion, although they also expected to receive teacher feedback on grammatical accuracy. The findings also indicated that revision motivated the students to write more confidently in English and contributed to students' awareness and development of cohesion in their writing. Insights gained from the present study are (1) that even though cohesion is a useful linguistic element that contributes to well-connected writing, it may not be adequate as a means of measuring overall writing quality, (2) that teacher feedback should be personalised to cater for each individual student's needs and each problematic writing situation, and (3) that both feedback and revision play a crucial role in raising awareness regarding the use of cohesion in L2 writing.

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Zhu, Hong. "Cohesion and coherence in Chinese ESL writing." Diss., Virginia Tech, 1992. http://hdl.handle.net/10919/40410.

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Hultgren, Annie. "Using Coh-Metrix to Compare Cohesion Measures between the United States Senators John McCain and Barack Obama." Thesis, Stockholm University, Department of English, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8678.

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This investigation explores and analyzes speeches by John McCain and Barack Obama, who were the candidates of the United States Presidential election 2008. Ten speeches by each speaker are in a non-biased way selected from the year 2007 from their official websites when they were senators of Arizona and Illinois respectively. The analyses of the speeches concern cohesive measures and are not about what they say in their political occupation. This approach was selected to see if there are any comparisons and/or contrasts in terms of cohesion between the speakers or within their own set of speeches. The website Coh-Metrix has been used and out of it nine measures have been selected and analyzed in detail. This study looks at the average words per sentence, the average syllables per word, the Flesch Reading Ease score, the average concreteness for content words, the average minimum concreteness for content words, the mean number of higher level constituents, the type-token ratio, the syntactic structure similarity, and the average number of negations. The two speakers had overall very similar results except for a few standard deviations as in for example the average concreteness and average minimum concreteness for content words results. However, eight out of the nine measurement numbers were non-significant according to a t-test for non-matched observations and/or a chi-square goodness-of-fit test. One measurement, the average number of negation expressions per 1000 words, was nonetheless highly significant according to a t-test and chi-square test, as Obama used about twice as many negations in comparison to McCain. This study shows that the speakers’ twenty speeches are similar in terms of structure and cohesion except for the fact that Obama uses more negation expressions compared to McCain. These results do not, however, necessarily say anything else about the speakers and/or speeches.

Keywords: cohesion, cohesion markers, cohesion measures/measurements, Coh-Metrix, speeches, texts

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Askarieh, Sona. "Cohesion and Comprehensibility in Swedish-English Machine Translated Texts." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-108468.

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Access to various texts in different languages causes an increasing demand for fast, multi-purpose, and cheap translators. Pervasive internet use intensifies the necessity for intelligent and cheap translators, since traditional translation methods are excessively slow to translate different texts. During the past years, scientists carried out much research in order to add human and artificial intelligence into the old machine translation systems and the idea of developing a machine translation system came into existence during the days of World War (Kohenn, 2010). The new invention was useful in order to help the human translators and many other people who need to translate different types of texts according to their needs. The new translation systems are useful in meeting people’s needs. Since the machine translation systems vary according to the quality of the systems outputs, their performance should be evaluated from the linguistic point of view in order to reach a fair judgment about the quality of the systems outputs. To achieve this goal, two various Swedish texts were translated by two different machine translation systems in the thesis. The translated texts were evaluated to examine the extent to which errors affect the comprehensibility of the translations. The performances of the systems were evaluated using three approaches. Firstly, most common linguistically errors, which appear in the machine translation systems outputs, were analyzed (e.g. word alignment of the translated texts). Secondly, the influence of different types of errors on the cohesion chains were evaluated. Finally, the effect of the errors on the comprehensibility of the translations were investigated. Numerical results showed that some types of errors have more effects on the comprehensibility of the systems’ outputs. The obtained data illustrated that the subjects’ comprehension of the translated texts depend on the type of error, but not frequency. The analyzing depicted which translation system had best performance.

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Rohde, Hannah. "Coherence-driven effects in sentence and discourse processing." Diss., [La Jolla, Calif.] : University of California, San Diego, 2008. http://wwwlib.umi.com/cr/ucsd/fullcit?p3323581.

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Thesis (Ph. D.)--University of California, San Diego, 2008.
Title from first page of PDF file (viewed Sept. 9, 2008). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 202-209).

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Mohamed, Ayisha. "A contrastive study of syntactic relations, cohesion and punctuation as markers of rhetorical organization in Arabic and English narrative texts." Thesis, University of Exeter, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333348.

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FREEMAN, DAVID EDWARD. "USE OF PRAGMATIC COHESION CUES TO RESOLVE DEGREES OF PRONOUN REFERENCE AMBIGUITY IN READING (ESL, BILINGUAL)." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/188185.

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The psycholinguistic theory of reading developed by Kenneth Goodman, which closely parallels the analysis-by-synthesis model of listening comprehension proposed by Cooper and Stevens, claims that readers use grapho-phonic, syntactic, semantic and pragmatic cues to construct meaningful texts through cycles of sampling, inference, prediction, confirmation or disconfirmation and integration. Pragmatic cues are supplied in part by pronoun reference, which adds cohesion to texts. Evidence to support the psycholinguistic theory of reading comes from miscues, cases during oral reading when there is a difference between the reader's observed response and the expected response. The analysis of pronoun miscues provides insights into the text features and strategies readers use to assign reference. Five text features readers use to assign pronoun reference are preceding noun phrases, preceding pronouns, self-reference or direct address in dialog, the dialog carrier position, and paragraph-initial "I". Readers make significantly fewer miscues at sites where these cues are available than at other sites. For any story certain text features provide less ambiguous cues than others. However, a comparison of two stories suggests that there is no absolute hierarchy of pragmatic cues. Rather, the strength of a text feature depends on how it is realized in a particular text. Readers sometimes overgeneralize normally-successful strategies for assigning pronoun reference. Two types of overgeneralization are pronoun maintenance and topic maintenance, using a preceding pronoun or noun to assign reference when that pronoun or noun is not co-referential with the pronoun for which reference is being assigned. Patterns of correction of pronoun miscue reveal readers' tentativeness and scope of focus, two factors important for reading proficiency. Proficient readers are tentative and maintain a wide scope of focus. Correction of pronoun miscues, which frequently are disconfirmed pragmatically, requires a wide focus. In order to develop appropriate strategies for assigning reference, readers need frequent opportunities to transact with whole, cohesive texts. In addition, if readers are encouraged to read for meaning and given the chance to self-correct, they can develop the tentativeness and wide scope of focus characteristic of proficient readers.

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Fukuhara, Midori. "Cohesion and participant tracking in Japanese an interpretation based on five registers /." Phd thesis, Australia : Macquarie University, 2003. http://hdl.handle.net/1959.14/82502.

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"May 2002"
Thesis (PhD)--Macquarie University, School of English, Linguistics and Media, Department of Linguistics, 2003.
Bibliography: p. 399-419.
Introduction -- Brief overview of above-clause analysis in Japanese -- Methodology and conventions of analysis -- Marco Polo text -- Bean Scattering Day text -- University lecture text -- Family conversation text -- Generalisation and a university tutorial text -- Conclusion.
This thesis is concerned with the construction of texture in Japanese, in particular with resources related to the general area of cohesion and particular aspects of participant tracking. An investigation is here presented as to the degree to which conventional views adequately represent Japanese in the light of authentic data. Such statements as "WA marks Given information", "GA marks New information", "zero is a pronoun in Japanese" are common throughout the literature characterising Japanese texts, but there is reason to believe that they stem, at least in part, from a naive transfer of English grammars, in particular, those with a narrow focus on the sentence. This thesis proposes a new framework for the description of Japanese; and in this proposal, an essential dimension is a detailed account of relevant contextual factors, both linguistic and nonlinguistic. The aim is to offer a description of Japanese more defensible to Japanese speakers, that is, to represent Japanese "in its own terms". -- Chapter 1 sets out problems and issues in the related literature on Japanese cohesion. It also addresses issues that are seen to be most pressing in relation to the description of Japanese. The chapter gives a brief account of the resources for cohesion and referential tracking and the particular deployment in Japanese, so that it offers a provisional account of the meaning potential for Japanese speakers. -- Chapter 2 reviews several standard treatments of cohesion and participant tracking in Japanese. This review is organised around two different kinds of resources, that is, those pre-predicate elements (such as WA, GA and other particles), and those post-predicate elements (such as conjunctive particles and certain sentence final expressions). -- Chapter 3 explains the method undertaken here and the conventions of analysis employed in subsequent desclipiions of texts from five separate contexts. Methods are set so as not only to view choices synoptically, but also to try to give careful description of choices in the logogenetic reality of text. That means the choices are viewed as being available to the speaker, writer or reader, as they unfold in text time. -- In each of Chapters 4,5,6 and 7, one of the following four texts, a (1) Marco Polo Text, (2) Bean Scattering Day Text, (3) University Lecture Text and (4) Family Conversation Text, is analysed and discussed in detail. The texts are chosen for the detailed examination of four different registers, representing a continuum from most written-like to most spoken-like, as well as continua of other kinds (like hierarchically differentiated social distance and formality differentiated). Each chapter has two major components, the first of which looks at subject realisations from the perspective of referential progression, and the second of which looks at the text from the perspective of subjectJreferent sequencing. Furthermore, these issues concerning subject are mapped against the macro structures individually for the three "writerly" texts (Texts (1) - (3)). -- In Chapter 8, generalisations are proposed, based on the results of the investigations of these four texts; and then, those principles, as they have emerged from the preceding arguments, are tested on a further study: (5) the University Tutorial Text, a text which combines characteristics across the continuum from most written to most spoken. (It is both strongly dialogic as well as involving sustained spoken 'turns'.) In Chapter 9, findings of the analytical chapters are further distilled. The outline for a new, although provisional, model of cohesion in Japanese is set out. These findings suggest future directions for research projects as well.
Mode of access: World Wide Web.
xix, 591 p

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Fukuhara, Midori. "Cohesion and participant tracking in Japanese : an interpretation based on five registers /." Online version, 2002. http://bibpurl.oclc.org/web/33300.

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Kent, Carolyn E. (Carolyn Elizabeth). "A Tagmemic Analysis of Coherence in the Writing of Descriptive Texts by College Students." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc331512/.

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For this study an attempt was made to bridge the disciplines of linguistics and composition in order to examine factors contributing to textual coherence. Pairs of descriptive texts written by fifty college students were examined in order to identify the factors which differentiate quality and topic. Students were asked to compose a descriptive paragraph on the topic of fall. They were then encouraged to use their five senses, given leaves, and asked to compose a paragraph describing the leaves. The pairs of texts thus elicited were evaluated for preference by readers. The ANOVA revealed a significant difference (p=.001) between the two topics with fall texts preferred over the more specific leaves texts. Results suggest that encouraging students to use their five senses does not improve their writing. It may be more important to move through various levels of abstraction than to merely focus on sensory detail. The texts were also scored holistically by two trained evaluators. Results of this grading were used to choose five high- and five low-coherence texts on each of the two topics. These 20 texts were then analyzed in terms of the tagmemic referential hierarchy. A MANOVA was done to examine the dependent variables of Slot (location in time or space), Role (purpose or reason), and Cohesion (sociocultural context) in relation to quality and topic for these texts. Slot was found to be significant for both quality (p=.025) and topic (p=.004). Role was significant only for quality (p=.001). Cohesion was nonsignificant for either quality or topic. These results suggest that students should: (a) be encouraged to locate their texts in time and space in order to develop an adequate context for readers; (b) be encouraged to include purposes and reasons for the statements they make; and (c) be encouraged, where appropriate, to include a focus on humans and their activities (either literal or figurative) since such reference is a distinguishing feature of high-coherence texts.

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Santos, Vinício Moreira dos. "Coesão referencial e ensino : histórico, aplicações e propostas /." Araraquara : [s.n.], 2011. http://hdl.handle.net/11449/93994.

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Orientador: Letícia Marcondes Rezende
Banca: Vanice Maria Oliveira Sargentini
Banca: Marília Blundi Onofre
Resumo: O objetivo deste trabalho é, depois de trinta e cinco anos da publicação de Cohesion in English, de Halliday e Hasan, analisar como se dá a relação entre a exposição do tema da coesão textual nos livros didáticos e na produção textual dos alunos. Para tanto, apresentamos, de início, três abordagens distintas sobre a coesão textual: a de Halliday e Hasan, ancorada na noção de registro; a de Beaugrande e Dressler, que toma a coesão textual como um requisito para a construção do texto; e a de Ingedore Koch, que vê a coesão como ferramenta para o avanço informacional e argumentativo do texto. Considerando a preocupação tradicional que os livros didáticos dispensam à chamada coesão sequencial (emprestando o termo de Ingedore Koch), conferindo exclusivamente a ela o papel de organizadora das relações de significado do texto, voltamo-nos para o tratamento dado para a coesão referencial, responsável, inicialmente, por estruturar a rede de identificação e recuperação de elementos dentro de um texto. O que pudemos constatar, ao analisar livros didáticos e um corpus com redações de alunos de ensino médio, é que há disparidade entre a abordagem oferecida pelos livros, focados excessivamente no aspecto textual da coesão referencial, cuja função seria, unicamente, evitar repetições, e a produção dos alunos que, como pudemos notar, é estruturalmente bem formada, mas carece do valor argumentativo que os mecanismos de coesão referencial podem oferecer. Considerando os problemas levantados nos dois lados da questão, propomos, ao final, nossa colaboração para uma abordagem argumentativa dos mecanismos de coesão referencial no ambiente escolar
Abstract: The purpose of this work is, after thirty-five years since the publication of Halliday and Hasan's Cohesion in English, analyze the relation between teaching books' approach to the theme and students' writing. In order so, we present at first three different approaches to textual cohesion: Halliday and Hasan's, which holds itself on the notion of register; Beaugrande and Dressler's, which takes cohesion as a text requisite; and Ingedore Koch's, which sees cohesion as a tool for the argumentative and informative aspect of a text. Taken the usual concern that course books give sequential cohesion (the term is taken from Ingedore Koch), exclusively giving it the role of meaning relation organizer, we shall look at referential cohesion, that is, at first, responsible for structuring the identification and recovering of an element inside a text. Through the analyses of teaching books and a corpus collected from High school students, we were able to see that there is some disparity between the books, extremely focused on the textual aspect of referential cohesion, whose function would solely be the avoidance of term repetition, and the students' texts, which are structurally well built but lack the argumentative properties that referential cohesion mechanisms can offer. Considering the problems gathered at both sides of the question, we give our collaboration for an argumentative approach to referential cohesion mechanisms at school
Mestre

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Goldman, Steven. "Integration and coherence in Philo of Alexandria's On the account of the world's creation as given by Moses." Diss., Connect to the thesis, 1986. http://hdl.handle.net/10066/1472.

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Santos, Vinício Moreira dos [UNESP]. "Coesão referencial e ensino: histórico, aplicações e propostas." Universidade Estadual Paulista (UNESP), 2011. http://hdl.handle.net/11449/93994.

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O objetivo deste trabalho é, depois de trinta e cinco anos da publicação de Cohesion in English, de Halliday e Hasan, analisar como se dá a relação entre a exposição do tema da coesão textual nos livros didáticos e na produção textual dos alunos. Para tanto, apresentamos, de início, três abordagens distintas sobre a coesão textual: a de Halliday e Hasan, ancorada na noção de registro; a de Beaugrande e Dressler, que toma a coesão textual como um requisito para a construção do texto; e a de Ingedore Koch, que vê a coesão como ferramenta para o avanço informacional e argumentativo do texto. Considerando a preocupação tradicional que os livros didáticos dispensam à chamada coesão sequencial (emprestando o termo de Ingedore Koch), conferindo exclusivamente a ela o papel de organizadora das relações de significado do texto, voltamo-nos para o tratamento dado para a coesão referencial, responsável, inicialmente, por estruturar a rede de identificação e recuperação de elementos dentro de um texto. O que pudemos constatar, ao analisar livros didáticos e um corpus com redações de alunos de ensino médio, é que há disparidade entre a abordagem oferecida pelos livros, focados excessivamente no aspecto textual da coesão referencial, cuja função seria, unicamente, evitar repetições, e a produção dos alunos que, como pudemos notar, é estruturalmente bem formada, mas carece do valor argumentativo que os mecanismos de coesão referencial podem oferecer. Considerando os problemas levantados nos dois lados da questão, propomos, ao final, nossa colaboração para uma abordagem argumentativa dos mecanismos de coesão referencial no ambiente escolar
The purpose of this work is, after thirty-five years since the publication of Halliday and Hasan’s Cohesion in English, analyze the relation between teaching books’ approach to the theme and students’ writing. In order so, we present at first three different approaches to textual cohesion: Halliday and Hasan’s, which holds itself on the notion of register; Beaugrande and Dressler’s, which takes cohesion as a text requisite; and Ingedore Koch’s, which sees cohesion as a tool for the argumentative and informative aspect of a text. Taken the usual concern that course books give sequential cohesion (the term is taken from Ingedore Koch), exclusively giving it the role of meaning relation organizer, we shall look at referential cohesion, that is, at first, responsible for structuring the identification and recovering of an element inside a text. Through the analyses of teaching books and a corpus collected from High school students, we were able to see that there is some disparity between the books, extremely focused on the textual aspect of referential cohesion, whose function would solely be the avoidance of term repetition, and the students’ texts, which are structurally well built but lack the argumentative properties that referential cohesion mechanisms can offer. Considering the problems gathered at both sides of the question, we give our collaboration for an argumentative approach to referential cohesion mechanisms at school

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Leth, Palle. "Paraphrase and Rhetorical Adjustment. An Essay on Contextualism and Cohesion." Thesis, Paris Est, 2011. http://www.theses.fr/2011PEST0024.

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Giannossa, Leonardo. "A Corpus-based Investigation of Lexical Cohesion in EN and IT Non-translated Texts and in IT Translated Texts." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1339787549.

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Shamsher, Mahmood Ali. "Problems of cohesion and coherence in the writing of non-native advanced learners of English : the case of 4th year English specialists, College of Education, Sana'a University, The Republic of Yemen." Thesis, University of Strathclyde, 1994. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21321.

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For a long time writing as a language skill has been neglected in the curriculum of the English Department, College of Education, Sana'a University. One can see the effect of this negligence in the students' poor writing performance, most worryingly when they are on the verge of their B. A. graduation. On several occasions I have noticed that 4th Year B. A. English Specialists are confronted by obstacles whenever they are asked to write a piece of composition. Upon reading the students' written performance one will find it a hard task to retrieve the precise intended meaning. This practical problem leads to the purpose of this study, which is to investigate, cohesion and coherence properties and the problems associated with them in the writings of non-native advanced speakers of English. The study is a detailed examination of both controlled and free open-ended writing tasks of 37 students in their final 4th Year B. A., English course, the English Department, College of Educati on, Sana'a University. The current study depends on the works of M. A. K. Halliday and R. Hasan (1976) when it comes to investigate the internal cohesive problems in the subjects' performance. The study also relies on Michael Hoey's work On the Surface of Discourse (1983) to examine. the cohering aspects in the subjects' written performance. I have made particular use of Hoey's Problem/Solution structural scheme. I feel that this schematic structure can be easily applied by non-native writers of this background in their writing process. In addition, a number of text types that the subjects chose to write fit into such a scheme. The study is divided into two main parts. Part one extending from chapter one to five provides a theoretical background for the study. In the second part extending from chapters six to nine I provide a detailed analysis and investigation of a number of controlled and authentic writing tasks. In the last chapter I present a general conclusion for the researh and some recommendations for improving the writing standards of our students. The findings reveal that in the area of cohesion, non-native writers of this background do not face severe problems in the internal cohesive world of the text either in controlled or free open-ended writing tasks. Nevertheless, in dealing with writing as an authentic process, the subjects can be confronted by some minor hindrances that might emerge at certain intervals; these do not form major obstacles that might lead towards a total barrier between the writer and the reader, and meaning is retrievable on all occasions. However, the findings also reveal that the subjects confronted problems in the area of coherence as a global organisation of a given text. This has been observed in both controlled and free open-ended writing tasks. Sentences and their sequence organisation seem to have caused considerable problems for a substantial number of the subjects. In addition, features associated with the process of coherence, such as Field, general knowledge, experience and logic, have in one way or another contributed to a certain extent in adding to the above weakness. The study has also embarked on finding ways and means of minimising such problems towards their gradual elimination. This was tested by conducting a number of workshops involving open-ended free writing tasks. The results obtained reveal that workshops and the collective work in the classroom do contribute a great deal in improving and enhancing the writing process.

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Sánchez, Lozano Sara. "Dinámicas discursivas." Search electronic resource, 2008. http://digitool-uam.greendata.es/?dvs=122474815736~135&locale=en_US&search_terms=DINAMICAS%20D.

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Thesis (Doctoral)--Universidad Autónoma de Madrid, Facultad de Fiolosofía y Letras, Departamento de Filología Francesa, 2008.
Title from first line of text. Includes bibliographical references (leaves 362-396).

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Siemens, Penni Gay. "A Comparison of the Cohesion in the Expository Discourse of the Optimally-Healthy Young-Old and the Optimally-Healthy Oldest-Old." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4781.

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The group of people aged 85 years and older is the fastest growing chronological population on the United States (Neal et al., 1993), and while a considerable amount of research has focused on the language of the elderly (those over 65 years), relatively little study has focused specifically on those aged 85 and older. This study is valuable in that it includes a large sample of optimally healthy people aged 85 and older. This sample of the optimally-healthy oldest-old will help define what changes, if any, are a function of age alone and what changes are clinical (associated with some disease, neurologic complication, or psychological impairment). The purpose of this study was to compare two groups of elderly people's use of cohesion during an expository discourse task. This study also sought to answer the following question: If no health problems exist, does age alone affect the cohesion in the expository discourse of the elderly? To effect this comparison, a comparison of cohesive use in a group of 12 people between the ages of 65 and 75 years (the young-old) was contrasted with cohesion used by a group of 27 people aged 85 years and older (the oldest-old). The subjects were gathered as part of the Oregon Brain Aging Study under the direction of doctors Diane Howieson and Jeffrey Kaye of the Portland VA Medical Center. The subjects had to meet strict inclusion and exclusion criteria. As part of the evaluations for the Oregon Brain Aging Study, each subject was audiotaped while describing the fishing picture from the Neurobehavioral Cognitive Inventory (Kiernan et al., 1987). Each sample was then transcribed, divided into T-Units, and analyzed according to the cohesive analysis designed by Liles (1985) and Liles et al. (1989). Group comparisons for each aspect of cohesion (frequency, style, and adequacy) was completed using a 1- test. No significant differences at the .05 level were found on any of the measures.

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Rennes, Evelina. "Keeping an Eye on the Context : An Eye Tracking Study of Cohesion Errors in Automatic Text Summarization." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-95527.

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Automatic text summarization is a growing field due to the modern world’s Internet based society, but to automatically create perfect summaries is not easy, and cohesion errors are common. By the usage of an eye tracking camera, this thesis studies the nature of four different types of cohesion errors occurring in summaries. A total of 23 participants read and rated four different texts and marked the most difficult areas of each text. Statistical analysis of the data revealed that absent cohesion or context and broken anaphoric reference (pronouns) caused some disturbance in reading, but that the impact is restricted to the effort to read rather than the comprehension of the text. Erroneous anaphoric reference (pronouns) was not detected by the participants which poses a problem for automatic text summarizers, and other potential disturbing factors were detected. Finally, the question of the meaningfulness of keeping absent cohesion or context as a separate error type was raised.

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Silva, Juliana Lima da. "Os mecanismos de coesão no anúncio publicitário da enciclopédia Bohemia." Universidade Presbiteriana Mackenzie, 2007. http://tede.mackenzie.br/jspui/handle/tede/2144.

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The advertising text, which avails itself of stylistic and argumentative resources of the daily language to inform and to manipulate, is characterized by the rational use of these instruments to change or to maintain the opinion of its target audience. Based on the concepts of advertising language presented by Sandmann (2001), this research aims to analyze the campaigns of the beer Bohemia, specifically that named Enciclopédia Bohemia, broadcast in printed media from May to December 2004. Leaning on the foundations of the Textual Linguistics proposed by Fávero and Koch (1998), Fávero (2002) and Koch (1999), this research aims to verify whether the most frequent cohesion mechanisms in devising titles and subtitles of ads of the mentioned brand, as well as the verbal and nonverbal resources, let to memorize itself on the consumer s mind.
O texto publicitário, que se vale de recursos estilísticos e argumentativos da linguagem cotidiana para informar e manipular, caracteriza-se pela utilização racional desses instrumentos para mudar ou conservar a opinião do seu público-alvo. Embasada nos conceitos de linguagem publicitária apresentados por Sandmann (2001), esta dissertação tem como objetivo analisar peças publicitárias das cervejas da marca Bohemia, especificamente a campanha intitulada Enciclopédia Bohemia, veiculada em mídia impressa de maio a dezembro de 2004. Apoiando-se nos fundamentos da Lingüística Textual propostos por Fávero e Koch (1998), Fávero (2002) e Koch (1999), pretende-se verificar se os mecanismos de coesão mais freqüentes na elaboração dos títulos e subtítulos dos anúncios da marca citada, bem como os recursos verbais e nãoverbais, auxiliam na fixação do produto na mente do consumidor.

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Amoakohene, Benjamin. "An exploration of texture in Ghanaian undergraduate students’ essays." University of the Western Cape, 2020. http://hdl.handle.net/11394/8102.

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Philosophiae Doctor - PhD
As an official and second language in Ghana, English is used as a medium of instruction in the Ghanaian educational setting, especially at the university level. Therefore, for Ghanaian students to go through their university education successfully, they should be able to demonstrate competence in the usage of English. However, time and again, there have been series of complaints from most English language teachers about the Ghanaian students’ lack of dexterity in writing cohesive and coherent texts. The present study, therefore, has as its aim to explore texture in first-year Ghanaian undergraduate students' essays (GUSEs). This focus is achieved through four main specific objectives. Thus, the study accounts for (1) the types of cohesive devices (2) the cohesive errors (3) the disciplinary variation in the type of cohesive devices and cohesive errors and (4) the thematic progression patterns in the essays of these first-year Ghanaian undergraduate students. To achieve these objectives, I use the Systemic Functional Linguistics perspective to text analysis, specifically the metafunction of texture as projected by Halliday (1967, 1970, 1985, 1994, and 2004), Halliday and Hasan (1976), Martin and Rose (2003) and Martin (2015).
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Pan, Han Ting. "A comparative study of conjunctive cohesion in bilingual legal documents : a corpus-based study of three Hong Kong listed prospectuses and the Hong Kong companies ordinance." Thesis, University of Macau, 2011. http://umaclib3.umac.mo/record=b2525531.

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Silva, Maria Isabel da. "A metalinguagem na crônica de Drummond." Universidade Presbiteriana Mackenzie, 2008. http://tede.mackenzie.br/jspui/handle/tede/2248.

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Fundo Mackenzie de Pesquisa
This essay focuses in the most important process of the articulation of a text, connected in two levels: - syntactic structure and the semantic arrangement. It s around these two axes that the linguistic and speech procedures are explored, axes that are responsible for the meaning of the text. Owing to this, some proposals of the textual linguistics which are concerned about the mainly criteria of textuality and cognitive process have been employed. This essay will focus only on the study of linguistic operations responsible for the production, construction and procedures of texts, whose language is used as metalinguistics. It s also concerned about the surface linking on the level on linguistic components, the conceptual coherence on semantics and cognitive and the pragmatic one, on the level of actions and intentions. The objects of study are short stories written by Carlos Drummond de Andrade, which explore metalinguistic function.
Este trabalho aborda os processos mais importantes de articulação do texto estes integrados em dois níveis: estrutura sintática e organização semântica. Exploram-se em torno desses dois eixos os procedimentos lingüísticos e discursivos responsáveis pela significação do texto. Para isso, foram adotadas propostas da lingüística textual que se preocupa com os principais critérios de textualidade e do processamento cognitivo. Deter-se-à, portanto, no estudo das operações lingüísticas responsáveis pela produção, construção e funcionamento de textos cuja linguagem se propõe como metalingüística. Sua preocupação abrange, também, a coesão superficial no nível dos constituintes lingüísticos, a coerência conceitual no nível semântico e cognitivo e a pragmática no plano das ações e das intenções. O objeto de estudo são crônicas de Carlos Drummond de Andrade, que exploram a função metalingüística.

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Valle, Carmen Lúcia Bueno. "O entrelaçar coesivo e a variação lingüística: um percurso didático-metodológico à luz da linguística textual." Universidade Presbiteriana Mackenzie, 2009. http://tede.mackenzie.br/jspui/handle/tede/2782.

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Based on the theoretical presuppositions of Textual Linguistics and grounded on postulates of the varied Socio-Linguistics, this research wishes to cause a reflection on the possibility of approximation between theory and practice, from verifying the results obtained from texts written by first-year high school students, diastratic linguistic variation users, by means of teaching strategies on text study, in its macro and micro structures. The purpose of this paper is to show that one of the possible ways leading to an effective practice of the Portuguese language teaching, especially in a context of linguistic variation, like the one presented by this alumni group, may be constructed by the teaching of Textual Linguistics, with the aim of making students become textually competent. Through the study of linguistic theories, the analysis was carried through students textual productions in two distinct periods: from the results of the application tests for the selection of applicants and a textual production done by the end of the year with high school students. In both occasions, the writing proposed to students was the same, the creation of a letter to a school newspaper. The comparative analysis between initial and final texts demonstrates a considerable progress in the linguistic competence and register, composed by the accuracy of correct spelling, the use of a wide variety of lexis, and mainly in the cohesion of the produced texts, which was the focus of this research, providing a valuable contribution to the meaning of the text, the coherence. The presentation of a standard pattern of writing was focused, and also a variant one to be used in certain situations, regarding the non-standard writing brought by students as an identity element to their socio-cultural universe. It was concluded that the students proper register and linguistic progress, mainly textual related progress, are possible by means of translating the Textual Linguistics into the practice of Portuguese Language Teaching.
Fundamentada nos pressupostos teóricos da Linguística Textual e respaldada pelas postulações da Sociolinguística variacionista, esta pesquisa busca suscitar uma reflexão sobre a possibilidade de aproximação entre teoria e prática, a partir da verificação dos resultados obtidos nos textos dos alunos de 1º ano de Ensino Médio, usuários de variação linguística de ordem diastrática, por meio de estratégias de ensino pautadas no estudo do texto, em suas macro e micro estruturas. Este trabalho pretende mostrar que um dos caminhos possíveis para a prática efetiva do ensino de Língua Portuguesa, em especial, em um contexto de variação linguística, como o que se apresentava por esse grupo discente, pode ser construído a partir dos ensinamentos da Linguística Textual, com o escopo de tornar os alunos competentes textualmente. A partir do estudo das teorias linguísticas, foi realizada a análise das produções textuais dos alunos em dois momentos distintos: na prova de seleção para ingresso no projeto e uma produção textual feita no final do ano letivo do 1º ano do Ensino Médio. Para as duas situações, utilizou-se a mesma proposta de redação que sugeria a elaboração de uma carta aberta a ser veiculada em um suposto jornal escolar. A análise comparativa entre textos iniciais e textos finais demonstra considerável avanço à competência linguística e apropriação da norma culta, observáveis na grafia correta das palavras, na ampliação do léxico e, principalmente, no entrelaçar coesivo dos textos produzidos foco desta pesquisa , contribuindo enormemente à construção do sentido do texto, a coerência. Priorizou-se a apresentação da norma dita padrão como outra variante a ser utilizada em determinadas situações, preservando a variante não padrão trazida pelos alunos, elemento identitário de seu universo sociocultural. Verificou-se que a apropriação da norma culta e o avanço linguístico dos alunos, em especial no que tange à textualidade, são possíveis por meio da tradução da Linguística Textual em prática de ensino de língua Portuguesa.

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Holmes, Prudence Margaret. "Additive, adversative and causal discourse markers their use, abuse and remediation in the writing of trainee teachers of English /." Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/HKUTO/record/B38626561.

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Pienaar, Mari-Leigh. "Die leesbaarheid van akademiese tekste : 'n tekslinguistiese ondersoek / M. Pienaar." Thesis, North-West University, 2009. http://hdl.handle.net/10394/3108.

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Research conducted in the readability of texts shows that there is an extensive problem with learners' of all phases academic skills in terms of reading comprehension and insight into writing texts in accordance with generally accepted academic standards. It is important that sufficient attention and research are devoted to possible solutions to this problem, since various theorists have found that effective reading and writing skills are of great importance for learners' academic progress and achievement. A reason for this is that most academic material that is made available to learners appear in written format, and that learners have to report on their knowledge in the same format. Although educational institutions formulate academic texts (of which study guides form part) with a high readability level, the current study investigates some problems and shortcomings that appear in study guides. If the readability of the mentioned study material is increased in light of text linguistic insights, learners should have greater accessibility to the textual content, which could impact positively on academic achievement. With the above mentioned in mind, this study focuses on a text linguistic approach to investigating the readability of study guides which are written for first-year learners at a tertiary institution. The main problem addresses how lexical cohesive devices and conjunction markers can be included as part of a text linguistic approach to writing study guides, and how this can be used by authors of study guides in practice as a tool to increase the efficiency of the writing process. The research is conducted on the basis of various theories, which include Systemic Functional Linguistics, Halliday and Hasan's Cohesion theory and Stotsky's adaptation thereof for written academic texts, as well as Hyland's theory about academic metadiscourse. Applicable insights regarding text linguistic criteria for writing academic texts, which are identified through this literature study, are converted into a framework for text analysis and then implemented to investigate the effective use of specific textual markers in the obtained study guides. This will be done in a descriptive and primarily qualitative manner. Ten Afrikaans study guides, pertaining to diverse subject groups, and which were recently used at a tertiary institution as introductory study guides for first-year learners, form the data of this study. In order to conduct a reliable investigation, the data is analised procedurally (with reference to the mentioned text analytical model) by hand and also using WordSmith Tools. Based on both the literature study and the text analysis, guidelines that can be used when writing Afrikaans study guides are formulated from a text linguistic point of view. These guidelines may be used to supplement the existing guide used by writers of study guides at the particular institution. The possibility also exists that these guidelines can be used to improve and standardise the quality and readability of the mentioned learning material.
Thesis (M.A. (Afrikaans and Dutch))--North-West University, Vaal Triangle Campus, 2009.

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Cheung, Wai-fong Margaret. "A study of coherence in writing as a basis to identify teaching materials for engineering students." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19883638.

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Abidin, Linda Indahwati. "An application of Grice's cooperative principle to the analysis of coherence in basic writing." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/981.

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Börjeson, Martins Maria Katarina. "Linguistic Patterns in 13 Reasons Why : A Study on Narrative Cohesion and Televisual Characterization in the Netflix Series 13 Reasons Why." Thesis, Södertörns högskola, Engelska, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-41706.

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The present study conducts a telecinematic discourse analysis of the popular Netflix series 13 Reasons Why and investigates how the linguistic performances of the main characters establish patterns, which provide the series a structure. The aim is todetermine how the series is structured linguistically and how distinct character identity is achieved through language. To do this, transcriptions are made of different parts of the main character’s narration and the second main character’s dialogues in each episode of the series’ first season. Previous research indicates the significant role of different linguistic elements when construing characters and establishing narrative cohesion, such as repetitions, discourse markers, expressivity, stability, logical sense and style of language. This study provides further illustration of how narrative cohesion and characterization are achieved through telecinematic discourse. Such strategies provide the series a structure, which in turn supports variation in characters and setting.

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Sousa, Eliane Alves de. "Coesão e coerência em editorial de jornal: uma perspectiva sistêmico-funcional." Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/13566.

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The objective of this research is to examine cohesion and coherence in editorials of newspapers, checking the lexico-grammatical choices that are made for their realization. Methodologically, the research is based on Halliday s (1985, 1994) Systemic Functional Linguistics (LSF), and on his collaborators. unity is the most important feature of the text, says Hasan (1989), scholar of LSF. It is unity that enables us to distinguish a text from a non text, a complete text, from an incomplete one. There are two kinds of unity: structure unity and texture unity. The property texture or cohesion is related to the perception of the coherence by the reader. This relationship between cohesion and coherence has in Eggins (1994), a systemicist an explanation that I consider quite enlightening. Thus, a text can be coherent in terms of: (a) cultural, if it presents genre structure with its stages and purposes, and (b) situational, if it respects Register rules - through Field, Tenor and Mood variables. Now, a text will be cohesive if: (a) it keeps its participants; (b) if it observes proper lexical selection; and (c) if it uses conjunctions (in this I include the speeches markers) to relate the clauses. Eggins speaks of four types of textual cohesion: (1) referential, (2) lexical, (3) conjunction and (4) conversational structure (this last will be not considered in this research, since I am not analyzing converse). For coherence and cohesion to happen, I also bring the concept of Appraisal (MARTIN, 2000, 2003), broadened by the proposal of cohesion realized by prosody: the attitudinal meaning that extends through the text and links parts of the text through evaluations related among themselves. (LEMKE, 1998). This research should answer the following questions: (i) How is coherence and cohesion realized in the newspaper editorials examined? (ii)Which lexical-grammatical choices realize coherence and cohesion in a newspaper editorial?
O objetivo desta pesquisa é examinar a coesão e a coerência em editorial de jornal, verificando as escolhas léxico-gramaticais que são feitas para a sua realização. Metodologicamente, a pesquisa apoia-se na Linguística Sistêmico- Funcional (LSF), de Halliday (1985; 1994) e seus colaboradores. A unidade é a característica mais importante de um texto, diz Hasan (1989), estudiosa da LSF. É a unidade que nos capacita distinguir um texto de um não-texto, de um texto completo de um incompleto. Há dois tipos de unidade: unidade de estrutura e unidade de textura. A propriedade de textura - ou coesão - está relacionada à percepção de coerência pelo leitor. Essa relação entre coesão e coerência tem em Eggins (1994), da posição de sistemicista, oferece uma explicação que julgo muito esclarecedora. Assim um texto será coerente em termos: (a) culturais, se apresentar estrutura de gênero com seus estágios e finalidades; e (b) situacionais, se respeitar os ditames do registro através das variáveis de Campo, Relações e Modo. Já um texto será coeso se: (a) mantiver os participantes; (b) observar seleção lexical adequada; e (c) utilizar conjunções (em que incluo os marcadores discursivos) para relacionar as orações. Eggins fala em quatro tipos de coesão: (1) referencial, (2) lexical, (3) conjunção e (4) estrutura conversacional (este último não será considerado nesta pesquisa, já que não trato da conversa). Para a realização da coesão e da coerência, trazemos também a noção de Avaliatividade (Appraisal) (MARTIN, 2000, 2003), ampliada pela proposta da coesão por realização prosódica: o significado atitudinal que se estende pelo texto e une partes do texto através de avaliações relacionadas entre si (LEMKE, 1998). A pesquisa deve responder às seguintes perguntas: (i) Como se realizam a coerência e a coesão nos editoriais de jornal examinados? (ii) Que escolhas léxico-gramaticais realizam a coerência e a coesão em um editorial de jornal?

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Chi, Cecillia Wanjun. "A study on Hong Kong celebrities' interviews: how they achieve cohesion and coherence in their answers and the ideological differences between male and female celebrities." HKBU Institutional Repository, 2016. https://repository.hkbu.edu.hk/etd_oa/144.

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This paper focuses on investigating how the Hong Kong celebrities achieve cohesion and coherence in their oral interviews and the ideological differences between male and female. In order to explore these celebrities' text structure and cohesive ties, I examine their discourse grammar and the usage of cohesive devices. To further understand how these celebrities achieve coherence, I focus on how they relate their texts to the context and make them meaningful to the listener. With the use of discourse analysis, I also attempt to identify the ideologies these celebrities have by analysing their interviews, and highlight the ideological differences between male and female. This paper discusses the various strategies in which the celebrities employ in order to achieve cohesion and coherence. They make their texts cohesive by adopting different cohesive devices. They have different ways to make their texts coherent. One can examine the meaning of a text by analysing the speech he or she makes. One can also understand his or her ideologies by looking at how he or she structures sentences. 本論文研究香港的名人在他們的采訪中如何做到語義連貫及順暢，並研究男性與女性在采訪中思維方式的差別。本文通過研究名人們的語篇語法和他們如何使用銜接手段來探討他們的語篇結構和句子銜接方法。為了研究香港名人如何做到語義流暢，本文分析這些香港名人如何聯系上下文使聽眾理解他們的意思。本文借助語篇分析，通過研究名人的采訪來明確他們的思維方式，並突出男性與女性思維方式的差別。本研究探討了名人為了實現語義連貫與順暢而使用的多種方法，他們使用不同的銜接手段來實現語義連貫，他們也有不用的方法使語盲流暢、易懂。透過分析壹個人的語篇，可以研究他或她話語的涵義。透過分析壹個人話語中的句子結構，可以去理解他或她的思維方式。

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Gonçalves, Fernanda de Castro. "Língua e gênero em redações dissertativo-argumentativas: um enfoque sistêmico funcional." Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/13504.

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Secretaria da Educação do Estado de São Paulo
This research came into light due to the need to help my students produce written texts. The dissertational text is, in fact, an argumentative-dissertational text, for, according to Koch (1987), social interaction through language occurs mainly by argumentation. The difficulty in students´ communication, mainly the writing of the argumentative text, has always been present in teachers and researchers´discourses in the education field. Porta (2002), as a philosophy researcher is concerned with the relationship: Situation description- Problem- Thesis- Argumentation. Thus, a dissertational-argumentative text begins with a Description of a problem, proposes a Solution (actually, solution hypothesis) in favor of which the argumentation is presented. In case there are several hypotheses, he adds, it is the arguments that will select the best of them. As long as Description is concerned, he goes on saying that descriptions can play a leading role in many ways; what can´t be done is eliminating the problem as such, reducing the philosophical thesis to a mere description. Considering such questions, what I have observed in my student´s essays (I previously discuss the matter with them) is a tendency to describing the Situation (e.g. violence in São Paulo city), in that little attention is given to pointing out the Problem and because of that, there is no room for a Solution to the problem and being so, less attention is given to the Argumentation. Being a a systemicist, Eggins (1994) claims that the coherence of a text is based on two factors: (a) appropriateness to the genre, which involves a schematic structure (or genre structure) in its stages and finalities and (b) appropriateness to the linguistic register, which must comply with the variables of Field (subject matter), Tenor (the roles of the participants in an interaction) and Mode (how language organizes such elements). The objective of this research is to examine cohesion and coherence in dissertational- argumentative texts written by 2nd year high school students examining their linguistic structure and genre in order to check how they occur in their dissertational-argumentative texts to spot possible problems in these fields. My analysis is based upon Systemic Functional Linguistics ( developed by Halliday 1985; 1994 and his co-authors), which attempts to develop a theory about language as a social process and a methodological process that leads to a detailed and systemic description of the linguistic standards taking into account genre.Therefore, this research must answer the following research questions: (a) how is the genre structure configured in the examined essays? (b) How is the language in these essays presented?
dissertativoargumentativo, pois, como diz Koch (1987), a interação social por intermédio da língua caracteriza-se, fundamentalmente, pela argumentatividade. A dificuldade de comunicação escrita do aluno, em especial, nesse sentido, da redação do texto argumentativo, esteve sempre presente no discurso de professores e pesquisadores da área da educação. Porta (2002), de sua posição de estudioso da Filosofia, trata da relação: Descrição da Situação - Problema Tese Argumentação. Assim, um texto dissertativo-argumentativo, inicia-se com uma Descrição de um Problema, propõe-se uma Solução (na verdade, hipótese de Solução), em favor da qual apresenta-se a Argumentação. No caso de haver várias hipóteses, diz ele, são os argumentos que vão selecionar a melhor delas. A respeito da Descrição, diz ele que a descrição pode desempenhar um papel preponderante em vários sentidos; o que não pode é eliminar o problema enquanto tal, reduzindo, assim, uma tese filosófica a uma mera descrição. Com referências a essas questões, o que tenho verificado nas redações dos meus alunos (com quem sempre discuto previamente o assunto) é uma tendência à descrição da Situação (e.g. violência na cidade de São Paulo), em que pouca atenção de dá ao delineamento do Problema, e que, por isso, não dá lugar à apresentação de uma proposta (hipótese) de Solução, e, assim sendo, menos ainda para os Argumentos em defesa dessa proposta. Eggins (1994), de sua posição de sistemicista, afirma que a coerência de um texto repousa em dois fatores: (a) a adequação ao gênero, que envolve a estrutura esquemática (ou de gênero) com seus estágios e finalidades e (b) a adequação ao registro linguístico, que deve respeitar as variáveis de campo (assunto), relações (os interlocutores envolvidos) e modo (como a língua organiza esses elementos). O objetivo desta pesquisa é examinar a coerência e a coesão de textos dissertativo-argumentativos, escritos por alunos de 2º ano do Ensino Médio, examinando sua estrutura linguística e sua estrutura de gênero, a fim de verificar como elas se realizam em seus textos dissertativoargumentativos para detectar possíveis problemas nessas áreas. Assim, a pesquisa deve responder às seguintes perguntas de pesquisa: (a) Como se configura a estrutura de gênero nas redações examinadas? (b) Como se apresenta a linguagem dessas redações? Em minha análise, recorro à Linguística Sistêmico-Funcional, desenvolvida por Halliday (1985; 1994) e seus colaboradores, a qual procura desenvolver uma teoria sobre a língua como um processo social e uma metodologia que permita uma descrição detalhada e sistemática dos padrões linguísticos, tendo em vista o gênero

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Silva, Damares Souza. "Transposição didática: uma proposta de ensino da referenciação na produção escrita." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20124.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
The subject of this study is centered on the teaching of referencing and its respective effects of meaning in the production of written text, having as perspective Chevallard's rules that guide the concept of didactic transposition. The questions that guide the study are: what historical factors related to the the formation of Portuguese language discipline can facilitate the understanding of features that permeate the practice of first language teaching nowdays? How teaching interventions of the referentiation concept can promote the field of this discursive activity by providing students the ability to produce and develop the sense effects on their written work? Which aspects can help the teacher develop, deepen and enhance the ability to convert theory into practice with regard to the teaching of writing? The overall objective of the present research sought to examine the effects of referentiation in the letters written by ninth grade students of elementary school after educational intervention about the concept of referentiation. We consider four specific objectives: identify what is the relationship of the student with the textual production; apply a proposal for teaching the referentation concept and its respective meaning effects; clarify the potential effects of referentiation meaning in the letter writing; guide the participant to compose a reader letter aiming at referentiation as a resource for argument. The investigation is beaconed in authors such as Mondada and Dubois (2003), Koch (1987; 1989; 1996; 1997; 2002; 2004), Koch and Elias (2009; 2012), Marcuschi (1983; 2001; 2005; 2007), Cavalcante (2004; 2005; 2010; 2014), Soares (1997; 2002), Pietri (2010), Abrão (2009), Chevallard (1991) and Vygotsky (1984). We start with the following assumptions: the students can learn and deepen their knowledge of written language by articulating aspects of their own experiences in society with new concepts taught in school; the teacher is able to grasp updated concepts developed in the academic area and, in possession of that theoretical framework, be the author of his Portuguese language teaching practice, converting theory into practice as is guaranteed him direct access to updated theoretical knowledge about language teaching; the knowledge of the historical formation aspects of the Portuguese language curricular discipline can help to identify possible ways to develop, analyze and build proposals in order to fix first language teaching problems nowdays. We analyzed 15 textual productions. Based on the result of the analysis of these productions, we concluded that the three questions that erected this work more the proposed objective helped us to recognize that it is possible to teach students the referentiation concept, offering edcation policies that take in consideration the students heterogeneity so that the student can use the various possibilities of interaction increased by the referral process to produce meaning effects on his written work
O tema deste estudo está centrado no ensino da referenciação e seus respectivos efeitos de sentido na produção do texto escrito, tendo como perspectiva as regras que orientam o conceito de transposição didática de Chevallard. As questões que norteiam o estudo são: de que modo as intervenções de ensino do conceito de referenciação podem favorecer o domínio da referida atividade discursiva proporcionando ao estudante a capacidade de produzir e desenvolver efeitos de sentidos na sua produção escrita? Quais aspectos podem colaborar para que o professor desenvolva, aprofunde e potencialize a capacidade de converter a teoria em prática no que diz respeito ao ensino da escrita? O objetivo geral da presente investigação buscou analisar os efeitos de sentido da referenciação nas cartas de leitor produzidas pelos alunos do nono ano do ensino fundamental após uma intervenção de ensino acerca do conceito de referenciação. Consideramos quatro objetivos específicos: identificar qual a relação do aluno com a produção textual; aplicar uma proposta de ensino sobre o conceito de referenciação e seus respectivos efeitos de sentido; explicitar as potencialidades dos efeitos do sentido da referenciação no gênero carta do leitor; orientar o participante a compor uma carta do leitor visando o uso da referenciação como recurso para compor o argumento. A investigação está balizada em estudos de Mondada e Dubois (2003), Koch (1987; 1989; 1996; 1997; 2002; 2004), Koch e Elias (2009; 2012), Marcuschi (1983; 2001; 2005; 2007), Cavalcante (2004; 2005; 2010; 2014), Soares (1997; 2002), Pietri (2010), Abrão (2009), Chevallard (1991) e Vygotsky (1984). Partimos das seguintes hipóteses: o aluno pode aprender e aprofundar seus conhecimentos sobre a língua escrita articulando aspectos de sua vivência em sociedade com novos conceitos ensinados na escola; o professor é capaz de apreender conceitos atualizados desenvolvidos no espaço acadêmico e, em posse do referido arcabouço teórico, ser autor da sua prática de ensino da língua portuguesa, convertendo a teoria em prática à medida que lhe seja garantido o acesso direto ao conhecimento teórico atualizado acerca do ensino da língua; o conhecimento dos aspectos históricos da constituição da disciplina curricular da língua portuguesa pode contribuir para identificar possíveis caminhos para desenvolver, analisar e erigir propostas com a finalidade de sanar problemáticas do ensino da língua materna nos dias atuais. Analisamos 15 produções textuais. Partindo do resultado da análise das referidas produções, concluímos que as duas perguntas que erigiram esse trabalho mais o objetivo proposto e aplicado nos ajudaram a reconhecer que é possível ensinar ao aluno o conceito de referenciação, oferecendo condições de ensino que considerem a heterogeneidade discente, de modo que o estudante possa usar as várias possibilidades de interação potencializadas pelo processo de referenciação para produzir efeitos de sentido em sua produção escrita

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Porto, Edilma Messias. "As anáforas indiretas e a espontaneidade na produção textual dos aprendizes da educação profissionalizante." Pós-Graduação em Letras, 2013. https://ri.ufs.br/handle/riufs/5686.

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The study of indirect anaphora leads to rethink the issue of anaphoric processes used in textual productions. The very coherence shall be taken as a principle of interpretation Marcuschi (2005) and, in the interim of this assertion, the indirect anaphoras are considered important in the construction of meanings and textual progression. The indirect anaphoras as noted Marcuschi (2005) have in cognitive processes and strategies to inferentially decisive basis in the activity of textualization. The use of anaphoric processes was also present in the texts constructed by the students in the classes of the course offered at the Youth Apprentice - Senac Sergipe. However, these uses occurred in different ways for young people with different levels of education. It is in this context that we seek the theoretical linguistics textual to discuss issues such as referencing objects of discourse, indirect anaphora, the anchor, the consistency considered important in the discussion of the use of process reference. Work guided by the points of view of Marcuschi (2005), Mondada; Dubois (2003), Koch (2009), Cavalcante (2010, 2011, 2012, 2013) of the light reflected on such theoretical ratio between the greater or lesser use of anaphora and indirect schooling of learners. Before we draw primarily theoretical postulates some considerations on the historical linguistics Textual because we believe that some anaphoric processes are still in line with the theoretical discussions of the first and second phase of LT also opened space to discuss the notions of text, context and subject adopted in our work. Then we discuss the referral as discursive activity to reflect on it from the anaphora, specifically, indirect, beyond the role of anchors in the construction of coherence. In order for us are guided in identifying indirect anaphora in texts of learners adopts the proposed classificatory Marcuschi (2005) which was briefly discussed. Therefore, we point out the methodological steps followed for the analysis of texts and, finally, we analyze the productions of the learners in order to track the extent to which greater or lesser use of indirect anaphora is influenced by education level of the learners. In this context, this research is configured as qualitative, given the discursive analysis of the greater or lesser use of indirect anaphora in the corpus of the work.
O estudo das anáforas indiretas leva a repensar a questão dos processos anafóricos utilizados nas produções textuais. A própria coerência passa a ser tida como um princípio de interpretação Marcuschi (2005) e, no interim dessa assertiva, as anáforas indiretas são consideradas importantes na construção dos sentidos e na progressão textual. As anáforas indiretas como lembra Marcuschi (2005) têm nos processos cognitivos e nas estratégias inferenciais a base decisiva na atividade de textualização. O uso de processos anafóricos também se fez presente nos textos construídos pelos estudantes nas aulas do curso Adolescente Aprendiz ofertado no Senac-Sergipe. No entanto, esses usos aconteceram de distintas maneiras pelos jovens com diferentes graus de escolaridade. É nesse contexto que buscamos o aporte teórico da Linguística textual ao discutirmos questões como a referenciação, os objetos de discurso, a anáfora indireta, a âncora, a coerência considerados elementos importantes na discussão sobre o uso dos processos referencias. Trabalhamos norteados pelos pontos de vistas de Marcuschi (2005), Mondada; Dubois (2003), Koch (2009), Cavalcante (2010; 2011; 2012; 2013), à luz de tais teóricos refletimos sobre a relação entre o maior ou menor uso das anáforas indiretas e o grau de escolaridade dos aprendizes. Diante dos postulados teóricos traçamos primeiramente algumas considerações sobre o percurso histórico da Linguística Textual porque acreditamos que alguns processos anafóricos ainda estão em consonância com as discussões teóricas da primeira e da segunda fase da LT, além disso, abrimos espaço para discutirmos as noções de texto, contexto e sujeito adotadas em nosso trabalho. Em seguida, discutimos sobre a referenciação enquanto atividade discursiva para a partir disso refletirmos sobre as anáforas, especificamente, as indiretas, além do papel das âncoras na construção da coerência. No intuito de nos norteamos na identificação das anáforas indiretas nos textos dos aprendizes adotamos a proposta classificatória de Marcuschi (2005) que foi brevemente discutida. Por conseguinte, apontamos os passos metodológicos seguidos para a análise dos textos e, por fim, analisamos as produções dos aprendizes a fim de verificamos em que medida o maior ou menor uso das anáforas indiretas é influenciado pelo grau de escolaridade dos aprendizes. Nesse contexto, esta pesquisa se configura como qualitativa, haja vista à análise discursiva do maior ou menor uso das anáforas indiretas nos corpus do trabalho.

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Bystrova-McIntyre, Tatyana. "Cohesion in Translation: A Corpus Study of Human-translated, Machine-translated, and Non-translated Texts (Russian into English)." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1353451112.

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Núñez, Peña María Isabel. "Análisis del componente N400: estudio de diferentes formas de incongruencia." Doctoral thesis, Universitat de Barcelona, 2001. http://hdl.handle.net/10803/670509.

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A finales de los años 80 y principios de los 90, un grupo de investigadores del departamento de Metodología de las Ciencias del Comportamiento de la Universidad de Barcelona elaboró varios trabajos en el campo de la Neurociencia Cognitiva (Cosculluela, 1992; Honrubia, 1989; Salafranca, 1991; Solanas, 1990; y, Turbany, 1992). Nuestro estudio pretende dar continuidad a aquellos trabajos y, en concreto, enlaza con la tesis de la Dra. Honrubia. Una de las preguntas que lanzó en su trabajo es la que originaría años después éste: ¿Es el N400 un indicador del procesamiento del lenguaje o, por el contrario, es un indicador de desapareamiento general? Hasta el año 1989, fecha en que la Dra. Honrubia defendió su tesis, se habían publicado varios artículos sobre el componente N400. Mientras que un grupo, liderado por los descubridores de este componente -Hillyard y Kutas-, lo concebía como un indicador específico del procesamiento lingüístico, otros investigadores habían obtenido ondas negativas equiparables al componente N400 ante incongruencias en tareas no lingüísticas. En definitiva, el problema estaba servido y era necesario intentar delimitar y precisar la naturaleza de este componente. En definitiva, el objeto de esta tesis es estudiar la posible especificidad del componente N400. En las páginas siguientes profundizaremos en la polémica e intentaremos echar un poco de luz sobre su origen. Daremos comienzo a la exposición ofreciendo al lector un breve capítulo introductorio al tema de los potenciales evocados. Después presentaremos, ahora sí con detalle, la evolución histórica de la aparición en la literatura científica del componente N400 desde su descubrimiento, en 1980, hasta la actualidad. Comprobaremos cómo a pesar de tratarse de un componente cuyo descubrimiento es relativamente reciente, la producción científica (tanto en trabajos de investigación como en reflexión teórica) que ha originado alcanza un volumen considerable.

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Trindade, Zélia do Socorro Pinto. "A lenda do Açaí recontada por alunos do ensino fundamental: a macro-organização textual e as escolhas léxico-gramaticais coesivas e avaliativas sob a ótica da perspectiva sistêmico-funcional." Pontifícia Universidade Católica de São Paulo, 2010. https://tede2.pucsp.br/handle/handle/14132.

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Conselho Nacional de Desenvolvimento Científico e Tecnológico
This study, which is part of the Project DIRECT (LAEL-PUC/SP), aims to analyze written narratives produced by students in 5th and 8th grades of two public schools in Santana, a town of Amapá State. The corpus consists of 90 narratives written by students from these two schools (one located in the urban area and other in the outskirts). We have chosen to focus on narratives (Martin & Rose, 2008), because we do believe that working with this genre is a powerful tool in order to approach culture and encourage learners to come closer to the world of reading, besides the fact that narrative is the genre which is most present and dealt with at school. The narrative chosen was "The legend of Açaí , typical of the Amazon region. The data were collected during the production activity of text, in which the teacher-researcher told the story to the students and asked them to reproduce it. The research aims to carry out a qualitative/quantitative data, analyzing textual structure, cohesion (conjunctive elements) and evaluative lexical items (appraisal). To do this we used the theoretical framework of Systemic Functional Linguistics (Halliday, 1985, 1994; Halliday and Matthiessen, 2004; Halliday and Hasan, 1976 and their followers) who sees language as a result of socio-cultural context, with its focus is the study of language in use, focusing on the social nature of meaning production and the cultural and situational context of the speakers/writers. The analysis were carried out with the support of methodological tools offered by the Corpus Linguistics (LC) (Berber-Sardinha, 2004), more specifically the computer program WordSmith Tools (Scott, 1999). The results lead us to believe that the difficulties of writing submitted by students in question seem to be related more to the mismatch between age-range than the socioeconomic context, since the students the context of the periphery, in many respects, proved to have fewer problems writing that his colleagues in the urban context
Este trabalho, inserido no Projeto DIRECT (LAEL-PUC/SP), tem como objetivo analisar narrativas escritas produzidas por alunos de 5ª e 8ª séries de duas escolas públicas do município de Santana, Estado do Amapá. O corpus de estudo é composto por 90 narrativas de alunos de duas escolas públicas (urbana e periférica). A opção por narrativas (Martin e Rose, 2008) se deu por acreditarmos que o trabalho com esse gênero constitui-se um rico instrumento de resgate cultural e de aproximação prazerosa da criança com o mundo da leitura e também por ser o gênero mais presente e trabalhado na escola. A narrativa escolhida foi A lenda do açaí , típica da Região Amazônica. Os dados foram coletados durante atividade de produção de texto, na qual a professorapesquisadora contou a história para os alunos e eles a escreveram. A pesquisa se propõe à realização de uma análise qualitativa/quantitativa dos dados, analisando a estrutura textual, a coesão (elementos conjuntivos) e o léxico avaliativo atitudinal (avaliatividade). Para isso, adotamos o arcabouço teórico da Lingüística Sistêmico-Funcional (Halliday, 1985, 1994; Halliday e Matthiessen, 2004; Halliday e Hasan, 1976 e seus seguidores), que vê a língua como fruto do contexto sócio-cultural, tendo seu foco no estudo da linguagem em uso, centrando-se na natureza social de produção de significados e na contextualização cultural e situacional dos falantes/escritores. As análises foram realizadas com o apoio do instrumental metodológico oferecido pela Lingüística de Corpus (LC) (Berber-Sardinha, 2004), mais especificamente pelo Programa Computacional WordSmith Tools (Scott, 1999). Os resultados nos levam a crer que as dificuldades de escrita apresentadas pelos alunos em questão parecem estar relacionadas mais ao desencontro entre idade-série do que ao contexto socioeconômico, uma vez que os alunos do contexto de periferia, em vários aspectos, demonstraram ter menos problemas de escrita que seus colegas do contexto urbano

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Klassen, Johanna. "Teaching coherence in writing : rationale for a tertiary level programme /." Thesis, Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/HKUTO/record/B38626585.

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Роєнко, Л. В. "Text coherence and cohesion as linguistic categories." Thesis, Київський національний університет технологій та дизайну, 2017. https://er.knutd.edu.ua/handle/123456789/7405.

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Orlando, Maria Célia da Silva. "A coerência e a coesão nas redações dos alunos do ensino médio sob a perspectiva da lingüística sistêmico-funcional." Pontifícia Universidade Católica de São Paulo, 2008. https://tede2.pucsp.br/handle/handle/14018.

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This study aims to investigate argumentative essays written by second grade students attending the first year of evening classes in a public high school in Sao Paulo. The factors which have led me to do this research are two: the proposal made by the State Secretary of Education through the necessity to rise the level of the test grades administered by the School Achievement Assessment System of the State of Sao Paulo (SARESP), and students concern to improve their writing skills so as to get into university and the labor market. The corpus of this research consists of 70 argumentative essays, two of which have been chosen for the analysis. The criteria used for the analysis are recentness and sameness of theme. For the analysis of the data of this qualitative study we have drawn upon the Systemic Functional Linguistics of Halliday & Hasan (1976), Halliday & Hasan (1989) and Eggins (1994), as well as on more recent researches which have enriched the notions of cohesion and coherence. Thus, as far as text coherence is concerned, its analysis has been carried out by taking into account the notions of cultural and situational contexts. The analysis of text cohesion, on the other hand, has been made by observing lexical choice, maintenance of participants and use of conjunctions. The results have shown that the non-observance of those criteria may explain why the texts examined lacked both coherence and cohesion, which affects the argumentative effect desired by the author
Esta pesquisa tem como objetivo examinar textos dissertativo-argumentativos, produzidos por alunos da 1ª série do Ensino Médio da Rede Pública, do período noturno, motivada pela proposta da Secretaria Estadual da Educação sobre a necessidade de elevação dos índices nos resultados dos exames do Sistema de Avaliação e Rendimento Escolar do Estado de São Paulo SARESP - e pela preocupação dos próprios alunos em melhorar o nível de suas produções escritas com vistas às vagas da universidade e do mercado de trabalho. O corpus desta pesquisa é composto de 70 redações das quais foram selecionadas duas para análise, considerando os seguintes critérios: recenticidade, tema idêntico. Para a análise dos dados deste estudo qualitativo, buscamos apoio, basicamente, na Lingüística Sistêmico-Funcional, através de Halliday & Hasan (1976), Halliday & Hasan (1989) e Eggins (1994), além de contribuições mais recentes que têm enriquecido as noções de coesão e de coerência. Assim, as redações são analisadas em relação à coerência por meio das noções de contexto cultural e contexto situacional e, em relação à coesão, pela manutenção dos participantes, da seleção lexical e do uso das conjunções. Os resultados demonstraram que a não observância dos referidos critérios pode explicar a razão dos textos examinados carecerem de coerência e de coesão, o que prejudica a argumentação delineada pelo seu autor

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Cossentini, Adriana Aparecida [UNESP]. "A coesão na produção textual: um estudo sobre textos produzidos por alunos da educação de jovens e adultos." Universidade Estadual Paulista (UNESP), 2002. http://hdl.handle.net/11449/91745.

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Trata-se de uma pesquisa sobre a produção de textos realizada na E.E.P.S.G José Augusto Ribeiro, na cidade de Assis - SP, onde foi averiguado como se processa o ensino da expressão escrita de 2ª e 3ª séries da Educação de Jovens e Adultos (Supletivo). Observei e, posteriormente, realizei diagnósticos dos problemas textuais dos alunos, das concepções do professor com referência ao trabalho em sala de aula, além de ter apresentado sugestões de trabalho com coesão e, conseqüentemente, com a produção de textos. Durante as observações em sala de aula, atentei para a hipótese do déficit lingüístico, ou seja, verifiquei se ele é o principal responsável pelas dificuldades de aprendizagem e se ele afeta os alunos da Educação de Jovens e Adultos. A pesquisa, em suas conclusões, aponta os problemas que dificultam o processo ensino-aprendizagem, bem como procura colaborar para solucioná-los, orientando para outras formas de ensino que podem ser utilizadas pelos professores, para que se atinja um maior índice de aprendizagem, levando-se em conta que a curta duração do curso não deve impedir a instauração da capacidade crítica dos alunos.
This dissertation deals with texts written by young and adult students of second and third grades of a high school in Assis, São Paulo State. The students' writing and the teachers' comprehension as to their teaching activities were first analyzed and then listed so that suggestions could be presented to achieve the writing of texts with cohesion. Such an observation showed a linguistic deficit hypotheses, that is, I found out that such a deficit is the main cause of learning difficulties affecting both young and adults students. The conclusions point to the problems that make the teaching-learning process difficult as well as try to solve them, showing to the teachers other possible ways of teaching, so that a higher level of learning could be attained, taking into consideration the shortness of the course.

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Lohrer, Magda Branco. "A coesão e a coerência em função da persuasão em texto dissertativo-argumentativo: uma abordagem sistêmico-funcional." Pontifícia Universidade Católica de São Paulo, 2009. https://tede2.pucsp.br/handle/handle/14125.

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The aim of this research is to study the compositions written by students trying to get into the Administration course of a private university in Curitiba, Paraná. Some of these students will eventually take my courses Personal Development, which is taught in the first semester, and Interpersonal Development, which is taught in the second. Choosing these compositions instead of the ones written by first year undergraduates of the Administration course has to do with my desire to investigate the quality of the texts produced by students who had finished high school in 2007. By doing so we would be able to answer the following question: what kind of text producer has my college been receiving? The answers provided by this research will generate other questions: how can these students be helped? Hasn t the university mistakenly taken for granted that undergraduate students are proficient text writers? Do these students make spelling mistakes? Does their writing lack coherence? What kind of problems are there in these texts in relation to textual cohesion and discourse coherence in terms of the pragmatic context of argumentative/persuasive interaction between writer and reader? This research is grounded on qualitative methodology, for it aims at investigating the argumentative texts written by the students above mentioned. The theoretical approach we will draw upon is the Systemic Functional Linguistics (SFL), by Halliday (1985, 1994, 2004) and his coworkers. SFL sees language as a social process and it develops a methodology which allows a detailed and systematic description of linguistic patterns. The corpus used in this research is made up of 16 compositions whose quality was seen to be good enough for students to be accepted at the Administration course of the private university where I work
O presente estudo tem como objetivo examinar redações de vestibular produzidas por vestibulandos que aspiram ao curso de Administração de uma Faculdade particular sediada na cidade de Curitiba (PR), que futuramente serão meus alunos, na disciplina de Desenvolvimento Pessoal, no primeiro semestre do curso, e Desenvolvimento Interpessoal, no segundo semestre. A escolha das redações de vestibular e não de textos produzidos por alunos do Curso de Administração deveu-se a nossa curiosidade inicial em verificar a qualidade dos textos produzidos por alunos que terminaram o curso médio (2007). Propomos o seguinte questionamento: que tipo de produtor de texto recebe essa faculdade? Diante da realidade que esta pesquisa apontar, o que se deve proporcionar a esses alunos? Não haveria, da parte da faculdade, a tendência a julgar que o aluno universitário já tenha completa proficiência na escrita? Este aluno comente erros ortográficos? Incorre em incoerência, propondo um tema e desenvolvendo outro? Que tipo de falhas esses textos apresentam em termos de coesão textual e coerência discursiva, tendo em vista o contexto pragmático de interação argumentativa/persuasiva entre escritor e leitor? Metodologicamente, esta pesquisa está pautada na metodologia qualitativa, por se tratar de um estudo de textos argumentativos produzidos por alunos. O estudo fundamentou-se basicamente na Linguística Sistêmico-Funcional (LSF), de Halliday (1985, 1994, 2004) e seus colaboradores. A LSF procura desenvolver uma teoria sobre a língua como um processo social e uma metodologia que permita uma descrição detalhada e sistemática dos padrões linguísticos. O corpus desta pesquisa é composto de 16 redações, avaliadas como satisfatórias para fins de permitir o ingresso dos referidos alunos ao curso de Administração de Empresas na faculdade mencionada

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Santana, Gilvan da Costa. "Referenciação em gênero discursivo : uma proposta de trabalho com anáfora direta em produção de texto dissertativo." Universidade Federal de Sergipe, 2015. https://ri.ufs.br/handle/riufs/6461.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
The written Portuguese Language teaching should imply the analysis of expressive features present in each individual context. This is the need to approach writing as a process, the result of a process of reflection on language and knowledge of the constitution and functioning of the language. What should carry is a productive education for the acquisition and improvement of language skills. To achieve the objectives of this project, have been developed as primarily theoretical studies involving the following: speech genres and multimodality; portuguese language teaching from the perspective of the PCN; processes, resources and referral mechanisms. That said, in this TCF, it is made a reflection on language and its realization, starting with texts, referring expressions and situations of construction of textuality. All this culminates in the didactic proposal to provide the contact opportunity of students with referral as a discursive process of building texts, making use of activities that lead students to operate this feature. The use of referral is one of the common problems in the establishment of cohesion and coherence in texts produced by students of ninth grade. With our experience, we aim to contribute to understanding and application of such a process towards collaboration in search of resolving difficulties of teacher and student in didactic teaching approach in terms of this aspect of textual production. Along the way, we come to some very relevant clarifications. Highlighting them: on anaphora as referral process, we need to deconstruct the idea that conceives the pronoun as the only part of speech that can be constituted as anaphoric; anaphora is a textual semantic phenomenon not only coreferential (direct anaphora - cotextual) but also inferential (indirect anaphora - contextual); key is to be built significant referral chains, establishing cohesive unit through this procedure.
O ensino de Língua Portuguesa escrita deve pressupor a análise de recursos expressivos presentes em cada contexto do indivíduo. Trata-se da necessidade de abordagem da escrita como processo, fruto de um trabalho de reflexão sobre a linguagem e conhecimento sobre a constituição e funcionamento da língua. O que se deve efetivar é um ensino produtivo para aquisição e aprimoramento de habilidades linguísticas. Para consecução dos objetivos desta empreitada, foram desenvolvidos precipuamente estudos teóricos que envolveram os seguintes aspectos: gêneros de discurso e multimodalidade; ensino de língua portuguesa na perspectiva dos PCN; processos, recursos e mecanismos de referenciação. Isso posto, neste TCF, faz-se uma reflexão sobre linguagem e sua realização, partindo-se de textos, expressões referenciais e situações de construção da textualidade. Tudo isso culmina com a proposta didática de oportunizar o contato dos alunos com referenciação como processo discursivo de construção de textos, lançando mão de atividades que levem os alunos a operar esse recurso. O emprego da referenciação é um dos frequentes problemas no estabelecimento de coesão e coerência em textos produzidos pelos alunos de nono ano. Com nossa experiência, visamos a um contributo de compreensão e aplicação de tal processo no sentido de colaboração em busca de dirimir dificuldades do professor e do aluno em termos didático-pedagógicos na abordagem desse aspecto de produção textual. Ao longo do percurso, chegamos a algumas elucidações bem pertinentes. Destaquemo-las: sobre a anáfora como processo de referenciação, é preciso desconstruir a ideia que concebe o pronome como a única classe de palavra que pode se constituir como anafórica; a anáfora é um fenômeno semântico textual não só correferencial (anáfora direta - cotextual) mas também inferencial (anáfora indireta – contextual); fundamental é que se construam cadeias de referenciação significativas, estabelecendo-se unidade coesiva por meio desse procedimento.

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Ameen, Fadhil Hamasaeed. "Les facteurs de cohésion textuelle dans la poésie d’Al-Bayyātī." Thesis, Lyon, 2018. http://www.theses.fr/2018LYSE2081/document.

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La cohésion constitue une notion essentielle parmi les notions qui se rattachent aux linguistiques textuelles, car elle est au centre des recherches et études qui portent sur l’analyse des textes, étant donné qu’elle se donne pour perspective la focalisation sur le texte dans son ensemble, comme étant un système complet et chevauché. Ainsi cette étude vise à mettre en lumière la cohésion textuelle et son impact dans la coordination entre les phrases et les paragraphes dans le système textuel. L’étude traite également les facteurs et les mécanismes reliant entre les parties du texte au niveau grammatical, lexical etpragmatique, lesquels permettent d’exprimer parfaitement le sens et par conséquent forment un texte qui jouit de toutes les caractéristiques textuelles.L’étude démontre qu’en dépit de l’autonomie qui caractérise la linguistique du texte, considérée comme une science à part par les scientifiques occidentaux, toutefois, ses racines existent dans l’héritage linguistique arabe, sous forme de parties disparates que l’on retrouve dans plusieurs domaines tels que la grammaire et la rhétorique.La présente étude a choisi comme matière la poésie de ʿAbd Al-Wahhāb AlBayyātī, ce poète pionnier qui a contribué avec ses confrères à la renaissance de la poésie arabe moderne à la fin de la première moitié du vingtième siècle, car il avait présenté une production poétique abondante avec un style innovant adapté à l’actualité de son époque. L’étude met l’accent sur la présence des notions textuelles dans les poèmes d’Al-Bayyātī, et son habileté quant à l’emploi et à l’exploitation desdites notions, d’une part pour réaliser la textualité dans son poèmes, et d’autre part afin d’exprimer son expérience poétique, laquelle est enrichissante, profonde et variée, fusionnant entre le patrimoine et la modernité
Cohesion is an essential notion within textual linguistics as cohesion has alwaysbeen at the heart of the research studies that focus on textual analysis, because cohesion places a great impact not just on the different components of a text but on the entire text as a complete and overlapping system. Thus, this study aims to highlight the textual cohesion and its impact on the organisation of sentences and paragraphs within the textual system. The study also deals with the factors and mechanisms that are linked to the parts of the text at the grammatical, lexical and pragmatic levels which together allow the writer to express a thorough and explicit meaning and to consequently form a text that enjoys and contains all the textual characteristics.The study shows that despite the uniqueness that characterizes the linguistics of the text that Western linguists consider as a separate branch, the roots of this have been present within the Arabic linguistic heritage, but have been dealt with as distinct parts, especially within areas such as grammar and rhetoric.The present work has chosen the poetry of ʿAbd Al-Wahhāb Al-Bayyātī as the subject of this study. Together with his contemporaries, this pioneer poet has contributed to the revival of modern Arabic poetry towards the end of the first half of the twentieth century he presented bountiful poetic productions with an innovative style that suit the ongoing developments of his time. The study focuses on the presence of textual concepts in Al-Bayyātī’s poems, and his ability to use and exploit these notions on the one hand and to achieve the element of textuality in his poems on the other hand. This reveals his deep, rich, profound and diverse poetic experience that merged heritage and modernity

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Dissertations / Theses on the topic 'Cohesion (Linguistics)'

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