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Dissertations / Theses on the topic 'English language conventions'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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1

Curtis, Catherine Ann. "A study of conclusions in expository prose : professional writers versus textbook conventions /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487262825077437.

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2

Chu, Hsi-chin Janet. "The effects of culture-specific rhetorical conventions on the L2 reading recall of Chinese students /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/fullcit?p9956815.

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3

Brumage, Adrienne Elizabeth. "Philip Larkin : a critical study of the poetry in relation to relevant conventions and traditions of twentieth-century writing." Master's thesis, University of Cape Town, 1987. http://hdl.handle.net/11427/21970.

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Bibliography: pages 159-163.
My approach in this thesis has been thematic rather than chronological: I attempt to treat Larkin's poetry in detail and as representatively as possible, but the discussion takes place in relation to dominant figures and movements in the poetic practice of the twentieth century. I have chosen to concentrate on Larkin's mature poetry, for the break with the method of The North Ship is so unusually distinct that the inclusion of this earlier volume would, for my purposes, be distracting rather than informative. Within the three later volumes I do see some signs of development though no major shift of emphasis.

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4

Khiralla, Mohamed Nagy A. K. "The development of a computer-assisted maritime English language learning programme : describing, testing and teaching some stylistic features of international maritime conventions." Thesis, University of Exeter, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.276863.

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5

Sjöberg-Hawke, Carina. "Translating a guidebook: addressing reader expectation : A small-scale corpus study of direct reader address in a Swedish-English translation." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-77340.

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This study analyses the comparative frequency of “direct reader address” in English and Swedish walking guidebook texts. Through a quantitative and qualitative analysis of specific linguistic features that constitute “direct reader address”, the study aims to highlight the importance of considering reader expectation of a text, i.e. the target culture’s text conventions when translating. The linguistic features in focus are those which help to establish a familiar relationship between reader and writer and thus set up an imaginary dialogue. These are: second-person pronouns, first-person inclusive plural pronouns and verbs in the imperative mood. A translation corpus of walking-guidebook extracts (10 English originals, 11 Swedish originals and their English translations) and my own Swedish-to-English translation of such a text were analysed in order to a) determine to what extent “direct reader address” is used in Swedish and English original walking guidebooks; b) determine to what extent “direct reader address” is retained and used in English translations of Swedish walking guidebooks; and c) discuss the implications of this for translators of such texts. The results of the investigation show that although “direct reader address” does appear in both Swedish and English original guidebooks, it is more prevalent in English ones. Imperative verbs are the most common of all the relevant linguistic features. The results also show that the trend is not only to retain in English translations what “direct reader address” existed in Swedish originals but also sometimes to add “direct reader address” for reasons of syntax and idiomatic usage. The implications are that a target culture’s text conventions are consequential when translating a walking guidebook because they relate to reader expectation, in particular in relation to linguistic features of “direct reader address”. To translate well, and where deadlines allow, it is recommended that a translator’s strategy should try to address reader expectation.

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6

Bennion, Anna Katharine. "It's Alive! The Gothic (Dis)Embodiment of the Logic of Networks." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2198.pdf.

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7

Constantelos, Stephen B. "The Narrator in the Middle English Bird Debates: A Dynamic Convention." W&M ScholarWorks, 1996. https://scholarworks.wm.edu/etd/1539626052.

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8

Askman, Douglas. "Analysing Journalists Written English on Twitter : A comparative study of language used in news coverage on Twitter and conventional news sites." Thesis, Stockholms universitet, Engelska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-189322.

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The English language is in constant transition, it always has been and always will be. Historically the change has been caused by colonisation and migration. Today, however, the change is initiated by a much more powerful instrument: the Internet. The Internet revolution comes with superior changes to the English language and how people communicate. Computer Mediated Communication is arguably one of the main spaces for communication between people today, supported by the increasing amount and usage of social media platforms. Twitter is one of the largest social media platforms in the world today with a diverse set of users. The amount of journalists on Twitter have increased in the last few years, and today they make up 25 % of all verified accounts on the platform. Journalists use Twitter as a tool for marketing, research, and spreading of news. The aim of this study is to investigate whether there are linguistic differences between journalists’ writing on Twitter to their respective conventional news site. This is done through a Discourse Analysis, where types of informal language features are specifically accounted for. Conclusively the findings show signs of language differentiation between the two studied medias, with informality on twitter being a substantial part of the findings.

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9

Yu, Eunjyu. "A comparative study of the effects of a computerized English oral proficiency test format and a conventional SPEAK test format." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1164601340.

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10

LaFreniere, andrea Mary. "The Shaping of Consciousness: Conventional Adventure Language and Gothic Imagery in James' "Daisy Miller" and "The Portrait of a Lady"." W&M ScholarWorks, 1990. https://scholarworks.wm.edu/etd/1539625606.

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11

Liu, Bin Liu. "Translation-mediated Organization Discourse in Cyberspace: A Contrastive Convention Analysis of Selected Localized and Non-localized English-language Organization Websites." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1529509810823637.

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12

Kooijman, Rebecca. "Sharing of Narratives : Analyzing how Tara Westover’s Educated Subverts the Genre Conventions and the Value of Autobiography in the EFL Classroom." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-100547.

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This essay presents a literary analysis of the autobiography Educated (2018) by Tara Westover. The analysis examines to what extent Westover’s story conforms and subverts the genre conventions of the Bildungsroman and the autobiography. An overview of the genre constitutions is therefore provided. In addition, the essay focuses on the use of the autobiography in the English as a Foreign Language (EFL) classroom. Besides creating an arena for critical discussion and reflection in the Swedish upper secondary school, the autobiography may also encourage students to share their own stories. The findings show that Educated both conforms to and subverts the Bildungsroman genre. It is concluded that Westover’s autobiography challenges traditional genre conventions and may serve as a valuable tool in the EFL classroom.

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13

Louviot, Elise. "Les conventions du discours direct dans la poésie narrative vieil-anglaise." Thesis, Université de Lorraine, 2012. http://www.theses.fr/2012LORR0177/document.

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Le but de cette thèse est de mettre en évidence, au-delà des spécificités propres à chaque poème, les caractéristiques communes aux emplois du discours direct dans la poésie narrative vieil-anglaise. À cet effet, un groupe de huit textes a été choisi, représentant au mieux la variété du corpus poétique subsistant, tant par leur sujet que par leur style ou leur rapport éventuel à une source connue : Beowulf, la Genèse A et B, Christ et Satan, Andreas, Elene, Juliana et Guthlac A. Il ne s'agit pas ici simplement d'étudier la forme prise par le discours direct, mais aussi ce que cette forme révèle sur la conception que les poètes se faisaient de la parole et de la place de sa représentation dans le récit.La première partie de la thèse cherche à déterminer si les caractéristiques traditionnellement reconnues au discours direct en poésie vieil-anglaise - un goût pour la solennité au détriment de la caractérisation des personnages et du progrès de l'action - sont fondées et si elles concernent également tous les poèmes du corpus.La seconde partie s'intéresse à la nature des voix représentées au discours direct : dans quelle mesure elles permettent d'exprimer une subjectivité (et quel type de subjectivité) et quel est leur statut par rapport à la voix du narrateur.Les résultats indiquent que dans la poésie narrative vieil-anglaise, le discours direct n'est pas conçu comme un objet fondamentalement distinct du récit, ou comme l'expression d'une voix et d'un point de vue autre au sein de la voix du narrateur. Le discours direct apparaît comme une modalité actualisée du récit, un procédé dramatique et didactique qui adopte le même vocabulaire et le même point de vue que le récit
The aim of this work is to identify the shared characteristics of direct speech in Old English narrative poetry, beyond the specificities of each text. So as to best reflect the diversity of the extant poetic corpus (in terms of topic, style or source), eight texts were selected for this study: Beowulf, Genesis A and B, Christ and Satan, Andreas, Elene, Juliana and Guthlac A. The aim of this thesis is not only to examine the form of direct speech, but also what it reveals concerning how poets viewed speech and the place of its representation in narrative.The first section of the thesis tries to determine whether the characteristics traditionally attributed to direct speech in Old English poetry - a taste for formality to the detriment of characterization and the progress of action - are valid and whether they are equally represented in all poems.The second section is concerned with the nature of the voices represented through direct speech: to what extent they express a form of subjectivity (and what type of subjectivity) and what their status is, compared with the narrator's voice.Results show that, in Old English narrative poetry, direct speech is not conceived of as an object radically distinct from narrative, or as the expression of another voice and point of view within the narrative voice. Direct speech appears as an actualized form of narrative, a dramatic and didactic device, using the same vocabulary and the same point of view as the narrative

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14

Sörensen, Susanne. "Five English Verbs : A Comparison between Dictionary meanings and Meanings in Corpus collocations." Thesis, Högskolan i Halmstad, Sektionen för humaniora (HUM), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-6091.

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In Norstedts Comprehensive English-Swedish Dictionary (2000) it is said that the numbered list of senses under each headword is frequency ordered. Thus, the aim of this study is to see whether this frequency order of senses agrees with the frequencies appearing in the British National Corpus (BNC). Five English, polysemous verbs were studied. For each verb, a simple search in the corpus was carried out, displaying 50 random occurrences. Each collocate was encoded with the most compatible sense from the numbered list of senses in the dictionary. The encoded tokens were compiled and listed in frequency order. This list was compared to the dictionary's list of senses. Only two of the verbs reached agreement between the highest ranked dictionary sense and the most frequent sense in the BNC simple search. None of the verbs' dictionary orders agreed completely with the emerged frequency order of the corpus occurrences, why complementary collocational learning is advocated.

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15

Cannon, Ammie. "Controversial Politics, Conservative Genre: Rex Stout's Archie-Wolfe Duo and Detective Fiction's Conventional Form." BYU ScholarsArchive, 2006. https://scholarsarchive.byu.edu/etd/469.

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Rex Stout maintained his popular readership despite the often controversial and radical political content expressed in his detective fiction. His political ideals often made him many enemies. Stances such as his ardent opposition to censorship, racism, Nazism, Germany, Fascism, Communism, McCarthyism, and the unfettered FBI were potentially offensive to colleagues and readers from various political backgrounds. Yet Stout attempted to present radical messages via the content of his detective fiction with subtlety. As a literary traditionalist, he resisted using his fiction as a platform for an often extreme political agenda. Where political messages are apparent in his work, Stout employs various techniques to mute potentially offensive messages. First, his hugely successful bantering Archie Goodwin-Nero Wolfe detective duo—a combination of both the lippy American and the tidy, sanitary British detective schools—fosters exploration, contradiction, and conflict between political viewpoints. Archie often rejects or criticizes Wolfe's extreme political viewpoints. Second, Stout utilizes the contradictions between values that occur when the form of detective fiction counters his radical political messages. This suggests that the form of detective fiction (in this case the conventional patterns and attitudes reinforced by the genre) is as important as the content (in this case the muted political message or the lack of overt politics) in reinforcing or shaping political, economic, moral, and social viewpoints. An analysis of the novels The Black Mountain (1954) and The Doorbell Rang (1965) and the novellas "Not Quite Dead Enough" and "Booby Trap" (1944) from Stout's Nero Wolfe series demonstrates his use of detective fiction for both the expression of political viewpoints and the muting of those political messages.

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16

Green, Jennifer Elizabeth. "Aesthetic Excuses and Moral Crimes: The Convergence of Morality and Aesthetics in Nabokov's Lolita." unrestricted, 2006. http://etd.gsu.edu/theses/available/etd-04272006-134431/.

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Thesis (M.A.)--Georgia State University, 2006.
Title from title screen. Paul Schmidt, committee chair ; Marti Singer, Chris Kocela, committee members. Electronic text (60 p.) : digital, PDF file. Description based on contents viewed Apr. 17, 2007. Includes bibliographical references (p. 55-64).

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17

Koutris, Ioanna. "Teaching and learning of language structures and conventions in the intermediate phase English home language classroom: a comparative study of a public and an independent school in South Africa." Thesis, 2017. https://hdl.handle.net/10539/25696.

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Research report submitted in partial fulfilment of the requirements of the degree Masters in applied language and literacy education in the division of languages, literacies and literatures school of education at the University of the Witwatersrand June 2017
This study explored and compared how language structures and conventions were taught in the intermediate phase English Home Language classroom at a public and at an independent school in central Johannesburg, South Africa. The aim was to identify challenges and strategies in an attempt at promoting pedagogies that enhance the learning of language structures and conventions. Specific themes related to the teaching and learning of language structures and conventions have been highlighted as the main point of departure in the study. Such themes include: a synthesis of the curriculum applied at public and independent schools; theoretical viewpoints in the teaching and learning of language structures and conventions, highlighting challenges experienced in the EHL classroom; and lastly, the teaching strategies used in overcoming the challenges. A qualitative research approach was adopted, using a case study as the research design. Most case studies allow space for generalisations to be made, however, in this study I was limited to making such generalisations because my study is considered a minor study. The research methods consisted of: biographical questionnaires; 8 teacher interviews (Grades 4 – 6); and 5 classroom observations (only Grade 6) per school which were audio-taped. The findings suggested that the most common teaching approach used throughout the lessons in both schools was the text-based approach, which is advocated in the CAPS (2011). The classroom observations conducted at the public school illustrated that the Audio-lingual Method of language teaching was used, as opposed to CLT which was evident in the classroom observations at the independent school. Lessons in the public school were primarily teacher-centered, where the teacher engaged in giving instructions, providing explanations and eliciting responses. The type of questions asked consisted of lower level thinking (literal). Learners in the independent school, however, showed more enthusiasm towards participating in classroom discussions and answering questions, thus creating a learner-centered culture. It is evident that the independent school is more flexible in selecting the language components that need to be covered within a specific period. Based on the interview sessions, the teachers at the independent school mention that it is more important for them to cover a minimum amount of work in-depth rather than covering everything and not having learners understand what they are learning. As a future recommendation, a similar study can be conducted comparing an urban public school and a rural public school that apply the CAPS. This study adds to the understanding of how language structures and conventions are taught in the intermediate phase EHL classroom in the South African context. By encouraging and promoting the teaching of grammar, we are able to identify approaches best suited for quality learning to take place.
MT 2018

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