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Kellman, Steven G.; Stavans, Ilan – L2 Journal, 2015
Dialogue might be the most appropriate medium for reflections on translingualism. In a dialogue conducted by email over the course of ten days, Steven G. Kellman and Ilan Stavans consider the validity and implications of linguistic determinism. Their conversation examines whether some words that seem to embody the unique "Weltanschaaung"…
Descriptors: Multilingualism, Monolingualism, Discourse Analysis, Discourse Modes
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Amiryousefi, Mohammad; Rasekh, Abbass Eslami – English Language Teaching, 2010
Metadiscourse is a new and interesting field of inquiry which is believed to play a vital role in organizing and producing persuasive writing, based on the norms and expectations of people involved. Metadiscourse embodies the idea that writing and speaking are more than just the communication of ideas and presentation of ideational meaning. Rather…
Descriptors: Definitions, English Teachers, Performance Factors, Models
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Trabasso, Tom; And Others – Discourse Processes, 1989
Describes a recursive transition network model that analyzes and represents a story as a causal network of categorized clauses and labeled relations. Reports on two experiments using procedural criteria to identify inferences and the assumptions that inferences operate over distances in the text and are transitive, resulting in a network…
Descriptors: Coherence, Communication Research, Discourse Analysis, Higher Education
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Ouellette, Glenda; Dagostino, Lorraine; Carifio, James – Reading Improvement, 1998
Investigates fifth-grade children's expectations for stories in relation to knowledge of literature/reading ability. Shows "high readers" included more high-level story propositions and structurally important story information than did low readers; students who included structurally important story information scored higher on knowledge…
Descriptors: Childrens Literature, Discourse Analysis, Grade 5, Intermediate Grades
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McAuliffe, Sheila – Reading Teacher, 1994
Describes a year-long study in a whole-language classroom of second-grade students' use of gendered language during informal interactions in writers' workshop. Points out the importance of intent in the process of communication. (SR)
Descriptors: Classroom Research, Discourse Analysis, Elementary School Students, Grade 2