Discusses the limits of Harris' and Chomsky's models for discourse analysis and questions their epistemological basis. Also discusses the "French school of discourse analysis." (Text is in French.) (AM)

A discussion based upon principles of design and pattern defined by Stephen C. Pepper in Principles of Art Appreciation." (Author/RD)

Analyzes three Dutch connectives. Argues that the crucial distinction between the pragmatic nature of causal and contrastive connectives should be made on an underlying level, the so-called Basic Scheme, and its relationship to the surface utterance. Establishes a relation between semantic and pragmatic use of a connective, and the ideational and…

It is said that one important aspect of education is the production of coherent discourse (Halliday and Hasan, 1985). This is the speaker's or the writer's ability to organize relevant meanings in relation to each other, and this in turn requires the establishment of "chain interaction"--relations between components of a message--in a text. The…

This paper analyzes the use of a special type of unspecific noun, called "shell nouns" [Hunston, S., & Francis, G. (1999). "Pattern grammar". Amsterdam: Benjamins; Schmid, H. (2000). "English abstract nouns as conceptual shells: From corpus to cognition". Berlin: Walter de Gruyter], which are frequently used as cohesive devices, in the written…

This article presents the entirety of a speech delivered by the author during the twenty-fifth Dudley Allen Sargent Commemorative Lecture. In this speech, the author provided some coherence to the varied conference presentations and how they might "connect and collaborate." The author used the context of higher education instruction to offer some…

Classroom discourse analysis has contributed to understandings of the nature of student-teacher interactions, and how learning takes place in the classroom; however, much of this work has been undertaken in teacher-directed learning contexts. Student-centred classrooms such as problem-based learning (PBL) approaches are increasingly common in…

SUBJECTS OF AGES 5, 6, 8, 10, 12, AND 20 RETOLD STORIES PRESENTED IN FULL PASSIVE SENTENCES (WITH MENTION OF ACTOR) AND TRUNCATED PASSIVES (WITHOUT MENTION OF ACTOR). WHILE THERE WAS A GENERAL TENDENCY TO RETELL STORIES IN THE ACTIVE VOICE, THIS TENDENCY WAS MUCH MORE EVIDENT IN THE CASE OF FULL THAN TRUNCATED PASSIVES. IT IS PROPOSED THAT THE…

A COMPREHENSIVE MODEL OF LANGUAGE SHOULD ACCOUNT FOR ENTIRE DISCOURSES. BY REGARDING THE UNDERLYING STRUCTURE OF DISCOURSE AS A COLLECTION OF TREES GENERATED BY A PREDICATE GRAMMAR AND RELATED TO EACH OTHER ON THE BASIS OF FOCUS, IT APPEARS POSSIBLE TO FIT A MODEL TO LINGUISTIC BEHAVIOR BOTH ABOVE AND BELOW THE LEVEL OF THE SENTENCE. THE BASE OF…

This paper first briefly reviews what Halliday and Hasan (1976) said about "(the) same." The paper then examines the understanding of this form by qualitatively analyzing 259 naturally occurring spoken tokens of "(the) same" in their discourse contexts. It focuses on the following questions with reference to the data: (1) What…

In agreement with prior studies, syntactic order produced better recall, and recall errors were semantically related to the narrative. The more vivid versions of the paragraphs produced higher recall suggesting that imagery may play a role in recall. (Authors)

Special issue on translation. (VM)

Investigates the role of paragraph markings in text: how informative paragraph cues are and how they affect interpretation. Reports one study asking subjects to reinstate deleted paragraph markings. Reports a second study examining the effect of paragraph boundaries on reading time, ratings, and judgment of important ideas in the text. (JAD)

Using the Trends in International Mathematics and Science (TIMSS) video study, the authors compare science teaching practices in the United States and in four other countries that outperformed the United States: Australia, the Czech Republic, Japan, and the Netherlands. Their observations of videotapes from 100 8th-grade science lessons in each…