Browsing by Subject "Coherence"

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    Discourse Analysis and Writing/Reading Instruction
    (Copyright © 1991 Cambridge University Press.[BREAK]The definitive publisher-authenticated version of: Ulla Connor. "Discourse Analysis and Writing/reading Instruction". Annual Review of Applied Linguistics, 11 (1990):164-180, is available online at:[BREAK][LINK]http://journals.cambridge.org/action/displayIssue?iid=2708164[/LINK][BREAK]Access to the original article may require subscription and authorized logon ID/password. Please check University Library resources before purchasing an article via the publisher. Questions on finding the original article via our databases? Ask a librarian:[BREAK][LINK]http://www.ulib.iupui.edu/research/askalibrarian[/LINK][BREAK], 1990) Connor, Ulla, 1948-
    In the 1984 volume of the Annual review of applied linguistics, Grabe (1985) presented a comprehensive discussion of discourse analysis explaning its history, frameworks, models, taxonomies, and operationalizations. The approach of the present article complements Grabe's as a review with a more direct concern for instructional applications of discourse analysis in student reading and writing.
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    Understanding Persuasive Essay Writing: Linguistic/Rhetorical Approach
    (Publisher of original article: Walter de Gruyter. [BREAK][LINK]http://www.degruyter.com/[/LINK], 1985) Connor, Ulla, 1948-; Lauer, Janice M.
    This paper reports on research, funded by the Educational Foundation of the Exxon Corporation, to study several measures for describing and evaluating student persuasive writing. The variables examined were coherence, cohesion, syntactic features, and persuasive appeals. The data were 100 American and British high-school student persuasive essays randomly selected from the compositions of the International Education Association project. The results demonstrate the need for a multidimensional methodology to assess a broad range of linguistic and rhetorical features in order to adequately account for variation in writing quality among students.