Gabriella Jenei: Referential Cohesion in Academic Writing • A descriptive and exploratory theory- and corpus-based study of the text-organizing role of reference in written academic discourse
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10. PEDAGOGICAL IMPLICATIONS
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10.4. Implications for teaching written discourse analysis

10.4. Implications for teaching written discourse analysis

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The method proposed here for RCA can be applied in teaching various aspects of cohesion in discourse. Writing courses usually focus on the different types of cohesive ties. In addition to the popular lexical cohesion analysis methods, RCA can now also be brought into class as a starting point for discussions about textual structures. Through its application, the results students arrive at can be the foundations of meaningful comparisons between characteristic structures of different genres, various parts of texts or even texts in different languages, to just mention a few.

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In the teaching of discourse analysis, RCA offers a simple approach to bringing cohesion-related questions to the level of group discussion. While the analysis of cohesive reference can be started based on a page-length summary of the steps of the analysis (see Appendix B), in a course with a discourse analysis focus, there will inevitably be questions raised in the procedures of the analysis about several underlying concepts related to cohesion. Some questions that are expected to surface in such discussions are also likely to open new grounds for further research and provide incentives for students to investigate an area of cohesion analysis. For example:

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  • the borderline between lexical and referential cohesion,
  • the differences between ellipsis, substitution and referential cohesion,
  • whether or not lexical cohesion, specifically repetition, should appear as an item in reference chains,
  • whether the same kind of analysis produces interpretable results for genres other than academic writing, or for other languages, etc.

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Following such discussions in courses with a discourse analysis focus, students may either become interested in an in-depth study of cohesive reference, for which they can familiarize themselves with RCA in more detail, or alternatively, may find this method of analysis suited to their purposes in comparing various text types or different genres. It would also be interesting to explore how RCA can be applied to analyze cohesion in spoken discourse, in languages other than English or in ESP texts.

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On the whole, RCA is a theoretically grounded, reliable tool, but still, it is flexible enough to be used for small-scale studies, and at the same time, provides a larger framework with the complementary non-cohesive approach and error taxonomy to those who wish to apply it for larger scale discourse analysis studies.
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