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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11. OVERALL CONCLUSIONS
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11.2. Methodological outcome

11.2. Methodological outcome

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Probably the most important outcome of this study is that it transforms the part of Halliday and Hasan’s (1976) cohesion framework dealing with reference into an analytical device that enables both researchers and less trained users (e.g., teachers or students) to carry out reference analysis on larger stretches of texts with results that were inconceivable with the original tool, and which aid the development of discourse competence considerably. Without too much loss on the theoretical side, it increases the functional capacity of the tool in describing cohesive reference chains and by doing so, it provides the background for an easier pedagogical application or even future text analysis software.

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The analytical tool discussed in this book has direct relevance to either developing or improving a new text analysis software for cohesion analysis. Though reference is a type of textual relation that may need human intervention for analysis, it is easy to transfer the methods used here for computer-aided text analysis. Reference items in the list can be identified by any software, which then would only need to offer a set of options of reference types, or non-cohesive categories for the analyst in a drop-down list. Presupposed items could be identified for each referring item from a similar list gradually accumulated in the process of the analysis. Quantifying the data obtained would be easier with software designed specifically for cohesion analysis.
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