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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Appendices
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Appendix D – Corpus of academic abstracts

Appendix D – Corpus of academic abstracts

A/1 Schneider and Connor:
Analyzing topical structure in ESL essays

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  1. Topical structure analysis (TSA), a text-based approach to the study of topic in discourse, has been useful in identifying text-based features of coherence.
  2. It has also been used to distinguish between essays written by groups of native English speakers with varying degrees of writing proficiency (Witte, 1983a, 1983b).
  3. 3. More recently, TSA has distinguished between higher and lower rated ESL essays, but with different results from those found with native speakers of English (Connor & Schneider, 1988).
  4. The present study replicated the previous ESL study of two groups of essays written for the TOEFL Test of Written English with three groups of essays.
  5. Findings indicate that two topical structure variables, proportions of sequential and parallel topics in the essays, differentiate the highest group from the two lower rated groups.
  6. We offer explanations for the results and propose that all occurrences of a particular type of topic progression do not contribute equally to the coherence of a text.
    (161 words – title included)
 
A/2 Smith and Frawley:

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Conjunctive cohesion in four English genres

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  1. A major ingredient of textuality is cohesion.
  2. A text is not a text unless it coheres.
  3. But different text types do not cohere in the same way.
  4. In this paper, we focus on one type of cohesive tie, conjunction, and compare its use in four different American English genres – fiction, journalism, religion, and science.
  5. Our results show that methods of conjunction in these genres vary in a statistically significant way and that conjunctions, although few in number of types and tokens, play a major role in structuring these different text types.
    (97)
 
A/3 Lux and Grabe:

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Multivariate approaches to contrastive rhetoric

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  1. The purpose of this article is to describe applications of multivariate quantitative research approaches to contrastive rhetoric research.
  2. We will first introduce the notion of contrastive rhetoric and evidence supporting the notion.
  3. We will then present the rationale for the multivariate approach used here.
  4. Two separate studies using a multivariate approach will then be described.
  5. One examines patterns of variation in English and Brazilian Portuguese newspaper editorials (Dantas-Whitney and Grabe to appear); the second examines those variations in writing among Ecuadorian Spanish and Anglo-American English university students (Lux 1991).
  6. Results of these studies suggest that a multivariate approach to text analysis, and specifically to contrastive rhetoric, is a productive line of research.
    (112)
 
A/4 Kasper and Dahl:

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Research methods in interlanguage pragmatics

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  1. The article reviews the methods of data collection employed in 39 studies of interlanguage pragmatics, defined narrowly as the investigation of nonnative speakers’ comprehension and production of speech acts, and the acquisition of L2-related speech act knowledge.
  2. Data collection instruments are distinguished according to whether they tap speech act perception/comprehension or production.
  3. A main focus of discussion is the validity of different types of data, in particular, their adequacy to approximate authentic performance of linguistic action.
    (81)
 
A/5 Omar:

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Closing Kiswahili conversations: The performance of native and non-native speakers

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  1. This paper reports on how speakers of Kiswahili, native and non-native, close conversations.
  2. In this paper I show that 1) closings in Kiswahili are quite elaborate and may extend to over five turns at talking, 2) an exchange of ‘goodbyes’ does not usually signal the end of a conversation, 3) there is no strict ordering of features and 4) some closing features are linked to the opening part of the conversation.
  3. Analysis of non-native speaker closings, in this case American learners of Kiswahili, shows that 1) learners perform minimal closings, 2) they are often ‘unwilling’ to reopen a closing once ‘goodbyes’ have been produced and 3) they rarely use features that link closings to openings.
  4. Learners’ performance on ‘closing’ the conversation is compared to their performance on ‘opening’ it (Omar 1991; 1992).
  5. The results show that learners are more 1successful’ at closing a conversation in Kiswahili than at opening one.
  6. The question why this is so will be addressed in the paper.
    (172)
 
A/6 Thompson:

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Aspects of cohesion in monologue

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  1. The demands placed on native and non-native speakers in understanding and creating coherent monologue are well-recognized.
  2. In order to achieve a coherent interpretation of monologue, the listener must be able to interpret the semantic relations lying beneath the surface text.
  3. The speaker of a monologue is therefore primarily responsible for making these meaning networks transparent to the listener.
  4. This paper analyses twenty different monologues and examines the interrelating roles which clause relations, lexico-grammatical cohesion, and intonation choices play in creating cohesive monologue.
  5. It is argued that these linguistic resources can be exploited by the speaker to signal explicitly the underlying network of concepts in the monologue, thus helping the listener to make a coherent interpretation of the text.
    (123)
 
A/7 Tyler:

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The role of repetition in perceptions of discourse coherence

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  1. Ever since it was first proposed as part of Halliday and Hasan’s (1976) general model of text cohesion, the construct of lexical cohesion has had great appeal.
  2. Under this model the presence of lexical repetition and related semantic items, in conjunction with schemata (Halliday and Hasan, 1985), contributes to text coherence by creating cohesive ties within the text.
  3. However, this model has been criticized by Morgan and Sellner (1980), Green and Morgan (1981) and Green (1985) for confusing lexical repetition and anaphoric reference with the natural consequences of staying on topic and general pragmatic principles.
  4. Using an integrated discourse framework (Ellis and Roberts, 1987; Gumperz, 1982a; Tyler et al., 1988), this paper puts forward a third position which accepts the general outlines of the arguments posed by Green, Morgan and Sellner while arguing that certain patterns of repetition do make an independent contribution to discourse comprehensibility.
  5. By comparing discourse produced by a native speaker of English with an English text produced by a native speaker of Chinese, the effect of particular patterns of lexical repetition on text coherence is highlighted.
  6. The paper argues that lexical repetition serves to provide context-situated definition of words and phrases and to provide a discourse-specific synonym set; the absence of these patterns of repetition contributes to a perception of incoherence in the non-native discourse examined here.
    (228)
 
A/8 Eades:

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Understanding Aboriginal English in the legal system: A critical sociolinguistics approach

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  1. This paper reviews sociolinguistic work which has addressed the provision of justice for Aboriginal English (AE) speakers in Australia.
  2. It questions the assumptions about cultural and linguistic diversity and inequality which underlie this work, and proposes a critical sociolinguistic approach, which draws on social theory in the analysis of how language is involved in the failure of the legal system to deliver justice.
    (74)
 
A/9 Coulthard:

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Author identification, idiolect, and linguistic uniqueness

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  1. For forty years linguists have talked about idiolect and the uniqueness of individual utterances.
  2. This article explores how far these two concepts can be used to answer certain questions about the authorship of written documents – for instance how similar can two student essays be before one begins to suspect plagiarism?
  3. The article examines two ways of measuring similarity: the proportion of shared vocabulary and the number and length of shared phrases, and illustrates with examples drawn from both actual criminal court cases and incidents of student plagiarism.
  4. The article ends by engaging with Solan and Tiersma’s contribution to this volume and considering whether such forensic linguistic evidence would be acceptable in American courts as well as how it might successfully be presented to a lay audience.
    (132)
 
A/10 Ming-Tzu and Nation:

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Word meaning in academic English: Homography in the Academic Word List

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  1. The Academic Word List (Coxhead 2000) consists of 570 word families that are frequent and wide ranging in academic texts.
  2. It was created by counting the frequency, range, and evenness of spread of word forms in a specially constructed academic corpus.
  3. This study examines the words in the Academic Word List (AWL) to see if the existence of unrelated meanings for the same word form (homographs) has resulted in the inclusion of words in the list which would not be there if their clearly different meanings were distinguished.
  4. The study shows that only a small proportion of the word families contain homographs, an in almost all cases, one of the members of a pair of groups of homographs is much more frequent and widely used than the others.
  5. Only three word families (intelligence, offset, and panel) drop out of the list because none of their homographs separately meet the criteria for inclusion in the list.
  6. A list of homographs in the AWL is provided, with frequencies for those where each of the members of a homograph pair are reasonably frequent.
    (191)
 
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