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Franco, Gallardo Elizabeth, and Von-Chrismar Claudia Guzmán. "The argumentative and the evaluative structures in two discourse types." Tesis, Universidad de Chile, 2005. http://www.repositorio.uchile.cl/handle/2250/110208.
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Informe de Seminario para optar al grado de Licenciado en Lengua y Literatura Inglesa.<br>In this research study, we have attempted to carry out the analysis of a series of linguistic texts which can be regarded as being typical representatives of the argumentative and evaluative discourse types characteristically found in the mass media. In a broad sense, the present study aims to examine the operation of the evaluative and the argumentative component in two text classes: newspaper editorials and art reviews. In order to achieve this objective, six editorials and six reviews (four film and two play reviews), selected from different on-line newspapers and art specialist websites, were analysed along the lines dictated by the descriptive models chosen for the study. In a narrow sense, it attempts to examine whether argumentation is at the service of evaluation or viceversa, as well as any possible interdependence between them.
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Magocha, Keoneng Know. "Evaluation in business discourse / Keoneeng [i.e. Keoneng] K. Magocha." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4901.
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The aim of the thesis is to explore, from a linguistic perspective, the construction and
maintenance of interaction in documents in which directives are conveyed in business
communication correspondence, in order to input directly into the pedagogic practice in
written business communication. The focus is research into ways of scaffolding relationships
in documents for correspondence, an area that represents an important aspect of language use
in business communication practice.
The data for the study includes letters, memoranda and saving rams in which directives are
conveyed written by writers of English as a second language and following various channels
of communication. Two methods are used to extract the relevant data in which evaluative
meanings are conveyed. These are Wordsmith to extract evaluative and patterns and a
manual analysis to identify the evaluative structures of the texts.
The linguistic construal of interpersonal scaffolding is investigated drawing on the model of
APPRAISAL (Martin, 2000), which is located within the Hallidayan grammar as the
theoretical point of departure. The choice of language used in the texts is interrogated and
interpreted with reference to the theory. analysis focuses on the linguistic systems that
appropriately serve or construe the interactive function of language and addresses issues such
as kinds of semantic values that are conveyed, the patterns in which they are expressed and
their texture. The objective is not to make generalizations about how writers of documents
manage interaction and persuade their recipients to carry out the actions they desire. Rather
the aim is to develop a theoretical framework to explain the evaluative strategies that are
encoded in the texts and the implications of choosing amongst different strategies.
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The thesis therefore contributes a theoretically motivated and dynamic explanation of the
ways in which interaction is managed in the context of texts in which directives are
communicated especially amongst Batswana writing in the English language. From a
pedagogic perspective the explanations of managing interaction developed in the study
provide insights and resources for teachers of business communication writing to assist them
in modelling evaluative strategies in business correspondence writing and helping their
students to develop effective written communication strategies.<br>Thesis (Ph.D. (English)--North-West University, Potchefstroom Campus, 2010.
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Ng, Shuet Ngan Grace. "The function of direct quotations as an evaluative device in personal profiles." HKBU Institutional Repository, 2001. http://repository.hkbu.edu.hk/etd_ra/371.
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Leung, Wing-fai. "Evaluative comments in narratives of Cantonese speaking children." Click to view the E-thesis via HKUTO, 2001. http://sunzi.lib.hku.hk/hkuto/record/B36208000.
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Thesis (B.Sc)--University of Hong Kong, 2001.<br>"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 4, 2001. Also available in print.
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Schaede, Leah Rose. "#HASHTAGS: A LOOK AT THE EVALUATIVE ROLES OF HASHTAGS ON TWITTER." UKnowledge, 2018. https://uknowledge.uky.edu/ltt_etds/26.
Full textAbstract:
Social media has become a large part of today’s pop culture and keeping up with what is going on not only in our social circles, but around the world. It has given many a platform to unite their causes, build fandoms, and share their commentary with the world. A tool in helping group posts together or give commentary on a thought is the hashtag. In this paper I explore the evaluative roles of hashtags in social media discourse, specifically on Twitter. I use a sample of randomly selected tweets from the Twitter API stream I collected and compiled myself. I collected a total of 200,000 tweets and filtered out Re-tweets. Looking at each individual hashtag I sorted them into the categories outlined by the Appraisal Theory proposed by Martin and White (Martin & White, 2005). I explore the types of evaluation expressed in hashtags, the relationships between evaluative hashtags and how users negotiate evaluations using meme hashtags.
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Mitchell, Jane, and n/a. "Negotiating the practice of teaching : a study of evaluative discourse between student teachers and their associates." University of Canberra. Education, 1995. http://erl.canberra.edu.au./public/adt-AUC20061018.141211.
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The central question in this thesis is How do participants in the practicum interact in order
to evaluate teaching practice? This question has been posed for several reasons:
1. The practicum is a crucial part of teacher education and teacher socialisation;
2. Little is known about the nature of student teacher learning during the practicum;
3. Much of what happens during practicum interactions is taken for granted, and needs to
be made explicit in order to fully understand how student teachers learn and what it is
important for them to know.
In order to investigate this question this study examines the interactions between student
teachers and their supervising teachers in post lesson conferences. These conferences are
a site in which practicum participants evaluate teaching practice and in which values,
beliefs and knowledge about teaching in the context of the classroom and the practicum
are produced and reproduced. To obtain data on the ways in which participants interact
in post lesson conferences tape recordings of conferences and interviews with
participants have been collected and analysed. Three quite different cases are presented to
show a spectrum of evaluative styles and interactions.
In each case the language of the post lesson conferences is explored. A particular
concern in the thesis has been to consider the ways in which the linguistic choices of the
participants express their subjectivities as well as reflect the cultural and institutional
context in which the post lesson conferences were located. In order to achieve this the
study draws upon theoretical perspectives concerned with social practice, language and
meaning.
Fundamental to any evaluative interaction is its purpose, the relationship between the
participants and the construction of the evaluative criteria. This study has sought to
identify those routines that are a common part of and that underpin the purpose of
evaluative interactions in post lesson conferences. By considering the differences
between the interactions in each case, this research concludes that the degree of symmetry
in the participants' evaluative relationship and the extent to which the evaluative criteria
are made explicit are critical to the authority that student teachers have to negotiate their
understandings, reflect on their practice and take responsibility for their own learning.
The three cases provide a dynamic account of the evaluative process, and a more
comprehensive account than has hitherto been provided in much of the literature. They
also generate suggestions for future research in this important area of teacher education.
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Wee, Constance Wei-Ling Languages & Linguistics Faculty of Arts & Social Sciences UNSW. "Mobilising action through management email texts: the negotiation of evaluative stance through choices in discourse and grammar." Publisher:University of New South Wales. Languages & Linguistics, 2009. http://handle.unsw.edu.au/1959.4/43514.
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This thesis is concerned with explicating the role of language in mobilising action through management emails. Situated within the context of organisational change in a globalised manufacturing business, the project is framed by behavioural observations from management scholars Palmer and Hardy (2000) of mobilisation strategies that utilise linguistic resources since they: (a) involve a sense of obligation or inclination in directives; (b) show how co-operation will produce mutual benefits; (c) construct desired actions as legitimate, beneficial or inevitable; and (d) use past or anticipated meanings, for or against certain actions. Systemic Functional Linguistics is the underlying framework employed to provide a theoretically principled account of the intuitively derived observations from Palmer and Hardy (2000) which are applied to a sample of twenty-seven email texts, through corpus- and text-based analysis. A major finding is that the representation of action is enacted interpersonally through the verbal group. This view complements experientially dominated accounts of the verbal group which focus on the tense system. Further, action is found to be motivated through the negotiation of evaluative stance. By relating the grammar of the verbal group as well as other resources to the discourse semantics of Appraisal, modulation (of obligation or inclination) is found to be enabled by both negative as well as positive judgements of capacity. Specifically, judgements of capacity are re-interpreted as invocations of high obligation as managers seek to mobilise (further) positive performance. The analysis demonstrates that elements in the verbal group (complex) and Appraisal co-opt action through enabling positioning of the writer, in terms of assessing and grading categorical meanings, manipulating interpersonal time, or foregrounding solidarity. A significant contribution to the thesis is an extension of the system of GRADUATION: FOCUS (Hood, 2004a) through the demonstration of how resources of the verbal group negotiate expectations of appearances and achievements. This study has also extended the resources of GRADUATION: FORCE by applying it to the management context. The practical contribution of the study is that these insights may more explicitly inform management training and enable managers to participate more effectively within their community of practice.
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Shabodien, Zareena. "Appraisal of Beyoncé Knowles as a popular artist: Analysing the evaluative discourse of the online fan base." University of the Western Cape, 2011. http://hdl.handle.net/11394/5388.
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Magister Artium - MA<br>This research uses the Systemic Functional Linguistics (SFL) approach, more specifically, the appraisal theory to analyse the online message postings by fans of the popular music artist, Beyoncé Knowles. Through their online writings, insight into their evaluative discourses is gained. This research focuses on the emotional, judgemental and evaluative stance in their writings, especially; the linguistic choices that the online fans use in order to convey their attitudes: appreciation and judgement and affect towards Knowles. In order to do such an analysis, the study considers the different Systemic Functional Linguistic (SFL) levels of meaning (interpersonal, textual and experiential metafunctions). Several questions become pertinent: What kinds of interpersonal relations and identities are implicated on the message boards? (Interpersonal metafunction). How are these expressed textually? (Textual metafunction). What kinds of experiences/fields are implicated in the messages? (Experiential metafunction). The research concludes that in terms of identity, fans tend to latch onto a Hip-Hop culture in order to create and maintain a connection to Knowles. Fans display this linguistically by writing certain words out phonetically as they would be pronounced orally. Gender boundaries are transgressed irrespective of the fans' gender. Posts also demonstrate colourful expressive responses in relation to Knowles. Whether the fan is male or female, both feel comfortable in using emotive language to demonstrate the impact which she has on their lives. In terms of appreciation fans tend to express that she has inspired and changed their lives. Attitudes explored demonstrated that a number of Knowles' fans hold positive viewpoints and therefore they would align themselves positively towards her. The element of judgement was explored from different perspectives in relation to Knowles. One, being a website which suggested that Knowles had undergone an evil transformation. For evidence, these fans used her lyrics, gestures and images selectively as a way to "prove" their arguments. As a contribution to knowledge, this research is useful in the sense that when individuals log online and leave their posts on message boards, they do not always realise the impact of the message that they leave behind. Using SFL and the appraisal theory, one is able to establish the attitudes: judgements, appreciation and affect individuals hold towards a particular topic or person (in this case towards Knowles). Through linguistically analysing message boards, one is able to connect individuals to possible identity options. In essence, the letters and words which individuals have strung together create a greater picture than what was possibly intended. Linguistically, it opens more avenues for exploration.
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ARAUJO, THAMIRIS OLIVEIRA DE. "IDENTITY LANDSCAPES IN THE DISCOURSE OF ENGLISH TEACHERS FROM PUBLIC SCHOOLS: A STUDY OF NARRATIVE AND EVALUATIVE PRACTICES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2014. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=24960@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO<br>O objetivo do meu estudo é buscar entendimentos acerca do processo de (re)construção das identidades de professores de inglês como língua estrangeira e da representação de suas práticas docentes, em particular, aquelas desenvolvidas em escolas municipais do Rio de Janeiro. O presente trabalho se insere na área da Linguística Aplicada contemporânea (Moita Lopes, 2006; Fabrício, 2006), sendo assim, a arquitetura teórica ilustra seu caráter multifacetado e interdisciplinar, tendo como base conceitos e processos identitários (Hall, 2011; Bauman, 1998; Moita Lopes, 2003; Bucholtz e Hall, 2005; Snow, 2011; Duszak, 2002), práticas narrativas (Labov, 1972; Linde, 1993; Bruner, 2004) e práticas avaliativas (Labov, 1972; Linde, 1993; Martin e White, 2005). Conduzi esta pesquisa de cunho qualitativo-interpretativo em uma reunião na qual, além de pesquisadora, assumo o papel de participante junto a três professoras de inglês. Os dados analisados são as histórias e relatos de docência contados por nós em uma entrevista não- estruturada. Os resultados mostram que avaliações de AFETO, JULGAMENTO e APRECIAÇÃO permeiam nosso discurso, atuando como recursos linguísticos que me permitem entrever identidades pessoais, sociais e coletivas das participantes e de outros atores sociais envolvidos no processo de ensino-aprendizagem, como os alunos, a direção escolar, os outros professores, etc. Os dados revelam paisagens identitárias complexas, que não podem ser vistas como definitivas na constituição do professor de inglês, mas que viabilizam a percepção de como esse grupo de professoras, no qual me incluo, representa o seu trabalho na rede municipal, através de elogios, críticas e denúncias.<br>My study investigates the identity construction of English teachers as a foreign language and the representation of their teaching practices, in particular, those developed in public schools in the city of Rio de Janeiro. This study falls within the area of contemporary Applied Linguistics (Moita Lopes, 2006; Fabrizio, 2006), so the theoretical framework illustrates its multifaceted and interdisciplinary approach, based on identity concepts and processes (Hall, 2011; Bauman 1998 Moita Lopes, 2003; Bucholtz and Hall, 2005; Snow, 2011; Duszak, 2002), narrative practices (Labov, 1972; Linde, 1993; Bruner, 2004) and evaluative practices (Labov, 1972; Linde, 1993, Martin and White , 2005). I conducted this qualitative and interpretative research in a meeting in which, besides being the researcher, I assume the role of a participant together with three English teachers. The data is composed by stories we told about our professional experiences in a research talk. The results show that evaluations of AFFECTION, JUDGEMENT and APPRECIATION permeate our discourse, acting as linguistic resources that allow me to glimpse at personal, social and collective identities of the group of participants and of other social actors involved in the teaching- learning process. The data reveals complex identity landscapes, which can not be seen as definitive in the constitution of the English teacher, although they enable us to perceive how these group of professionals represent their work in public schools, through praise, criticism and complaints.
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SOBRINHO, CAMILA GOMES PINTO. "IDENTITY CONSTRUCTION OF TEACHERS ON STRIKE: A CRITICAL AND SYSTEMIC-FUNCTIONAL ANALYSIS OF EVALUATIVE DISCOURSE IN NEWSPAPER ARTICLES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2015. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=25593@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO<br>Com o objetivo de investigar a construção das identidades do professor em greve no discurso avaliativo de reportagens jornalísticas, a presente pesquisa analisa reportagens online, veiculadas durante dois períodos de greve dos professores da rede pública do Rio de Janeiro – de agosto a outubro de 2013 e de maio a junho de 2014 – pelos jornais O Globo e O Dia. A investigação busca discutir as seguintes questões: 1) que identidades do professor em greve são construídas pelo discurso avaliativo de reportagens jornalísticas?; 2) de que modo os recursos linguísticos avaliativos produzem discursos que constroem essas identidades?; e 3) que significados ideológicos são gerados no discurso das reportagens analisadas, sugerindo relações de poder e dominação que envolvem o professor em greve? Para fundamentar a análise, o estudo, com foco interdisciplinar, apoia-se na perspectiva teleológica sobre gêneros discursivos (Martin, 1992; Vian Jr. e Lima Lopes, 2005); na abordagem sociossemiótica de linguagem da Linguística Sistêmico-Funcional (Halliday, 1994), especialmente nos recursos do Sistema de Avaliatividade (Martin e White, 2005; Vian Jr., 2010); na Análise Crítica do Discurso (Chouliaraki e Fairclough, 1999) e nas teorias socioconstrucionistas de identidade propostas por Moita Lopes (2003), Hall (2005), Bauman (2005) e Duszak (2002). Resultados sugerem a construção de múltiplas identidades do professor em greve, em sua maioria negativas, tais como: agressivo, tumultuador, baderneiro, intransigente, irresponsável e, de forma positiva, como corajoso. Dentre as contribuições teóricas da pesquisa, destaca-se a rica interface entre abordagens sociais e críticas de linguagem que não compreendem o fenômeno linguístico de outro modo a não ser cultural e sóciohistoricamente situado. No que tange a minha prática docente – e à dos professores da rede pública de ensino que reconhecem a greve como direito legítimo –, o estudo proporcionou a reflexão acerca de como temos
discursivamente construídas nossas identidades no e pelo discurso da mídia jornalística.<br>With the objective of investigating identity construction of teachers on strike through the observation of evaluative discourse in newspaper articles, this study analyses online articles, published by the newspapers O Globo and O Dia, during two periods in which the public school system of Rio de Janeiro entered on strike –from August to October, 2013 and from May to June, 2014. The investigation aims at discussing the following questions: 1) what identities of teachers on strike are constructed by the evaluative discourse of the newspaper articles? 2) how do the evaluative linguistic resources produce discourse which constructs these identities? 3) what ideological meanings are generated by the discourse of the articles analysed, suggesting relations of power and dominance involving teachers on strike? Adopting an interdisciplinary focus, the study is based on Martin s (2005) telelogical perspective of discourse genres; on the sociosemiotic approach to language proposed by Systemic-Functional Linguistics (Halliday, 1994), particularly on the resources of Appraisal Theory as well as on the tenets of Critical Discourse Analysis (Chouliaraki and Fairclough, 1999) and on the socioconstructionist theories of identity (Moita Lopes , 2003; Hall 2005; Bauman, 2005; Duszak 2002). Results suggest the construction of multiple identities of teachers on strike, most of them negative, such as: aggressive, riotous, troublemakers, uncompromising, irresponsible and, in a positive manner, courageous. Amongst the theoretical contributions of the study, it is highlighted the rich interface between social and critical linguistic approaches which understand the linguistic phenomenon as cultural and sociohistorically situated. Regarding my teaching practice –and that of other teachers from the public school system who recognise the strike as a legitimate right –, the study provided the reflection on how educators have their identities discursively constructed by journalists in the media.
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González, Troncoso Yessica. "The evaluative language of protests in english news discourse : the case of the educational protests in Chile during 2011." Tesis, Universidad de Chile, 2013. http://www.repositorio.uchile.cl/handle/2250/116054.
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Tesis para optar al grado de Magíster en Lingüística mención Lengua Inglesa<br>News discourse is one of the most influential media genres (Van Dijk,
1995; Richardson, 2007; Talbot, 2007) and its apparent objectivity and neutrality has been rejected by many authors (Fowler, 1991; Fairclough, 1995 and Van
Dijk, 1988). In fact, ideology, evaluation, and stance of journalists are just some
of the features that can be linguistically marked to show the subjective nature of
language in the news. The present discourse analytical study focused on the evaluative language of protests in news discourse, especially in relation to the
educational protests that took place in Chile during 2011. The linguistic elements
that were analyzed in this thesis referred to the lexical choices that journalists used to portray participants in the protests. In this part, it was argued that
different wordings produced different effects on the way news actors were perceived. Additionally, the analysis of passive voice constructions showed that certain elements were given more prominence by being placed in the subject position. Finally, the analysis of news sources demonstrated that the people who
were quoted in news discourse influenced the view and the angle from which journalists told a story. The findings of this study can offer a broader perspective
about how linguistic choices can lead the reader to understand a news event from a specific perspective.
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Triantafillou, Hariklia. "Investigating Professional Film Critics’ Stance towards Commercial and Art House Cinema: : A Corpus-Based Comparative Study on the Use of Evaluative Axiological Adjectives and Engagement Devices in Professional Film Reviews of Two Film Types." Thesis, Högskolan Dalarna, Institutionen för språk, litteratur och lärande, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:du-37765.
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Evaluative stances are common in narrative and realized at all levels of linguistic structure. In film reviews, evaluation has been recognized as one of the most important stages alongside description (Taboada, 2011). Following Martin & White’s Appraisal Theory of Evaluation, the present comparative study focuses on two sub-systems of Appraisal, namely Appreciation and Engagement. The purpose of this paper is two-fold: a) to compare the way in which film critics use evaluative, axiological adjectives to evaluate two different film types and b) to study how professional film critics use of two types of engagement devices, namely epistemic and opinion devices, to position their own claims towards other potential viewpoints. The study is also influenced by two previous claims: Holbrook’s claim that, in contrast to consumers who seem to prefer American-made, commercial films, expert critics usually appreciate complex cinematography and culturally diverse films; and Carretero’s claim that in professional film reviews opinion devices are an almost absent feature, since these tend to be replaced by epistemic devices. To further explore these claims, this comparative, corpus- based study focuses on the frequency of evaluation adjectives and engagement devices used by expert film critics for the positive or negative evaluation of two different films: the 2020 box office hit “Bad Boys for Life” and the 2018 art film “Cold War”. The study used a mixed-method design, first subjecting the realizations of Appreciation and Engagement to a quantitative analysis and following this with a qualitative discussion of results. The results indicate: a) that in the case of both films positive evaluations clearly surpass negative evaluations; however, individual examples seem to express a mildly deprecatory attitude towards commercial cinematography and b) that although the number of epistemic devices in the reviews clearly surpasses that of opinion devices, the frequencies of opinion devices is greater than that observed by Carretero.
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Sualp, Merter. "Answer Localization System Using Discourse Evaluation." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605628/index.pdf.
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The words in a language not only help us to construct the sentences but also contain some other features, which we usually underestimate. Each word relates itself to the
remaining ones in some way. In our daily lives, we extensively use these relations in many areas, where question direction is also one of them.
In this work, it is investigated whether the relations between the words can be useful for question direction and an approach for question direction is presented.
Besides, a tool is devised in the way of this approach for a course given in Turkish.
The relations between the words are represented by a semantic network for nouns and verbs. By passing through the whole course material and using the relations
meronymy for only nouns<br>synonymy, antonymy, hypernymy, coordinated words for both nouns and verbs<br>entailment and causality for only verbs, the semantic
network, which is the backbone of the application, is constructed.
The end product of our research consists of three modules:
·<br>getting the question from the user and constructing the set of words that are related to the words that make up the question
·<br>scoring each course section by comparing the words of the question set and the words in the section
·<br>presenting the sections that may contain the answer
The sections that are evaluated are taken as the sections of the course for granted.
The chat logs that expand three years of the course were taken by permission and questions were extracted from them. They were used for testing purposes of the
constructed application.
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Sykes, Catherine Marie. "Health promotion : evaluation, discourse and practice." Thesis, City University London, 2001. http://openaccess.city.ac.uk/7782/.
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This dissertation for the Degree of Doctor of Psychology (Health) presents three pieces of work: 1) A Re-analysis of a Systematic Review of Psychological Interventions Used to Aid Smoking Cessation; 2) Evaluation and Discourse Analysis of the EC's Health Promotion Programme; 3) A consultancy case study: Evaluation of Educational Needs Assessment Methods Used in General Practices in Barking and Havering and Redbridge and Waltham Forest. The theme that ties these three pieces of work together is evaluation. The re-analysis of the systematic review of psychological methods for smoking cessation shows how errors can be made in evaluation and how different researchers can obtain different results in what is considered to be a method that reduces bias and produces an accurate picture of `evidence' to inform health policy and practice. The evaluation of the EC's Health Promotion Programme gives insight into a case study of an evaluation to inform health promotion policy at an European level. This piece of work presents the results of an independent evaluation. It highlights unexpected difficulties of drawing conclusions from data such as the practical problems of obtaining data and also the pressures that may come from the commissioners of evaluations. The discourse analysis of the Health Promotion Programme reveals how current discourses in health promotion may compel health promotion practitioners to carry out a certain type of evaluation in which in truth they may have little understanding or commitment. As a result, the practice of evaluation becomes a formality or ritual which is a burden to carry out. A panel of health promotion expert assessors found a lack of acceptable evaluation of projects that were funded by the European Commission. This suggests that if evaluation can be avoided, it will be. The same themes of lack of understanding, commitment and time for evaluation were unveiled in the case study. The consultancy case study evaluated educational needs assessment methods used in general practices. The use of evidence-based practice requires that practitioners understand how to evaluate research and incorporate it into their practice. This needs more emphasis in the education and training of health professionals. However there has been a move away from the more didactic approach to education in primary care to one of listening to people's needs and preferred methods of learning. At the same time the ubiquitous need to evaluate to find the best method prevails. This is regardless of obvious limitations to the interpretation of findings. In this case study, it seemed as though the evaluation was an after-thought, rushed to satisfy some other group higher up the hierarchy in the health authority. Similarly, the discourse analysis pointed to a situation in which the Commission's services are constructed as superior, thus leaving no mechanism to question their knowledge or ways of working. While there may be efforts on one level to encourage a two-way flow of information and knowledge, on another level, a construction of decision-makers as being superior means that information and knowledge only flow one way, top down. All three pieces of work have shown that practical limitations restrict the interpretation of evaluations. Lack of time, incomplete data, commitment and knowledge of evaluation revealed here lead to questions about the possibility and desirability of evidence-based health promotion. For evaluation to advance, there is a need for a better understanding of its purpose and for it to have more meaning for all of the stakeholders involved. This requires a rethink concerning evaluation methods in health promotion that recognise the restraints of evaluation and start inquiry from this premise.
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Detourbe, Marie-Agnès. "Contribution à la caractérisation des pratiques d’évaluation dans le monde de l’enseignement supérieur britannique envisagé comme domaine spécialisé." Thesis, Bordeaux 2, 2011. http://www.theses.fr/2011BOR21823/document.
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Notre travail s’inscrit dans le cadre des études anglophones de spécialité et a pour objet de contribuer à la caractérisation des pratiques d’évaluation dans le monde de l’enseignement supérieur britannique envisagé comme domaine spécialisé. Notre approche consiste à montrer que l’évaluation institutionnelle des activités des universités, parce qu’elle revêt des formes multiples qui sont propres au domaine de l’enseignement supérieur au Royaume-Uni, constitue un mode privilégié de saisie et de compréhension de la spécificité de ce domaine. Nous établissons, dans un premier temps, un ensemble de points de repère généraux pour notre étude : nous présentons le cadre théorique et méthodologique que nous adoptons, nous dressons un portrait global de l’enseignement supérieur britannique actuel et nous soulignons les caractéristiques fondamentales du processus d’évaluation. Nous caractérisons ensuite les pratiques institutionnelles d’évaluation des établissements d’enseignement supérieur à travers l’organisation et le fonctionnement de leurs dispositifs, les acteurs qui les animent et leurs rapports au sein de l’évaluation et, enfin, une cartographie générale des différents genres de discours produits dans le cadre de l’évaluation. Une dernière partie est consacrée à l’analyse détaillée des discours d’évaluation selon trois axes qui correspondent à trois objets centraux de l’évaluation : la recherche, les diplômes et l’expérience d’apprentissage. A travers l’étude de leurs critères et de leurs résultats d’évaluation, nous analysons l’impact de l’évaluation sur l’identité professionnelle des enseignants-chercheurs, le fonctionnement des universités et, plus globalement, la nature des missions du monde de l’enseignement britannique<br>Our research work aims at contributing to the characterization of evaluation practices in the the British higher education sector. It draws on the theoretical and methodological framework of Anglais de spécialité, a disciplinary field focusing on specialized fields in the English-speaking world. This work consists more specifically in showing that the study of evaluation practices represents a particularly interesting way of identifying and analysing the essential characteristics of higher education in the United Kindgom. First, we introduce the theoretical and methodological framework of our study, we draw a global portrait of British higher education today and we underline the essential characteristics of the evaluation process. We then move on to explain how institutional evaluation works in the British higher education sector, who its main actors are and how they interact and how the discourses they produce can be organized into specific genres that relate to the more global category of academic discourse. Finally, we analyse in detail a set of discourses related to the evaluation of three dimensions of higher education in the United Kingdom – research, academic standards and the learning experience. The study of the criteria and results of these dimensions allows us to analyse the impact of evaluation on the professional identity of academics, on the organization of higher education institutions and, more globally, on the missions of the British higher education sector
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Kusterer, Hanna Li. "Women and men in management : Stereotypes, evaluation and discourse." Doctoral thesis, Stockholms universitet, Psykologiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-108461.
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Very few women hold top corporate positions in Sweden, and women are underrepresented as managers in all work sectors. The present thesis examined stereotypes, perceptions and presuppositions about women, men and management with a combination of perspectives from social and organizational psychology, discourse analysis and gender in organization research. Study 1 of Paper I was a content analysis of management attributes and cultural stereotypes of female and male managers. In Study 2, an inventory of these attributes was formed, and participants’ stereotype endorsements tested. Stereotypes of female managers resembled good management more than male managers, and they were rated more positively, but a masculine norm was implied. Paper II aimed to study and compare gender-related management stereotypes and evaluations of actual managers, and examine perceived gender bias. Men evaluated the female manager stereotype more positively on communal attributes, and, contrary to women, judged the male manager stereotype more positively on agentic attributes. This may help explain the scarcity of women in top management. Women perceived more gender bias favoring male managers than men. Actual male and female managers were rated similarly. Still, the Euclidian distances showed that ratings of actual managers and stereotypes were linked. Paper III examined the discourse on the lack of women in top corporate positions, explanations and links to proposed measures in a project to counter the gender imbalance. A liberal discourse with contradictions and textual silences was exposed. Gender had to be construed in line with traditional gender norms and division of labor to make sense of the proposed explanations. To conclude, one can be reassured by the largely communal portrayal of good management and positive evaluations of female managers, but also apprehensive about the masculine norm of management, perceived gender bias in favor of men, and traditional gender constructions.
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Young, Ho Yan Janet. "Story and discourse in Edward Yang's that day, on the beach." HKBU Institutional Repository, 1997. http://repository.hkbu.edu.hk/etd_ra/148.
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Thetela, Puleng. "Evaluation in academic research articles." Thesis, Online version, 1997. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.243248.
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Straub, Richard Emil. "Writing as authoring : a new perspective for evaluating student discourse." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1287484099.
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Del, Castillo Richard Griswold. "Chicano Historical Discourse: An Overview and Evaluation of the 1980s." Mexican American Studies & Research Center, The University of Arizona (Tucson, AZ), 1993. http://hdl.handle.net/10150/624846.
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Harnar, Michael Allen. "Theory Building Through Praxis Discourse: A Theory- And Practice-Informed Model of Transformative Participatory Evaluation." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cgu_etd/57.
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Stakeholder participation in evaluation, where the evaluator engages stakeholders in the process, is prevalent in evaluation practice and is an important focus of evaluation research. Cousins and Whitmore proposed a bifurcation of participatory evaluation into the two streams of transformative participatory and practical participatory evaluation (T-PE and P-PE respectively). T-PE stems from a social justice perspective and P-PE has more of a use orientation. T-PE is an underdeveloped evaluation theory with relatively low operational specificity. Case examples provide some understanding of it in practice, but comprehensive empirical support is still forthcoming. This study aims to develop a greater understanding of the participatory evaluation schema of P-PE and T-PE and to develop more practice-based and accessible operational specificity of T-PE by developing a logic-model like representation informed by both theorists and practitioners. In the process, a set of 28 key T-PE variables and eight statements that help identify T-PE evaluators were developed.
The American Evaluation Association's membership (N=6,615) was invited to an online survey where they were asked their agreement on eight statements related to participatory evaluation. If they were at all participatory in their approach to evaluation they were asked to model their evaluation practice using an online software. A total of 240 evaluators modeled their practice. A most-endorsed model was created from the drawings of those identified as T-PE evaluators (n=142). A sample of these (n=21) commented on the model through webinars.
The model created in this research is quantitatively and qualitatively different from a model created by a group of practitioners identified as more utilization-focused (n=16). The T-PE model was more likely to have stakeholder involvement and community trust at its center and the comparison model was more action-oriented and outcomes driven. This theory- and practice-informed T-PE model, the set of variables expected to be key to T-PE, and the set of statements that might be used to identify T-PE evaluators from other practitioners provide for a more descriptive theory of transformative participatory evaluation and introduce a novel method for engaging practitioners in the theory development process.
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El-Hadary, Tariq Hassan. "Equivalence and translatability of Qur'anic discourse : a comparative and analytical evaluation." Thesis, University of Leeds, 2008. http://etheses.whiterose.ac.uk/5363/.
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Translation theory has recently witnessed a considerable degree of improvement, however, translation of the meaning of Qur'änic discourse still poses a severe challenge for translators. The present study investigates the notion of equivalence and probes the difficulties caused by the distinctiveness of the Qur'an in terms of linguistics, semantics and stylistics. The study looks into translation theory as a framework against which several translations of the meaning of the Qur'an have been analytically evaluated. Then the study puts forward for the first time the Qur'änic Cognitive Model as a general theoretical framework or model for the purpose of understanding Qur'änic discourse better. The study looks over the notion of nagrn (order system) and the impact of `ilm al-baläghah (the science of rhetoric) on the degree of equivalence in translation of the meaning of the Qur'än. Then an elaborated exemplary detail of the problems of translating the Qur'än has been discussed and several selected translations of the meaning of the Qur'an have been assessed. The study presents evidence to the effect that translation of the meaning of the Qur'an constitutes a major area of difficulty for translators and interpreters. It has also arrived at a conclusion that substantiates the failure of the notion of equivalence.
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Bawden, Rachel. "Going beyond the sentence : Contextual Machine Translation of Dialogue." Thesis, Université Paris-Saclay (ComUE), 2018. http://www.theses.fr/2018SACLS524/document.
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Les systèmes de traduction automatique (TA) ont fait des progrès considérables ces dernières années. La majorité d'entre eux reposent pourtant sur l'hypothèse que les phrases peuvent être traduites indépendamment les unes des autres. Ces modèles de traduction ne s'appuient que sur les informations contenues dans la phrase à traduire. Ils n'ont accès ni aux informations présentes dans les phrases environnantes ni aux informations que pourrait fournir le contexte dans lequel ces phrases ont été produites. La TA contextuelle a pour objectif de dépasser cette limitation en explorant différentes méthodes d'intégration du contexte extra-phrastique dans le processus de traduction. Les phrases environnantes (contexte linguistique) et le contexte de production des énoncés (contexte extra-linguistique) peuvent fournir des informations cruciales pour la traduction, notamment pour la prise en compte des phénomènes discursifs et des mécanismes référentiels. La prise en compte du contexte est toutefois un défi pour la traduction automatique. Évaluer la capacité de telles stratégies à prendre réellement en compte le contexte et à améliorer ainsi la qualité de la traduction est également un problème délicat, les métriques d'évaluation usuelles étant pour cela inadaptées voire trompeuses. Dans cette thèse, nous proposons plusieurs stratégies pour intégrer le contexte, tant linguistique qu'extra-linguistique, dans le processus de traduction. Nos expériences s'appuient sur des méthodes d'évaluation et des jeux de données que nous avons développés spécifiquement à cette fin. Nous explorons différents types de stratégies: les stratégies par pré-traitement, où l'on utilise le contexte pour désambiguïser les données fournies en entrée aux modèles ; les stratégies par post-traitement, où l'on utilise le contexte pour modifier la sortie d'un modèle non-contextuel, et les stratégies où l'on exploite le contexte pendant la traduction proprement dite. Nous nous penchons sur de multiples phénomènes contextuels, et notamment sur la traduction des pronoms anaphoriques, la désambiguïsation lexicale, la cohésion lexicale et l'adaptation à des informations extra-linguistiques telles que l'âge ou le genre du locuteur. Nos expériences, qui relèvent pour certaines de la TA statistique et pour d'autres de la TA neuronale, concernent principalement la traduction de l'anglais vers le français, avec un intérêt particulier pour la traduction de dialogues spontanés<br>While huge progress has been made in machine translation (MT) in recent years, the majority of MT systems still rely on the assumption that sentences can be translated in isolation. The result is that these MT models only have access to context within the current sentence; context from other sentences in the same text and information relevant to the scenario in which they are produced remain out of reach. The aim of contextual MT is to overcome this limitation by providing ways of integrating extra-sentential context into the translation process. Context, concerning the other sentences in the text (linguistic context) and the scenario in which the text is produced (extra-linguistic context), is important for a variety of cases, such as discourse-level and other referential phenomena. Successfully taking context into account in translation is challenging. Evaluating such strategies on their capacity to exploit context is also a challenge, standard evaluation metrics being inadequate and even misleading when it comes to assessing such improvement in contextual MT. In this thesis, we propose a range of strategies to integrate both extra-linguistic and linguistic context into the translation process. We accompany our experiments with specifically designed evaluation methods, including new test sets and corpora. Our contextual strategies include pre-processing strategies designed to disambiguate the data on which MT models are trained, post-processing strategies to integrate context by post-editing MT outputs and strategies in which context is exploited during translation proper. We cover a range of different context-dependent phenomena, including anaphoric pronoun translation, lexical disambiguation, lexical cohesion and adaptation to properties of the scenario such as speaker gender and age. Our experiments for both phrase-based statistical MT and neural MT are applied in particular to the translation of English to French and focus specifically on the translation of informal written dialogues
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Wells, Timothy D. "Evaluating the effect of peer feedback on the quality of online discourse /." Online version of thesis, 2009. http://hdl.handle.net/1850/10092.
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Silbert, Patricia. "Understanding influences in policy-making : whole-school evaluation and discourse - a critique." Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/8224.
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Thesis (M.Phil. (Education))--University of Cape Town, 2008.<br>Includes bibliographical references (leaves 88-93).<br>The purpose of this minor dissertation is to undertake a critique of the Whole-school Evaluation (WSE) Policy. The study uses Critical Discourse Analysis (CDA) to reveal the major influences in the policy and to ask what important issues have been overlooked. The dissertation examines dominant discourses in the policy and the ways in which these discourses have been framed. Through a description of what is present in the policy, CDA offers an analytical tool with which to explore its omissions.
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Georgakopoulou, Alexandra. "Binding, unfolding and evaluating modern Greek personal storytelling : a discourse-analytic study." Thesis, University of Edinburgh, 1994. http://hdl.handle.net/1842/19784.
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The subject of this study is Modern Greek (MG) personal storytelling, an unexplored yet vital mode of communication in Greeks' everyday socialisation. The investigation aimed to explore its text-constitutive mechanisms and elucidate their context-sensitivity along two axes; culture-dependence and the audience variable as shaped by the distinction storytelling to adults (SA) versus storytelling to children (SC). The data that formed the basis of this research are tape-recorded oral personal MG stories addressed to adults and children, which make up the following two corpora: i. The basic corpus comprising 40 prompted storeis and ii. The free corpus comprising 170 naturally occurring intraconversational stories. These were supplemented by a written corpus of 120 stories and an oral corpus of 80 children's stories. The above data were analysed on the basis of a tri-level functional model of narrative discourse, that of <I>binding, unfolding</I> (Coste 1989, Bamberg & Marchman 1991) and <I>evaluating</I> (Labov 1972). This was critically abstracted from discourse-analytic studies of storytelling as an analytic tool to unlock the stories' local organisation or linear ordering along a horizontal axis (binding), their global organisation or hierarchical ordering along a vertical axis (unfolding) and their expressive or affective component (evaluating). The two specific segmentation methods which were applied to the data for operationalising the binding-unfolding-evaluating scheme were <I>stanza analysis</I> (Gee 1985, 1989a.b) and <I>highpoint analysis</I> (Peterson & McCabe 1983 and Fleischman 1990). The data analysis first of all brought to the fore a pervasive tripartite patterning as a culturally-determined mechanism of binding and unfolding.
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Weir, Catherine. "The discourse of reform : a critical analysis of the new basics curriculum /." [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19556.pdf.
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Kwan, Yu Hang. "Assessing pre-service teaching practicum: a corpus-assisted discourse analysis of field experience supervision forms." HKBU Institutional Repository, 2014. https://repository.hkbu.edu.hk/etd_oa/117.
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This study analyses the moves, linguistic realisations and mitigation devices of four teaching practicum supervisors' cmmnents written to eighteen supervisees on fifty- four standard field experience supervision forms. Broadly speaking, the results reveal that the supervisors use evaluative adjectives, modality markers and imperatives to give praise and acknowledge good practice, identify weaknesses, and suggest improvements in relation to teaching and managing learning. As the supervision exercise can be face-threatening, the supervisors demonstrate sensitivity to redress their negative comments through such mitigation strategies as hedging, praise-criticism pairs, rhetorical questions and personal attributions, although the strengths of such devices may vary according to contextual issues. These findings enable readers to understand how the pragma-linguistic resources realise two global communicative purposes, i.e., "Assessment of Learning" and "Assessment for Learning".
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Steel, Victoria A. Placier Peggy. "Evaluating the engaged institution the conceptualizations and discourses of engagement /." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/7023.
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Title from PDF of title page (University of Missouri--Columbia, viewed on March 1, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Peggy Placier. Vita. Includes bibliographical references.
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Drake, Teresa. "DEVELOPMENT AND EVALUATION OF A HEALTHY BODIES CURRICULUM MODULE FOR COLLEGE PERSONAL HEALTH." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/dissertations/768.
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Health curriculum traditionally (re)produces obesity discourse, a fusion of biomedical and moral perspectives of weight and fat. This weight-centered approach to bodies may perpetuate weight stigmatization, indirectly supports a culture of thinness, and contradicts other health messages concerning bodies. A Health At Every Size® (HAES®) approach is an alternative, multidimensional health-centered approach that can reconcile the incongruent messages in obesity and eating disorder discourses and may reduce weight stigmatization. The purpose of this study was to develop and evaluate a college personal health curriculum module to promote healthy bodies of all sizes. Discourse positions of teaching assistants were explored through interviews and provided an understanding of their values and teaching methods regarding weight and health. A HAES®-based curriculum module was developed for college personal health classes at a Midwestern university. Quasi-experimental design was used to compare attitudes toward HAES® principles among students who received the alternative, HAES®-based curriculum module versus those receiving a traditional weight management curriculum. Pre- and posttest attitudes of students and teaching assistants were assessed using the Health and Weight Attitudes Scale developed for this study. Teaching assistants provided evaluation of the HAES® module in a focus group. While teaching assistants' discourse positions varied, most used obesity discourse to talk and teach about bodies and weight. Alternative discourses were most common when teaching assistants discussed eating disorders or body image. Students' attitudes at pre-test were slightly positive and did not differ significantly between comparison and intervention groups. Intervention group students' attitudes were significantly more positive than comparison group students' attitudes at posttest. Intervention group teaching assistants reported primarily positive experiences with the module. Teaching assistants rely primarily on obesity discourse to teach about weight and bodies but are receptive and positive when offered an alternative method. A HAES® curriculum module can increase positive attitudes of students and teaching assistants toward promotion of size acceptance and multidimensional health for people of all sizes.
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Kong, Pak-hin Anthony, and 江柏軒. "A Cantonese linguistic communication measure for evaluating aphasic narrative production." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B37868901.
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Franz, Marianne. "Die katholische Kirche im Pressediskurs : Eine medienlinguistische Untersuchung österreichischer und französischer Tageszeitungen." Thesis, Paris 5, 2013. http://www.theses.fr/2013PA05H001.
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Un problème relationnel évident entre l’Eglise Catholique et les Média constituait le point de départ de cette thèse de doctorat. Des membres de l’Eglise se plaignent à répétition de la machinerie des Média et leur préférence pour les scandales et des accroches négatives. La critique est que l’image de l’Eglise créée par les Média ne correspond pas à la réalité, les aspects positifs sont souvent ignorés. Mais de quelle façon les Média représentent effectivement l’Eglise ? La thèse répond à cette question en démontrant les conditions de communication médiatiques ainsi qu’en décrivant l’image de l’Eglise dans les discours journalistiques<br>The relationship between the Catholic Church and the media is apparently difficult. Members of the church frequently complain about the media’s partiality for scandals and negative headlines. The Catholic Church, they say, is portrayed in an excessively bad light, while positive aspects are overlooked. But how does the press actually write about the Church? By illustrating media-related terms of communication and characterizing the Church’s image in press-discourse, the current thesis answers this question.On the assumption that impartial reality is not available and therefore not illustratable, news coverage never reflects reality, but reconstructs it. Reality as transported by the media is affected by ideas about life and moral concepts not only by journalists, but also by editorial boards, cultures and other media-related terms of communication. Thereby, and through factors influencing the selection of news, e.g. focussing on “hot potatoes” and bad news, coverage of the Church turns out one-sided and negative.This thesis is, on the one hand, a media-linguistic investigation, but also uses an interdisciplinary approach by drawing upon knowledge of linguistic sub-disciplines as well as of media- and communication science.In 2009, a sample of 212 articles of Austrian and French daily newspapers was investigated by means of “Inhaltsanalyse” (content analysis) following Werner Früh and “Kritischer Diskursanalyse” (critical discourse analysis) following Siegfried Jäger”. The articles (Austria: Die Presse, Der Standard, Kronen Zeitung; France: Aujourd’hui en France, Le Figaro, Le Monde) were reviewed with regard to content, topic and language. Only such articles were chosen, which were information- and opinion-centred and in line with the editorial board.Additionally, journalists of the mentioned newspapers were interviewed to gain information on the coverage of religious issues and the attitude of the editorial staff towards the Catholic Church.The content analysis was, on the one hand, aimed at the classification of reported topics. On the other hand, news factors should be identified, which were relevant for the selected events. Finally, the content analysis should gain information on to what extent topic structure and distribution of news factors differed between the newspapers.The discourse analysis particularly aimed at classifying content and language of explicit and implicit comments in the articles. In addition, linguistic characteristics of coverage of the Catholic Church should be identified, as far as they allowed conclusions to be drawn with respect to underlying ideologies.Finally, press photos should be analysed in terms of ideological and evaluative contents. Comparison of the different newspapers should permit to trace the individual editorial staff’s principles and identify country-and culture-specific differences, as the relationship between state and church is regulated differently. While in France there is a very strict disestablishment of state and church (Laizism), in Austria there is a system of cooperation, which is founded in a concordat.This thesis shows, that all of the reviewed daily newspapers consider the topic “Catholic Church” as socio-politically relevant. At the same time, no consistent disapproval of the Church by means of the media was visible. This becomes evident by the quite extensive and frequent coverage that expands for example into the rubric “politics”. Furthermore, all of the reviewed newspapers had one journalist being in charge of topics concerning catholic matters, and who was socialised in - and in many cases - is close to the Church<br>Ein scheinbares Beziehungsproblem zwischen der katholischen Kirche und denMedien bildete den Ausgangspunkt der vorliegenden Dissertation. Ziel war es, dasBild der Kirche im Pressediskurs zu beschreiben. Dazu wurden zum Einen aufbisherige Erkenntnisse zahlreicher wissenschaftlicher Disziplinen zurückgegriffen,zum Anderen JournalistInnen interviewt und schließlich unter Zuhilfenahme derMethoden der Inhaltsanalyse nach Früh und der Diskursanalyse nach Jäger eineumfangreiche korpusbasierte Textanalyse durchgeführt. So konnte in Bezug auf dieder Untersuchung zugrunde liegenden Hypothesen (Abschnitt 1.2) Folgendes festgestelltwerden:Durch die Erörterung relevanter Erkenntnisse der Medien- und Kommunikationswissenschaftwurde aufgezeigt, dass die Konstruktion der Medienrealitätzahlreichen Bedingungen unterliegt. Neben der Beschaffenheit des Mediums selbst(technische Möglichkeiten, Einseitigkeit der Kommunikation u.v.m.) beeinflussenzahlreiche Faktoren die Auswahl der Nachrichten (Nachrichtenwerttheorie). Auch dieMedienlinguistik beschreibt mediale Kommunikationsbedingungen, die die Sprache(n) der Medien beeinflussen (z. B. Mehrfachautorenschaft, Mehrfachadressierung,Erscheinungsperiodizität, strategische Prinzipien und Informationspolitik).Die Frage, ob Massenmedien Ereignisse überhaupt objektiv abbilden können,wurde unter Berücksichtigung diverser Medientheorien mit Nein beantwortet.Jegliche Wahrnehmung von Wirklichkeit ist gleichzeitig subjektgebundene Konstruktion.Objektive Realität ist nicht zugänglich. Nichtsdestoweniger ist Realität zumindestteilweise wahrnehmbar und Forderungen nach Objektivität im Sinne eineradäquaten Realitsätsrekonstruktion sind somit nicht von Vornherein obsolet.Medienwirklichkeiten werden nicht nur von JournalistInnen beeinflusst, sondernauch von dahinterstehenden Systemen wie Presseagenturen, Redaktionen oderKulturen.Die Inhaltsanalyse der Zeitungsartikel des untersuchten Korpus in Hinblick aufNachrichtenfaktoren und Themenfrequenz bestätigt die Annahme, dass die Nachrichtenfaktorensowie die Welt- und Wertvorstellungen der RedakteurInnen dieBerichterstattung über die katholische Kirche beeinflussen. Dies zeigt sich in derDistribution der Nachrichtenfaktoren und somit in der Themenselektion sowie in derunterschiedlichen Themenfrequenz.Die Vermutung einer im Verhältnis der Bandbreite kirchlichen Geschehens in derRealität einseitigen Berichterstattung konnte bestätigt werden. Dies war zuerwarten, da die mediale Selektion von Ereignissen bestimmten Regeln und Einflussfaktorenunterworfen ist. Diese sind in der Medien- und Kommunikationswissenschaftbereits umfangreich beschrieben worden. Es stellt sich daher dieFrage, welche Themen ausgewählt werden und welche nicht.Erste Hinweise auf thematische Einschränkungen lieferten die Interviews, diemit den für kirchliche Berichterstattung in den untersuchten Tageszeitungenzuständigen JournalistInnen geführt worden waren. So stellte etwa Stéphanie LeBars (Le Monde) fest, dass Ereignisse, die allzu intern sind, nicht berichtet würden.Die Analyse der Themenfrequenz bestätigte eine Vorliebe der Tageszeitungen fürbestimmte Globalthemen. Das gilt vor allem für kirchliche Tätigkeiten imgesellschaftspolitischen Bereich oder für Ereignisse rund um den Papst. Außerdemberichten alle Tageszeitungen anlassbezogen, d. h. im Rahmen hoher kirchlicherFeste wie Ostern, über religiöse Feiern und Traditionen. Es erwies sich als wahr,dass kontroverse Themen großteils die Berichterstattung bestimmen und dassmanche kirchlichen Tätigkeitsfelder selten bis keine Beachtung finden (z. B.Tätigkeiten der sogenannten Ortskirche auf der Ebene der Pfarrgemeinden). Inkirchenkritischen Zeitungen ist der Anteil kontroverser Themen tendenziell höher alsin kirchenloyalen Zeitungen. Dennoch wird der Kirche auch positive Wirkkraftzugesprochen (z. B. im Bereich des Globalthemas Kirche und Gesellschaftspolitik)
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Newton, Jill. "Discourse analysis as a tool to investigate the relationship between written and enacted curricula the case of fraction multiplication in a middle school standards-based curriculum /." Diss., Connect to online resource - MSU authorized users, 2008.
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Thesis (Ph.D.)--Michigan State University. Curriculum, Teaching, and Educational Policy, 2008.<br>Title from PDF t.p. (viewed on July 13, 2009) Includes bibliographical references (p. 275-279). Also issued in print.
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Jakaza, Ernest. "Appraisal and evaluation in Zimbabwean parliamentary discourse and its representation in newspaper articles." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79951.
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Thesis (PhD)--Stellenbosch University, 2013.<br>ENGLISH ABSTRACT: “Unofananidza Jesu naKombayi here? (Lit. Are you comparing Jesus with Kombayi?) (Condolences on the death of Senator Patrick Kombayi, 28th July 2009, Appendix B4, line 350)
This Shona interjection during the debate on the motion on condolences on the death of Senator Patrick Kombayi (MDC- T) in the Zimbabwean parliament presents the speaker stance taking, appraising and strategically manoeuvering advancing certain argumentative positions. Considering the impact of the outcome of these debates on governance, discourse- analytic researches have to be carried out in order to explore the sorts of appraisal and argumentation principles that are realised. This study makes a multifaceted theoretical approach to a comprehensive exploration of debates and speeches in the Zimbabwean parliament and their representation in newspaper articles. The appraisal theory, the extended pragma- dialectic theory of argumentation and controversy analysis have been integrated to uncover important linguistic insights on parliamentary discourse and news reporting. The analysis is based on a corpus of debates and speeches in the Zimbabwean parliament within the period 2009 and 2010.
Another corpus consists of newspaper reports on these debates and speeches in this period. A thematic approach informed by theoretical principles is utilised in the selection of reports, debates and speeches.
Firstly, I examined parliamentary discourse. Focus have been on the critical discussion model, argumentative strategies- forms of strategic manoeuvering, how the dialectic- rhetoric relation can be understood, how appraisal resources are realised in the argumentation process and on examining how appraisal resources employed reflect the type of a debate or speech.
Secondly, I explored newspaper articles from four Zimbabwean newspapers reporting on the same themes on debates and speeches. Focus has been to make comparative analysis of news reporting examining how appraisal resources are utilised in the representation of parliamentary discourse in different newspapers (independent versus government or state owned newspapers and English versus Shona newspapers) and to examine the nature of argumentation and strategic manoeuvering principles that are utilised in news reporting and how controversial (divergent) debates or issues are represented. This multifaceted analysis offered varied dimensions in the exploration of parliamentary discourse and news reporting and expansions of the appraisal and argumentation theories.<br>AFRIKAANSE OPSOMMING: “Unofananidza Jesu naKombayi here? (Letterlik: Vergelyk jy Jesus met Kombayi?) (Medelye ten tye van die dood van senator Patrick Kombayi, 28 Julie 2009, Bylaag B4, reël 350)
Hierdie Shona-uitroep gedurende die debat oor die mosie van medelye ten tye van die dood van senator Patrick Kombayi (MDC-T) in die Zimbabwiese parlement wys hoe die spreker standpunt inneem, en sekere beredenerende posisies opper, beoordeel en op strategiese wyse manipuleer. Met die uitkomste van hierdie debatte oor bestuur in gedagte, moes diskoers-analitiese navorsing gedoen word om die soorte waardebepalende en beredenerende beginsels wat gerealiseer is, te verken. Hierdie studie het ʼn veelvlakkige teoretiese benadering tot ʼn omvattende verkenning van debatte en toesprake in die Zimbabwiese parlement en hulle uitbeelding in koerantartikels ingeneem. Die teorie van waardebepaling, die uitgebreide pragma-dialektiese teorie van beredenering- en geskilsanalise is geïntegreer om belangrike linguistiese insigte oor parlementêre diskoers en nuusrapportering bloot te lê. Die analise is gebaseer op ʼn korpus debatte en toesprake in die Zimbabwiese parlement uit die tydperk 2009 tot 2010.
ʼn Verdere korpus bestaan uit koerantberigte oor hierdie debatte en toesprake uit hierdie tydperk. ʼn Tematiese benadering wat deur teoretiese beginsels geïnspireer is, is gebruik by die keuse van berigte, debatte en toesprake.
Eerstens het ek parlementêre diskoers nagegaan. Die fokus was op die kritiese besprekingsmodel, beredenerende strategieë, vorme van strategiese manipulering, die wyse waarop die dialekties-retoriese verhouding verstaan kan word, die wyse waarop hulpbronne vir waardebepaling tydens die beredeneringsproses verwesenlik word en op ʼn ondersoek na hoe hulpbronne wat vir waardebepaling gebruik word, die soort debat of toespraak uitbeeld.
Tweedens het ek koerantartikels uit vier Zimbabwiese koerante verken wat oor dieselfde temas oor debatte en toesprake verslag gedoen het. Die fokus was op die maak van ʼn vergelykende analise van beriggewing om na te gaan hoe hulpbronne vir waardebepaling gebruik word by die uitbeelding van parlementêre diskoers in verskillende koerante (onafhanklik teenoor koerante in besit van die regering of die staat en koerante in Engels teenoor ander in Shona) en om die aard van beredenering en strategiese manipulerings-beginsels wat by beriggewing gebruik word en die wyse waarop kontroversiële (uiteenlopende) debatte of kwessies uitgebeeld word, te ondersoek. Hierdie veelvlakkige analise het wisselende dimensies by die verkenning van parlementêre diskoers en beriggewing en uitbreidings van die waardebepaling- en beredeneringsteorieë gebied.<br>This project is a reality because of the generous scholarship I received from the African Doctoral Academy
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Kiley, Simon Paul. "An evaluation of lay discourses of power : impacts in rural England." Thesis, Kingston University, 2006. http://eprints.kingston.ac.uk/20377/.
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This thesis examines the lay discourses of power within six rural parishes of England. In so doing, it explores the understanding and articulations of power possessed within contemporary rural society at the individual scale, and the process(es) through which such understandings are developed, enacted, contested and transformed. This contrasts with current approaches to conceptualising topographies of power in rural England which have tended to focus on structural understandings which locate power within social (economic and political)structures. These approaches emphasise the way in which social structures 'impose' power, and as a result has led to the marginalisation of lay discourses of power and the role of the individual in creating, reinforcing and contesting power. Moreover such conceptualisations have overlooked the 'situatedness' of power and the centrality of social relationships in the 'making' of power and the powerful in specific localities. This thesis primarily utilises qualitative research methods to explore the lived experiences of residents within six parishes in two spatial locations, Cornwall and East Sussex. These 'grounded' experiences are subsequently utilised to identify the perceived powerful individuals, groups and organisations within the local communities. It then assesses the multiplicity of factors which interrelate to inform these perceptions of power amongst rural residents. Furthermore, the thesis considers the ways in which perceptions of power are reconstructed and reconstituted outlining how articulations of power are moulded and informed by 'situated' realities within the study locations. In this way, the empirical chapters of this thesis are orientated around two main foci: first, seeking to outline the perceptions of power generated by respondents from the six study parishes. Secondly, there is a case-study example illustrating the processes through which perceptions of power may be reinforced, contested or altered. A particular emphasis in this example is placed on the process through which individuals engage with other individuals, groups and organisations, and the manner in which these interactions may consequently impact on the perceptions of power held by all. In so doing, this thesis highlights the significance of discursive constructions of power, and the role that differentiated access to spaces, information and social interaction may have on individuals' understanding of, and input into, the topography of power within their community. The thesis concludes by arguing that power and power relations can only be understood by adopting an approach which emphasises that power is an outcome of social relations situated within particular social and spatial locations. As such, it argues that rural studies should re-orientate the analytical focus of conceptualisations of power from the universal to the specific. This said, the thesis also acknowledges the need to recognise that dominant constructions of power and the powerful within rural communities often, and for some groups, remains wedded to social, economic and political structures and processes developed beyond the locality. Therefore, whilst conceptualisations of power must recognise the ways in which power is perceived to be held in social structures by some residents, it is in the interplay between these structures and the social interaction at the community level which determines power trajectories within rural locations. Consequently, this thesis argues that those researching power in rural communities must not throw the 'baby out with the bath water' by simply discarding existing structuralist ideas, rather that these should be integrated into a more encompassing approach in which post-structuralist and post-modern conceptualisations of power are also utilised.
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Mason, Ruth. "The use of evaluative devices in the narrative discourses of young second language learners." Thesis, University of Reading, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333731.
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Martin, Fabienne. "Prédicats statifs, causatifs et résultatifs en discours. Sémantique des adjectifs évaluatifs et des verbes psychologiques." Phd thesis, Universite Libre de Bruxelles, 2006. http://tel.archives-ouvertes.fr/tel-00450803.
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Cette thèse analyse les propriétés sémantiques et discursives des prédicats d'état ('laid, généreux') ainsi que des prédicats causatifs et résultatifs, et plus particulièrement des verbes psychologiques à Expérienceur objet ('stimuler, encourager'). Le cadre adopté est celui de la sémantique néo-davidsonienne (Parsons, 1990) et de la sémantique du discours (Kamp & Reyle 1993, Asher 1993). La première partie (chap 1-7) est consacrée aux prédicats d'état, et la seconde aux prédicats causatifs et résultatifs (chap. 8-9). Dans le chapitre 1, on expose les arguments en faveur de l'idée que les verbes d'état ont un argument implicite davidsonien comme les verbes d'action. Abordant ensuite les constructions en 'by/in' ('by/in smoking, he broke his promise'), l'auteur propose de considérer, avec Goldman et contre Davidson, que celles-ci décrivent deux événements distincts, liés par une relation de génération. L'analyse goldmanienne de ces constructions est ensuite étendue aux prédicats d'état ('in doing this, he was clever'), ce qui permet de distinguer les prédicats qui dénotent un état dépendant d'une action, comme 'clever' en usage occurrentiel, des prédicats qui dénotent un état indépendant d'une action, comme beautiful (cf. '??in doing this, he was beautiful'). Le chapitre 2 fait le point sur les spécificités des prédicats d'état par rapport aux prédicats d'activité. Y est notamment montré que certains prédicats d'état acceptent le "progressif interprétatif" ('tu es en train de croire au Père Noël!'). Ce type de progressif est distingué du progressif standard et du progressif actif anglais ('he was being clever'); sont définis également les "prédicats interprétatifs" qui n'acceptent que ce progressif. Le chapitre 3 élabore une typologie aspectuelle des prédicats d'état. Sont d'abord distingués quatre types d'états en fonction de l'intervalle pendant lequel l'état en cause est vérifié. On montre que cette quadri-partition rend mieux compte des données linguistiques que la dichotomie classique en 'stage level predicates' et 'individual level predicates'. Ensuite sont définis les "prédicats d'état pur" comme beau, qui dénotent un état indépendant de toute action, et les "prédicats d'état endo-actionnel" comme 'généreux/bruyant' en usage occurrentiel, qui dénote un état généré par une action. On présente des arguments contre l'assimilation de ces derniers prédicats à des prédicats d'action. Est alors analysée l'ambiguïté des prédicats comme "généreux" dans l'emploi occurrentiel: 'Pierre m'a donné des bonbons. Il a été généreux' peut vouloir dire soit que Pierre a été généreux de (décider de) me donner des bonbons (lecture-d), soit qu'il a été généreux dans la manière de me les donner (lecture-m). Dans la foulée, on examine la relation temporelle qui prend place entre un état s et l'action e dont il dépend. Enfin, on montre que l'analyse proposée peut rendre compte de la concurrence entre passé composé et imparfait dans les phrases dénotant un état occurrentiel. A partir de la typologie aspectuelle élaborée au chapitre 3, le chapitre 4 revisite le problème que soulèvent certains prédicats d'état dans les constructions à prédicat second descriptif ('Pierre a donné des bonbons saoul/??généreux') et propose une nouvelle solution. On montre ensuite que cette solution peut être adaptée pour résoudre un problème moins étudié, à savoir celui que posent certains prédicats d'état dans les subordonnées temporelles en 'quand '(cf. 'Il était généreux, quand il a distribué les bonbons' versus '??Il a distribué des bonbons quand il était généreux'). Enfin, on fait le point sur la difficulté qu'éprouvent les prédicats évaluatifs à entrer dans les constructions présuppositionnelles, parmi lesquelles les subordonnées temporelles, mais les GN définis ('La femme rousse/??généreuse commanda une bière'). Le chapitre 5 est consacré aux relations rhétoriques qui s'établissent entre la description d'un état et la description d'un événement, aux combinaisons possibles entre ces relations rhétoriques, et à la manière dont tel ou tel prédicat d'état, vu ses propriétés sémantiques, contribue à établir telle ou telle relation rhétorique avec la description d'événement. Le chapitre 6 revient sur le problème que soulève l'indéfini des en lecture non générique avec certains prédicats d'état, notamment les prédicats évaluatifs ('Des livres étaient sales' versus '??Des livres étaient merveilleux'). En se fondant sur les outils de la 'Decision Theoretic Semantic's (Merin 1999), l'auteur fait l'hypothèse qu'un prédicat P n'accepte des que si la quantité des éléments satisfaisant P dans le contexte est non pertinente pour les fins du discours, et s'il est clair, par ailleurs, que les qualités implicites que peuvent instancier les dits éléments ne contribuent en aucune façon à expliquer qu'ils satisfont P. On montre que ces deux conditions sont respectées (resp. violées) avec les prédicats d'état compatibles (resp. incompatibles) avec des dans sa lecture non générique. Le chapitre 7 est consacré à la sémantique qu'il faut assigner aux prédicats d'état évaluatifs. On expose tout d'abord les arguments en faveur d'une sémantique "réaliste", qui analyse les prédicats évaluatifs comme des prédicats unaires dénotant de vraies propriétés. On distingue ensuite, dans le contenu informationnel des énoncés évaluatifs, un composant assertif et deux implicatures associées. On termine par l'analyse des prédicats évaluatifs superlatifs ('merveilleux'); est argumentée l'idée que ces prédicats ont un composant expressif, en ce sens que le locuteur, en les utilisant, implicite qu'une entité satisfaisant le prédicat a déclenché en lui une émotion, vécue ou rejouée lors de l'énonciation. On montre en quoi ce composant expressif contribue à expliquer pourquoi de tels prédicats sont difficilement utilisables à l'impératif ou dans certains types de questions. Le chapitre 8 répertorie trois classes parmi les verbes, dits "résultatifs", qui présupposent l'occurrence d'un événement e causant ou générant l'événement asserté e'. On présente d'abord le problème que pose la définition de cette présupposition, puis une nouvelle solution est exposée. On montre alors que la présupposition des verbes résultatifs -- achèvements droits et accomplissements strictement forts --- est de nature scalaire et peut s'expliquer par la Loi d'exhaustivité de Ducrot. Le chapitre 9 est consacré aux verbes psychologiques à Expérienceur objet (VPEO). Après avoir classé ces verbes en fonction de leur structure événementielle, on fait le point sur les différentes lectures qu'ils peuvent accepter. On montre ensuite qu'à la différence des VPEO acceptables dans les constructions agentives, les VPEO qui y sont peu acceptables exhibent deux propriétés cruciales. D'abord, ils présupposent toujours, à l'instar des verbes étudiés dans le chapitre 8, l'occurrence de l'événement impliquant le sujet; ensuite, certains d'entre eux sont "interprétatifs", en ce sens que l'assertion du changement d'état psychologique ne s'avère pertinente pour les fins du discours que si l'interprétant connaît, par ailleurs, l'événement qui cause ce changement. Cela permet d'expliquer pourquoi les verbes en question ne peuvent faire avancer la narration comme le ferait un prédicat d'action normal, et pourquoi ils sont peu compatibles avec les adverbes de manière orientés sur l'agent, les pseudo-clivées ou les compléments de lieu. On termine par l'analyse aspectuelle de la classe des VPEO, en montrant qu'on y trouve des membres des cinq classes aspectuelles distinguées dans le chapitre précédent.
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Pierson, Sofia Gottlieb. "Codeswitching in Hiaki Conversational Discourse: An Evaluation of Myers-Scotton's Matrix Language Frame Model." Oberlin College Honors Theses / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin149570804750898.
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Melo, Luciane Pelagio Costa de. "Movimentos discursivos nas vozes dos sujeitos da Prova Rio." Universidade do Estado do Rio de Janeiro, 2014. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=6646.
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A partir de 2009, a Prefeitura Municipal do Rio de Janeiro inicia a aplicação sistemática de provas bimestrais de Língua Portuguesa e Matemática formuladas Por órgãos especializados em avaliações padronizadas. Tais avaliações, com efeito, materializam camadas de um discurso educacional que vincula qualidade à mensuração de conhecimento em determinados componentes curriculares. Assumindo um modelo de reprodução das avaliações em Larga Escala, a prefeitura enfatiza os resultados mensuráveis nas avaliações sistemáticas, legitimando-os como verdadeiros paradigmas metonímicos da qualidade da educação carioca, enfatizados pela SME em seu discurso virtual disponível em sua página oficial na internet. A partir da constatação de que o discurso é uma prática social, ancorado nas contribuições de Teun A. Van Dijk, Norman Fairclough, Boaventura Sousa de santos entre outros, é traçado nesta pesquisa um percurso de investigação que dialoga com a Análise Crítica do Discurso na busca por elementos discursivos nos textos de professores e alunos acerca dessa cultura de testes padronizados que possam apontar a fluidez dos discursos de protestos que atravessam o cotidiano escolar.<br>Since 2009, the Rio de Janeiro city public educational system applies standardized tests based on school math and portuguese. These texts are designed by institutions which are specialized in standardized evaluations. Thus, this tests are part of an Educational Discourses layers that attach the concept of quality to the studentsscores in some curriculum components. The students score in that tests are considered quality paradigm of carioca educational system, stood out on SME discourse presented on its official site. Considering the Discourse as a social practice, this paper attempts to establish a dialogue with the assumptions of Teun Van Dijk, Norman Fairclough, Boaventura de Sousa Santos among others to analyze the Secretaria Municipal de Educação do Rio de Janeiro, teachers and students discourse about this standardized testing culture which has been playing a prominent role in the schools of Rio de Janeiro county . The Critical Discourse Analysis is used as a reference to spot the elements that points out to the presence of a protesting discourse in Rio de Janeiro everyday school.
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Kong, Pak-hin Anthony. "A Cantonese linguistic communication measure for evaluating aphasic narrative production." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B37868901.
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Hommerberg, Charlotte. "Persuasiveness in the discourse of wine : The rhetoric of Robert Parker." Doctoral thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-15761.
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The primary purpose of this study is to explore a case of remarkably powerful contemporary rhetoric, namely Robert Parker’s wine writing, which has had an unprecedented impact in the world of prestigious wine for more than two decades. Parker, an American autodidact who gave up his career in law to become a fulltime wine critic, is considered the most influential critic of all time. This background motivates the approach of the current enquiry, which targets the persuasiveness in Parker’s writing. The investigation strives to bring to the fore both explicit and implicit elements of his wine reviews that have the potential to contribute to rhetorical success. The material selected for analysis comprises a corpus of reviews extracted from Parker’s extensive bulk of wine writing. The texts are studied against the backdrop of socio-cultural and institutional frames. Considerable importance is assigned to the fact that the reviews occur within a strictly specialized field of discourse with a highly conventionalized configuration. This hermeneutic enquiry approaches the topic from three analytical perspectives, designed to highlight persuasiveness in representations, argumentation and appraisal. The presentation reports on schematic patterns in Parker’s discourse as well as close interpretation of individual texts. The analysis of representations shows that both visual and verbal representations contribute to the persuasiveness of the text. The argumentative exploration of Parker’s discourse, which is assisted by the analytical tools of pragma-dialectics, demonstrates that the reviews involve rational argumentation on several subordinate levels, given in support of assessments and recommendations. Finally, the perspective of appraisal draws on the analytical resources provided by the Appraisal model to shed light on the way in which the audience is positioned to respond with respect to emotional, associative and perceptual values. The results indicate that the persuasiveness of Parker’s discourse arises as a result of concordance among an intricate array of interrelated factors. The audience is recurrently demonstrated to play a crucial role as co-constructors of the message. The present study also has methodological outcomes, presenting a novel combination of analytical methods to perform contextually situated discourse analysis. In addition, the material is allowed to challenge the theoretical ideas and notions that are addressed.
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Querol, Julián Mercedes. "Discussion sessions in specialised conference paper presentations. A multimodal approach to analyse evaluation." Doctoral thesis, Universitat Jaume I, 2011. http://hdl.handle.net/10803/97219.
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This thesis aims at contributing to the research on academic conference paper presentations, particularly to the discussion sessions that follow them. The main purpose of this study is to explore the speaker's expression of evaluation in the discussion session of two specialised conference paper presentations in Linguistics and Chemistry from a multimodal approach. I set out to investigate evaluation in spoken academic discourse beyond the traditional linguistic approach to foreground the role of kinesics and paralanguage that co-occur with the linguistic expression of evaluation. To meet the objective of the thesis, the theoretical framework was embedded in techniques of genre analysis (Bhatia 1993, Swales 1990) and discourse analysis, including the theoretical orientations of systemic functional linguistics (Halliday 1978, 1985a), conversation analysis (Schegloff & Sack 1973), pragmatics (Brown & Levinson 1978, 1987), and multimodal discourse analysis (Kress & van Leeuwen 2001). This framework allowed me to identify the structure of the interaction, the rhetorical moves in which the interaction is organised, and finally the linguistic and multimodal expression of evaluation that articulates the rhetoric of the interaction.
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Silva, Karina Torres Farias Da. "Do scripted dialogues reflect native speaker discourse? An analysis of English textbooks for adult students in Brazil." Ohio University / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1040048746.
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Grigg, Laurence D. "An evaluation of Robert Longacre's principles of discourse analysis with special reference to Acts 20:18-35 /." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.
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Nilsson, Mikael. "Låna Dig Rik : om en marknadsföringskampanj för folkbiblioteken i tre regioner och dess mottagande i lokalpressen." Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper, KV, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-14732.
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The marketing campaign ”Låna dig rik” [Get rich by lending] involved 25 public libraries in three regions; Kronoberg, Kalmar and Blekinge. This paper examines 28 news-articles concerning this campaign, found in eight publications in the responding regions. The purpose of this is to determine to what extent the description of the campaign found therein responded to the intents of its founders and to what extent the public had a say in these articles. The result found indicates that the overall image of the campaign presented in the news-articles was well in correspondence with the intents of the campaign itself but that the public views where arguably absent.
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Ferris, Fiona Severiona. "Appraisal, identity and gendered discourse in toilet graffit : a study in transgressive semiotics." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_4020_1299050042.
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<p>This research is interested in the linguistic choices people use to express and negotiate subjective, inter-subjectiveand ideological positions through the graffiti within the confines of selected men's and women's toilets on the UWC main campus. The focus is on attitudes, one aspect of appraisal theory. The aim of investigating the attitudes inherent in the toilet graffiti is to obtain an insight into the evaluative discourse of men and women with regard to their emotional, judgmental and evaluative stance in their writings. This form of analysis is on the level of meaning. Differences with regard to the attitudinal content in terms of occurrence (quantitative) and content (qualitative) are investigated. The data shows that &lsquo<br>male&rsquo<br>(gender) are implicit when expressing emotions, whereas female is explicit in its expression of emotions. In addition, in terms of the evaluation of emotions, the data indicates that &lsquo<br>females&rsquo<br>are insecure in terms of their emotional disposition, whereas males mostly express emotions of unhappiness in the toilet graffiti analysed. Both males and females have a tendency to judge each other with regard to their capacities. In terms of judgement of behaviours and things, males can be said to have interesting and even creative ways of evaluation, which include punctuation, taboo varieties and pictures.</p>
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Tilbian, Carole Melot Michel. "Evaluation et sélection de romans en bibliothèque. Discours et pratiques d'acquisition. L'exemple lyonnais." [S.l.] : [s.n.], 2007. http://www.enssib.fr/bibliotheque/documents/dcb/tilbian-dcb15.pdf.
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Davids, Galeema. "A Discourse Analysis of a Personal Narrative Told by an Adolescent Boy in a Cape Town Children's Home." Thesis, University of the Western Cape, 2009. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6111_1276805752.
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<p>Storytelling serves many purposes. People often tell stories as a coping mechanism, as a way of self-representation, and as a means for self-reflection. Through stories, narrators construct identities and gain perspective on events in their lives. This thesis is a discourse analysis of a single narrative told by a young man staying at a children&rsquo<br>s home in Cape Town. The study explores how life events are presented and evaluated in narrative and analyses the construction of identities. The objectives of the study are threefold. Firstly it aims to explore how the narrator draws on different social discourses in the telling of his narrative. Secondly, it analyses how, through the telling of these events, identities are constructed. Finally, the study assesses how the participant builds evaluation into his narrative. The study&rsquo<br>s overall purpose is to gain an understanding of narrative identities. The analysis reveals that Lucas develops three Master Narratives relating to the themes of family, education and drugs. His attitudes towards all three are ambivalent and he weaves competing discourses into his narrative in relation to each. He seeks, through his story, to construct himself as a wise young man who &ndash<br>having experimented with drugs and dropped out of school &ndash<br>makes the decision to redeem himself by going back to school, rejecting drugs, and mending his ties with his family. In this sense, his narrative is like an archetypal Bildungsroman. The study takes a qualitative approach and is situated within the fields of Discourse Analysis, more specifically, narrative analysis. The main theoretical influences in the study include Tannen (1989/2007<br>2008) and Labov (1972). The analysis of this study focuses on identifying the Master Narratives that shape Lucas&rsquo<br>s story as well as the discourses and competing ideologies which support these Master Narratives.</p>
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Taylor, Alexis Anne. "Secret practices : an evaluation of the discourse and decision making practices of a child mental health agency." Thesis, University of Exeter, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.294479.
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Jansson, Jenni. "Antagonism och konflikt i förskolans utvärderingsuppdrag : En diskursteoretisk studie om utvärdering av förskolans verksamhet och förskollärarens positionering i relation till detta uppdrag." Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-26005.
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The aim of this study was to investigate how the position of the preschool teacher could come across in interviews with six teachers about their assignment to document and evaluate the preschool activity. The research done so far in this area shows that it can be a complex and difficult part of the preschool teachers work. A dilemma often described is how the teachers can be able to analyze and document the children´s learning with the aim to evaluate and develop the preschool activity without judging and mapping the children. A special focus of the study was to see how the methods and dsicourses described by the teachers possibly could affect the teachers´s position in the area of documentation and evaluation. To analyze the empirical data Ernesto Laclau (1935-2014) & Chantal Mouffe´s discourse theory was used, a prespective witch also figured to be the theoretical foundation of the master thesis. The result of the study showed that the teachers often described themselves in a position between conflicting discourses. This was most apparent in relation to what seems to be a rather new material, focusing on mapping the individual children´s abilities. It could be interpreted that this material and the positioning of the preschool teacher in relation to it, is a part of a trend<img src="https://cdncache-a.akamaihd.net/items/it/img/arrow-10x10.png" /><img src="https://cdncache-a.akamaihd.net/items/it/img/arrow-10x10.png" /> that has been described by other researchers, where an Anglo-Saxon evaluation tradition with focus on the individual rather than the preschool as a whole is spreading.