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Amidon, Stevens Russell. "Manifestoes : a study in genre /." View online ; access limited to URI, 2003. http://0-www.lib.umi.com.helin.uri.edu/dissertations/dlnow/3103696.
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To, Kwok-kuen, and 杜國權. "A study of variation theory to enhance students' genre awareness and learning of genre features." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2015. http://hdl.handle.net/10722/212616.
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Reading is an important capability to assist in learning. When students are promoted to higher levels at primary school, they have to read more informative texts instead of narrative texts. A number of studies have indicated that many primary school students have difficulty comprehending informative texts.
The ways in which teachers structure lesson content and students experience the lesson are important in helping students understand informative texts in terms of genres and genre features. To help students take on the challenges arising from reading informative texts, teachers play a vital role in bringing students to encounter critical aspects of understanding informative texts and make it more possible for students’ discernment happen. In the light of this, this study aims to investigate how structures of lessons and patterns of variation and invariance affect the learning outcomes of students’ understanding of genres and the genre features of informative texts, and even their future learning.
This study features a design-based approach to two rounds of trial lessons. Phenomenography and variation theory are adopted as the theoretical framework. In the first round of trial lessons, there were 38 students from a primary 6 class divided into 2 groups. One group was given a lesson which was structured both sequentially and hierarchically. The lesson for the other group was, however, framed in a hierarchical structure only. The former lesson emphasized the use of similar examples while the latter focused on the use of different examples to teach students the meaning of genre features of informative texts.
In the second round, there were 39 students from a primary 5 class also divided into 2 groups. Although the structures of the lessons for the two groups were similar to those in the first round, the object of learning was to enhance students’ understanding of informative texts and the delayed post-test was conducted only in this round. The students in both rounds of trial lessons, who were from the same school, were taught by the same teacher.
The data was analysed and triangulated with the post-lesson interview data and verbatim lesson record. The students’ different learning outcomes stemmed from the different structures of the lessons and the adoption of the patterns of variation and invariance. The students who had more opportunities to encounter the patterns of variation and invariance serving as contrasts tended to perform better than those who did not. The appropriate teaching arrangements enhanced students’ understanding of genre awareness and genre features, and contributed to generation of learning.
The findings of this study support variation theory as a powerful pedagogical tool for improving students’ understanding of informative texts and enabling students to generate new learning after teacher instruction. One implication of the findings for teachers is that appropriate teaching arrangements, including the structure of a lesson and patterns of variation and invariance, are of paramount importance. As a result of such arrangements, students are more likely to develop a powerful way of reading informative texts. Teachers are instrumental in preparing the necessary conditions of learning.published_or_final_version
Education
Doctoral
Doctor of Philosophy
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{275572}竞 and Jing Cai. "An integrated genre-based approach to scaffolding novice academic writers : genre awareness, academic lexical phrases and student uptake." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/198828.
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In EFL contexts like China where research and application of findings in the field of English for Academic Purposes (EAP) is still in its infancy, graduate students are in urgent need of support in developing their academic literacy, especially in terms of academic writing and research article writing skills under the forces of globalization of education. This study sets out to develop a contextualized EAP genre-based approach to scaffold novice academic writers and examine its impact through assessment tasks and analysis of students’ uptake. The theoretical traditions of ESP research article (RA) genre analysis (e.g. Swales, 1990, 2004; Swale & Feak, 2004) and lexical bundle studies (e.g. Biber & Barbieri, 2007; Hyland, 2008)are drawn upon and two dimensions of building blocks of academic discourse are conceptualized: the top-down dimension (i.e., genre schematic structuring) and the bottom-up dimension(i.e. general and move-specific academic lexical phrases). Then, the Sydney School genre-based Teaching and Learning Cycle and corpus-informed explicit bundle instruction were incorporated into the ESP genre-based framework to generate a new theoretical and pedagogical model taking into consideration the needs of the local context. In order to evaluate this innovative course thoroughly in a natural and intact classroom, careful triangulations of data were achieved. A mixed-methods programme evaluation framework was developed with two major components, namely an intervention study and individual case studies.
In terms of the average gains of the whole class, there was significant improvement in the receptive test of knowledge of genre and bundles after the course. In addition, the instruction significantly narrowed the achievement gap among the high, mid and low starting level students. Most importantly, the increase in the appropriate use of lexical phrases in rewriting suggests the effectiveness of the course in enabling active production. Regression analysis further indicated a strong relationship between the development of bundle knowledge and that of genre and genre-specific features.
The rich descriptions of the two student cases delineate the different learning trajectories of learners of distinct starting levels. Although the low starting level learner showed much slower in-class uptake, her active engagement and integration of knowledge in the rewriting task by drawing on various resources has increased her understanding of the RA genre. The high starting level learner with satisfactory in-class uptake, however, suffered from lots of textual borrowing in writing due to her high expectation of academic content but lack of corresponding genre and linguistic competences. The fact that both learners exhibited a strong lack of basic linguistic resources to verbalize their sophisticated thinking in the rewriting task pointed to the importance of developing the linguistic aspects in the initial stage of genre knowledge development in EFL contexts, which has been neglected in previous studies focusing on ESL contexts. The careful investigation of the instructional context has led to detailed discussions of a few prominent issues in the pedagogical design, in particular, the importance of focusing on the role of “task” in curriculum and pedagogical design in future research of genre-based pedagogy.published_or_final_version
Education
Doctoral
Doctor of Philosophy
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Poon, Ka-man Shirley, and 潘嘉敏. "A study of the evolution and diversity of a stereotypical genre: therecipe genre." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38756006.
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Poon, Ka-man Shirley. "A study of the evolution and diversity of a stereotypical genre : the recipe genre." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38756006.
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Caudill, Melissa A. "Yearbooks as a genre a case study /." Connect to this title online, 2007. http://etd.lib.clemson.edu/documents/1202500650/.
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Mdumela, Tsakani Amos. "A genre analysis of texts in Xitsonga." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/49715.
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Thesis (PhD)--University of Stellenbosch, 2002.ENGLISH ABSTRACT: The recent introduction of the outcomes-based curriculum for the learning field language, literacy and communication has revealed a number of essential areas of research in African languages that urgently need to be addressed if this curriculum for African Languages is to be successfully implemented with the necessary theoretical basis as support. This dissertation addresses one such research issue, the genre-based approach to Xitsonga texts within the broad field of language and literacy. This study wil] first explore different models of writing approaches that relate to the analytic approach to genre literacy, including the traditional progressivist approach, the Bereiter and Scardamalia approach, and Grabe and Kaplan's (1996) model. It will be argued that Grabe and Kaplan's model is suitable as a framework for teaching writing, because it incorporates the ethnography of writing which entails that a detailed analysis of texts should address the following questions: who writes what to whom, for what purpose, why, when and how? The use of the ethnography of writing in the analysis of texts according to Grabe and Kaplan's model also explores factors such as the communicative purpose, the culture and the community in which the text is produced. This is investigated through the text-linguistic analysis of the nine Xitsonga written speeches where the speech genre has an identifiable format including an introduction, middle and ending. This study also explores the relationship between the ethnography of writing, the Grabe and Kaplan's theory of text construction, the learning outcomes 4 and 5 of grades 7, 8 and 9 and their related assessment standards. Attention is given to prescribed texts and the taxonomy of academic writing skills, knowledge bases and processes, using some of the nine Xitsonga written speeches for illustrative purposes. This study explores questions of how Grabe and Kaplan's model can be effectively employed in the analysis of texts within the framework of Curriculum 2005 in the teaching of language. This study further focuses on the teaching of Xitsonga as a language subject within a multilingual education system. It is argued that in order to develop Xitsonga terminology for teaching content subjects, resources must be put in place, both materially and financially. It will be argued that Xitsonga should be taught as a language subject and . used as a medium of instruction in content subjects in conjunction with English across the curriculum within a bilingual education policy in order to enhance teaching and learning. Learners who have Xitsonga as first language will be able to apply the writing skills acquired in the teaching of writing of Xitsonga as a language subject in their learning across the curriculum.
AFRIKAANSE OPSOMMING: Die resente invoer van die uitkoms-gebaseerde kurrikulum vir die leerarea tale, geletterdheid en kommunikasie het 'n aantal areas van noodsaaklike navorsing in die Afrikatale aan die lig gebring wat dringend aangespreek moet word om hierdie kurrikulum suksesvol te implementeer vir die Afrikatale. Hierdie proefskrif ondersoek een van hierdie navorsingsvraagstukke, naamlik die genre-gebaseerde benadering tot die analise van Xitsonga tekste binne die bree veld van taal en geletterdheid. Die studie sal eers 'n ondersoek doen van verskillende modelle van skryfbenaderings wat verband hou met die analitiese benaderings tot genre geletterdheid, insluitende die tradisionele progressivistiese benadering, Die Bereiter en Scardamalia benadering, en Grabe en Kaplan (1996) se model. Daar sal aangevoer word dat Grabe en Kaplan se benadering 'n toepaslike raamwerk vir skryfonderrig is, aangesien dit die etnografie van skryf inkorporeer, wat meebring dat 'n gedetailleerde analise van tekste die volgende vrae moet aanspreek: Wie skryf wat aan wie vir watter doel, waarom, wanneer en hoe? Die gebruik van die etnografie van skryf in die analise van Xitsonga tekste volgens Grabe en Kaplan se model ondersoek ook faktore soos die kommunikatiewe doelstelling, kultuur en die gemeenskap waarin die teks geproduseer word. Hierdie vrae word ondersoek deur die analise van nege geskrewe toesprake in Xitsonga, waar die toespraak genre 'n identifiseerbare formaat het, insluitende 'n inleiding, 'n middel en 'n slot. Die studie ondersoek ook die verband tussen die etnografie van skryf, die Grabe en Kaplan teorie van tekskonstruksie, die leeruitkomste 4 en 5 van Graad 7, 8 en 9, en hulle verwante assesseringsstandaarde. Aandag word gegee aan voorgeskrewe tekste en die taksonomie van skryfvaardighede, kennis basisse en prosesse, met verwysing na die nege geskrewe tekste in Xitsonga. Die studie ondersoek vrae oor hoe Grabe en Kaplan se model effektief ingespan kan word in die analise van tekste binne die raamwerk van kurrikulum 2005 in die onderrig van taal. Die studie fokus voorts op die onderrig van Xitsonga as 'n taalvak binne 'n meertalige opvoedkundige stelsel. Daar word aangevoer dat ten einde Xitsonga terminologie te ontwikkel vir die onderrig van inhoudsvakke, moet die nodige hulpbronne daarvoor voorsien word. Daar word ook aangevoer dat Xitsonga as 'n taalvak in die onderrig van inhoudsvakke, in samehang met Engels vir laasgenoemde, oor die kurrikulum ten einde leer en onderrig te bevorder. Leerders wat Xitsonga as 'n eerste taal het, sal in staat wees om die skryfvaardighede wat hulle verwerf her in die onderrig van skryf in Xitsonga as 'n taalvak in hulle leer oar die kurrikulum.
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Cheung, Wai-kwan Anna. "Incorporating genre analysis into the teaching of ESP : a pedagogical study." HKBU Institutional Repository, 1996. https://repository.hkbu.edu.hk/etd_ra/83.
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Taavitsainen, Irma. "Middle English lunaries : a study of the genre /." Helsinki : Société Néophilologique, 1988. http://catalogue.bnf.fr/ark:/12148/cb376314219.
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Chapman, S. E. "A study of the genre of T.H. White's Arthurian books." Thesis, Bangor University, 1988. https://research.bangor.ac.uk/portal/en/theses/a-study-of-the-genre-of-th-whites-arthurian-books(4d42d362-c932-485c-8271-b1e69f209dc8).html.
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Agocs, P. "The Language of Genre : A Study of Epinician Poetry." Thesis, University College London (University of London), 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534027.
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FIGUEIREDO, JOAO CARLOS DE SOUZA. "EDUCATIONAL BLOG AS A DIGITAL GENRE: A CASE STUDY." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2012. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=20652@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROPROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
O presente estudo tem por objetivo a análise de um blog educacional mantido por um professor de curso preparatório de um exame de proficiência em língua inglesa. Os aportes teóricos do estudo têm sua base no conceito de gênero discursivo enquanto ação social recorrente e compartilhada por uma comunidade discursiva (Miller, 1994; Swales, 1990) e também a noção de sistema de gêneros (Bazerman, 2005) construído pelo professor e pelos alunos no blog em questão durante o período de nossa observação. O estudo qualitativo consistiu na definição desse sistema de gêneros e também na investigação de possíveis inclusões no referido blog de gêneros outros que não aqueles comuns em aulas presenciais, por ser o blog um gênero digital e multimediático. Procurou-se também, através da análise de um questionário enviado a nove alunos participantes do blog, verificar a percepção desses alunos quanto ao proveito do uso do blog em questão no que tange ao seu processo de aprendizagem. A análise dos dados mostrou que o sistema de gêneros construído ao longo de nossa observação consistiu basicamente em um sistema bastante similar àquele possivelmente observável em ambiente de sala de aula convencional. Os resultados de nossa análise dos questionários mostraram também que, para a maioria dos alunos, o blog é encarado como proveitoso em termos de aprendizagem conquanto muitos dos alunos não tenham tido uma participação tão efetiva nas atividades propostas pelo professor bloguista. As implicações pedagógicas desta pesquisa remetem à necessidade de se refletir sobre o papel dos novos gêneros digitais no que tange à prática pedagógica dos professores e a contribuição desses gêneros virtuais ao processo ensino e aprendizagem de língua estrangeira nos dias de hoje.
The present study analyzes an educational blog maintained by a teacher in a preparatory course for an English language proficiency examination. The theoretical background of the study centers on the concept of genre as a recurring social action shared by a discourse community (Miller, 1994; Swales, 1990) and also on the notion of a system of genres (Bazerman, 2005). The system under study here emerged during the work of the teacher and the students towards the creation of the blog itself. The qualitative study consisted of, first, the tabulation of the genre system and then the investigation of genres that might be included in the blog, other than those common in classroom settings, considering that the blog is a multimedia digital genre. Through the analysis of a questionnaire sent to nine students participating in the blog, I also sought to check their perceptions as to the advantages of using the blog as far as their learning process was concerned. The data analysis showed that the genre system built during my observation consisted basically of a system that is very similar to one that might be observed in the traditional classroom environment. The results of the analysis of the questionnaires also showed that, for most of the students, blogging is seen as beneficial in terms of their learning although many students did not participate consistently in the activities proposed by the teacher. The pedagogical implications of this research indicate the need to reflect on the role of new digital genres concerning teachers’ pedagogical practice and the possible contribution of these virtual genres in the teaching and learning process for foreign language nowadays.
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Nathan, Philip Bernard. "A genre-based study of pedagogical business case reports." Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/711/.
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Business case report writing is a common requirement on academic business programmes. In order to inform language-based pedagogical support, this thesis set out to explore the linguistic characteristics of these case reports and to evaluate different approaches to the teaching and learning of business case report writing. Analysis of a specially constructed case report corpus (125,000 words) consisting of 53 postgraduate NS and NNS business reports, combined with confirmatory analysis of BAWE\(^1\) corpus business case reports, identified common report features as impersonal style, high levels of explicit structure, low citation levels and business specialism-dependent lexis. Three obligatory rhetorical moves were identified (orientation, analysis, advisory) and five optional moves (methodology, options and alternatives, summary and consolidation, supplementary supporting information and reflection), moves being realized through diverse structural components with significant variability observed in optional move deployment and move realization dependent on a range of factors, in particular business specialism, suggesting the value of specialism-based pedagogy. Study of case report options and alternatives move structures identified multiple rhetorical components, exhibiting high degrees of cyclicity. Genre learning experiments demonstrated learning-approach dependent increases in move, modal verb and lexical deployment, with both directed and undirected approaches to genre model study supporting effective pedagogy. \(^1\) British Academic Written English corpus (2008)
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Dalton, Robert Charles. "Gender and Genre : a study of children's war drawing /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487694389393483.
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Allen, Denise Mildred. "Writing pedagogy of the news report genre across the intermediate phase in one school." Thesis, Cape Peninsula University of Technology, 2015. http://hdl.handle.net/20.500.11838/2134.
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Thesis (MTech (Education))--Cape Peninsula University of Technology, 2015.Writing pedagogy of the News Report genre across the Intermediate Phase in one school. The low levels of writing proficiency that are experienced by students is a global phenomenon and South Africa is no exception (DBE, 2008; 2013). The NEEDU Report (2012) and Hendricks (2007, 2008) argue that insufficient extended writing takes place in South African classrooms, resulting in limited textual and linguistic progression across grades. According to Hendricks (2007, 2008) and Dornbrack and Dixon (2014) little research around writing pedagogy has been carried out in South Africa, particularly on how genres or text types are taught and extended across the grades. This research examines the teaching of the News Report genre across the Intermediate Phase in one school, the discourses and positioning of literacy by the three teachers and how these are translated into practice. This study is underpinned by the notion of literacy as a social practice which Street (2003) and Prinsloo (2013) propose is not merely a technical and neutral skill but that it occurs in social practice not only through formal schooling but within a social context which has a direct bearing on it. Themes that emerge from the semi-structured interviews conducted with the three teachers include inadequate information on writing in the CAPS documents, an “overloaded” writing curriculum, a lack of pre-service/ in-service training, gaps in espoused pedagogy and the impact of teachers’ writing histories on their conceptualization of writing and espoused pedagogy. Classroom observations of writing lessons on this genre reveal the dominance of a skills discourse by two of the teachers. However, the third teacher who clearly articulated her own writing history as being “fraught and contested” illustrates evidence of a socio cultural writing pedagogy which deeply engages her students (Ivanic, 2004).
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Elson, Jillian Margaret. "A process-genre approach to teaching argumentative writing to grade nine learners." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003597.
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This action research study aimed to improve teaching and learning of argumentative writing through a process-genre approach. Learners were carefully guided through the processes of writing the argumentative genre, with the focus being on teaching of the genre and on the structural conventions of writing arguments. Participants were a class of grade nine learners who speak English as a first language. They were chosen for this study as Grade Nine is a crucial year for writing development before learners enter the senior phase and are met with heightened expectations in the curriculum, that often they struggle to meet, as their writing has not been sufficiently developed to an academic level. The focus of writing in Grade Nine is on narrative and prose, so this writing intervention, in which a teaching module was developed in collaboration with the 1eamers, aimed to broaden their writing skills and provide them with a head start in leaming the fine art of argumentation, as this is a useful skill to acquire for purposes even beyond the classroom. Genre theorists advocate the importance of teaching genres to leamers at a young age, as it allows them access into different communities of discourse, as they become aware and understand the conventions held by a patiicular community, and realize the purpose of different styles of writing for effectively communicating, which prepares them to meet the expectations of their audience. Teaching the structures of different genres therefore allows the writer, and the audience, a framework for understanding the text. The process approach has been widely used by educators as it focuses on explicit teaching of writing processes that are fundamental to leamers' development in writing. Learners need to be carefully guided from the initial stages, to the more complex stages (especially in argumentative writing which has been deemed the most complex genre for learners to master) in order to understand the complexities of constructing an essay in a cohesive way, as they need to consider multiple aspects of writing, such as the linguistic features, rhetorical features and structural features of the genre and unify them into a sound argument. This takes time, practice and revision, and extensive feedback is required. The process-genre approach proved to be successful in this study, as leamers showed remarkable improvements in their writing from the initial stages of writing to the final drafts of their essays. The findings revealed that explicit teaching of genres and structural elements of writing is vital for ensuring learners' development. Learners require modelling of the genre, scaffolding and careful guidance through step-by-step processes in order to build confidence and express their ideas effectively in written text. The findings indicate the relevance of using the process-genre approach for teaching and learning and that teaching and learning writing is indeed a process that needs more time and practice that is cUiTently allocated in the curriculum.
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Wong, Sau-ngan, and 王秀銀. "The effectiveness of unit design of teaching micro-novelsthrough genre theory." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50179366.
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The ineffectiveness of language teaching, the declining level of language proficiency of students, and a lack of motivation to learn, have always been of great concern to the society and the education sector.
With the implementation of the 334 New Senior Secondary School System, self-designed elective unit of Chinese Language curriculum is launched. It could eliminate the shackles of public examination pressure. Teachers can have a larger space to try to use different materials and teaching approaches. They can design and implement school-based curriculum based on the interests and abilities of students which could be beneficial to students. With this Chinese Language Curriculum Reform, the researcher has carried out a unit design teaching experimental study in which micro novels are used as teaching materials and genre theory is used to design pedagogy.
The subjects of the study are the Form Five students of the researcher’s school. The students are divided into two groups, control group and experimental group. Students from the control group were taught with traditional teacher-centred pedagogy, while students from the experimental group were taught with a pedagogy which is based on genre theory. Through analyzing questionnaires and interviews for all students, and interviews for teachers involved, the researcher could find out the appropriateness of using micro novels as teaching materials. After implementing the new pedagogy, the researcher compared the micro novels written in pretest and posttest by students from the control and the experimental groups and recognized the effectiveness of this new pedagogy.
The research results show that most of the students and all the teachers involved thought that micro novels are suitable Chinese Language teaching materials and are useful in improving students’ interest in learning Chinese language. According to comparative analysis of the students’ works, the performance of the experimental group students' in posttest is significantly better than that in the control group. The students being taught with the newly designed pedagogy have significantly higher writing ability than the students being taught with traditional pedagogy.
Micro novels can meet the needs of the students, arouse students’ motivation, and also meet the requirements of the new Chinese Language Curriculum. They are ideal Chinese Language teaching materials. Furthermore, using genre theory to design pedagogy to teach micro novels enable students to systematically grasp the characteristics of micro novels. On the other hand, using explicit method to teach students the function, generic features, register and mode of micro novels could strengthen students’ stylistic awareness of micro novels. Besides, group discussion, joint construction and cooperative learning could help provide a scaffold for students to consolidate their learning. By using marking checklist for peer assessment, students could have immediate feedback and thus enhance their interest and ability in writing.
In a nutshell, using micro novels as teaching materials could arouse the students’ interest in learning Chinese Language and reduce individual differences of motivation in learning. Using genre theory to design pedagogy could reduce the individual differences in students' abilities. Even students with low abilities can have great improvement. Both the new teaching materials and new pedagogy can meet the needs and reduce individual differences of the students. This is exactly the essence of school-based curriculum.
語文教學成效不理想，學生語文能力水平不斷下降與及缺乏學習的動機，一直以來都是社會和教育界極為關注的問題。
隨著三三四新學制新高中中國語文科課程的推行，尤其是選修「自擬單元」的出現，消除了師生在公開考試壓力的束縛，教師能有較大的空間嘗試使用不同的教材和教學處理方法，可根據學生的興趣和能力，設計及推行更切合學生需要的校本課程，讓學生有更多的得益。研究者嘗試配合中國語文科的課程改革，以微型小說為教材，以「文類教學理論」設計的教學法，進行單元教學設計實驗研究，並對教學結果進行研究分析，以了解新的教材和新的教學法的成效。
研究者以所任教學校中五級學生為研究對象，學生分為控制組和實驗組，控制組用傳統以教師為主導的一般小說教學法教授微型小說，而實驗組則採用根據「文類教學理論」設計的教學法。通過對全體學生的問卷調查和訪談，與及對任教老師的訪談，研究者得以了解「微型小說」作為教材的適切性，通過對控制組和實驗組在進行微型小說教學單元前後寫作的前測和後測作品比較分析，可了解新的教學法的成效。
研究結果顯示，絕大部分的學生和所有任教老師都認為微型小說是適合作為中國
語文科的教材，亦能提高學生學習中國語文的興趣。而通過學生作品比較分析可見，實驗組學生後測作品的表現都明顯優於控制組，且差異亦顯著，接受以「文類教學理論」設計的教學法教授微型小說的學生在寫作微型小說方面的能力明顯高於接受一般教學法的學生。
微型小說能符合學生的需求，能引起學生的學習動機，亦能符合新高中中國語文科課程的要求，是中國語文科理想的教材。而運用「文類教學理論」設計的教學法來教授「微型小說」，可以讓學生有系統地掌握微型小說的特點，在教學過程中，以明示式的方法教授「微型小說」的功能、文類結構、語域和語式等知識，可加強學生對微型小說的文體意識，此外使用小組討論、集體創作的合作學習形式，能在師生互動、生生互動的情況下，為學生提供支架，鞏固所學，使用評改量表、同輩互改的評改方式，能通過互動的模式，讓學生得到及時的回饋，提高寫作的興趣及能力，因此運用「文類教學理論」設計的教學法會較一般傳統的教學法更有成效。
總括而言，以「微型小說」作為教材，可提高學生學習中國語文的興趣，能減少學生學習動機的個別差異。運用「文類教學理論」設計的教學法，能讓學生有系統地掌握文類的特點，成效顯著，能減少學生能力的個別差異，即使低水平的學生也可有很大的進步，而無論新的教材和新的教學法都能切合學生的需要，能更有效地「照顧學生的個別差異」，這亦正是「校本課程」的精要所在。published_or_final_version
Education
Doctoral
Doctor of Education
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Phornprapha, Jiraporn. "Master's thesis writing of Thai students a contrastive study using genre analysis /." Connect to resource online, 2009. http://hdl.handle.net/1805/2057.
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Thesis (M.A.)--Indiana University, 2009.Title from screen (viewed on February 1, 2010). Department of English, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Ulla Connor, Thomas Upton, Aye Nu Duerksen. Includes vitae. Includes bibliographical references (leaves 146-152).
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Jali, Nomfundo. "A genre analysis of South African female celebrities in isiXhosa texts." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50250.
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Thesis (MA)--University of Stellenbosch, 2005.ENGLISH ABSTRACT: This research work has put into practice the theoretical framework of text construction advanced by Grabe and Kaplan (1996) for the analysis of South African female celebrities' texts in Xhosa. Theoretical elements employed in this study includes linguistic elements and the elements that are applicable to the structure of narrative texts. This framework can be included in teaching methods and approaches for the development of the learners' analytic skills in analyzing the discourse structure of written texts. These skills are to be acquired by learners, are part of the Curriculum 2005 and are meant specifically for the teaching and learning of languages. This study has employed a range of textlinguistic strategies for analyzing written genre texts on issues relating to female music artists and actresses. It is imperatively recommended that language teachers with the incorporation of Curriculum 2005 methodology can use these strategies in order to produce learners that are able to analyze texts successfully and who have an awareness about how language is used in text construction as a reflection of social activities. For the purpose of analysis in this thesis, texts from the Xhosa Bona magazine with contents ranging from acting careers and music artists has been collected. This study demonstrates that text analysis involves to a larger extent, an investigation of generic factors such as the communicative purpose, the culture and the community, and as well as the traumatic and exciting human experiences encountered by people in the society in which the text is produced. A broad definition of a narrative and a text will be established in the discussion of the generic features of texts. The text-linguistic construction, the analysis of linguistic structures, and the elements of the overall structure of narratives will be demonstrated in the analysis of Xhosa texts with emphasis on the discussion of the parameters of the ethnography of writing as proposed by Grabe and Kaplan (1996). The following questions are addressed by these parameters of the ethnography of writing: "Who writes what to whom. for what purpose. why. when and how?" In addition to these parameters the study addresses the elements of narratives based from the overall structure of narrative texts as proposed by Labov (1972). In Labov's framework the following elements are addressed: "the orientation section. the complication. the evaluation. the resolution and the coda". In addition to these elements examined the move structures will be explored as a way of summarising the facts and the message carried by the content of each Xhosa text written for the purpose of analysis. This study explores the implications and rationale for the incorporation of text analysis in language teaching and learning, as well as to explore the relationship between the theoretical underpinning of this study with the learning outcomes of Curriculum 2005 which have to be applied in language pedagogy. Finally, this study has proved that the theoretical framework of Grabe and Kaplan (1996) and the elements of the overall structure of narrative texts of Labov (1972) as employed in the written text construction, will introduce language teachers and learners into an effective language learning and teaching. This implies that the strategies acquired in this study can be employed in any analysis of written text in any language study as it has been explored in the analysis of Xhosa genre texts of South African female celebrities from a Xhosa Bona magazine.
AFRIKAANSE OPSOMMING: Hierdie navorsing doen 'n praktiese toepassing van die teoretiese raamwerk van tekskontruksie soos voorgestaan deur Grabe en Kaplan (1996) in die analise van Xhosa tekste oor vroulike bekendes. Teoretiese elemente wat aangewend word in die navorsing sluit in tekslinguistiese elemente en die elemente wat toepaslik is tot die struktuur van narratiewe tekste. Hierdie raamwerk kan gebruik word in taalonderrigmetodes en benaderings gerig op die ontwikkeling van leerders se analitiese vaardighede in die analise van die diskoersstruktuur van skriftelike tekste. Hierdie vaardighede wat verwerf moet word deur leerders, is gespesifiseer in Kurrikulum 2005 vir die leerarea tale. Die studie wend 'n verskeidenheid tekslinguistiese strategieë aan in die analise van geskrewe genre-tekste oor vraagstukke rakende vroulike musiekkunstenaars en aktrises. Daar word aanbeveel in die studie dat taalonderwysers, deur die toepaslike metodologie in Kurrikulum 2005, hierdie strategieë aanwend ten einde leerders te lewer wat in staat is om tekste suksesvol te analiseer, en wat 'n bewussyn het van hoe taal gebruik word in tekskonstruksie as 'n refleksie van sosiale en kommunikatiewe doelstelling. Vir die doel van die analises in hierdie studie, is 'n verskeidenheid Xhsoa tekste oor bekende vroulike musici en aktrises gekies uit die BONA tydskrif. Hierdie studie demonstreer dat teksanalise 'n ondersoek behels na die teks-generiese faktore, die kommunikatiewe doelstelling, en die sosiale en kulturele konteks en die traumatiese en opwindende ervarings ervaar deur mense in die gemeenskap waarin die teks geproduseer word. 'n Breë definisie van narratief en teks sal gegee word in die bespreking van die generiese kenmerke van tekste. Die tekslinguistiese konstruksie, die analise van linguistiese strukture, en die elemente van die geheelstruktuur van narratiewe, sal gedemonstreer word in die analise van die Xhosa-tekste met klem op die parameters in die etnografie van skryf soos voorgestel deur Grabe en Kaplan (1996): Wie skryf wat aan wie vir watter doel, waarom, wanneer. Bykomend tot hierdie parameters, ondersoek hierdie studie die globale elemente van narratiewe gebaseer op Labov (1972), die orientasie, die komplikasie, die evaluasie, die resolusie, en die koda. Bykomend sal die kognitiewe of retoriese skuifstrukture ook ondersoek word.
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Chiu, Wing-shan Sharon, and 招詠珊. "The effectiveness of the genre approach to Chinese practical writing." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30503875.
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Park, Laureen Diane. "A study of audience expectations and genre in St. Erkenwald." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28451.
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St. Erkenwald is an alliterative Middle English poem thought to have been composed toward the end of the fourteenth century. Among modern critics of Middle English literature the poem has been generally regarded as an inferior work or has been relegated to relative obscurity as a second-rate work of the Gawain-poet. One possible reason for the indifferent reception St. Erkenwald has received from scholars may be due to the seeming difficulties which beset the poem, of which the most important is the lack of an appropriate generic context. If the poem lacks a suitable generic identity, part of the problem may lie in the way in which genre has been previously defined by modern critics. The solution proposed in this study is to redefine the concept of genre in terms of the reception-aesthetics of Hans Robert Jauss, that is, in terms of the expectations of the medieval audience.
Chapter One of this study examines the problems facing the modern reader of St. Erkenwald as they have been identified by Erkenwald scholars. The aim of Chapter Two is to redefine the concept of genre and explore the theories of Jauss's Rezeptionsasthetik which can then be applied to the poem. The types of possible expectations are reconstructed in Chapter Three by examining roughly contemporaneous works which the audience could reasonably be expected to know. In Chapter Four St. Erkenwald is re-evaluated in terms of the reconstructed expectations in order to determine in what ways these expectations are fulfilled, changed, or subverted, thereby providing the means to evaluate the generic identity of the poem.Arts, Faculty of
English, Department of
Graduate
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Zachariah, John. "Above all, shut up, a study of Lyotard's ethical genre." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0018/MQ39938.pdf.
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Handford, Michael J. A. "The genre of the business meeting : a corpus-based study." Thesis, University of Nottingham, 2007. http://eprints.nottingham.ac.uk/11893/.
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The present study analyses a corpus of audio recordings of authentic business meetings. The recordings were made in a variety of companies in the UK, and also in Eire, Germany and Japan. The companies which provided the data vary considerably in terms of area of business and size. The meetings themselves differ in terms of number of speakers, the relationships of the speakers, and the purposes and topics discussed; throughout the thesis the influence of these factors on communication is discussed. Previous studies of the language used in business meetings have focussed on either specific aspects of one type of meeting, such as strategies in sales negotiations, or have attempted to describe the attributes of `the business meeting' based on arguably unrepresentative data. For example, frameworks purporting to describe the genre of the meeting have been based solely on internal, or intra-organisational, data. This study is unique in that it analyses and compares a wide range of both internal and external meetings. The main purpose of the thesis is to explore the corpus in order to construct a generic model which accounts for the recurrence and dynamism within the data. This involves quantitative and qualitative analysis at the level of lexicogrammatical choice, including pronouns, deontic-modal expressions, certain key words such as problem, issue and if, metaphors and idioms, and vague language. Various `higher level' factors are also explored, such as speaker goals, strategies, conflict, convergence, `face', turn-taking, and overall structure. Through applying different approaches, such as corpus linguistics, discourse analysis, conversation analysis, and genre analysis, to the same data, a more fine-grained understanding of the data is achieved, and the assumption that business meetings are demonstrably different from and yet related to everyday spoken English is explored. The results indicate that business meetings can be categorised as a distinct genre with recurrent aspects which speakers and listeners orient towards, recognisable to both participants and observers. The study also highlights consistent differences between internal and external meetings. There is also evidence for a probabilistic relationship between the genre and the language used therein.
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Martin, Paul S. "Parody and parôidia : a study in literary genre and mode." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/29154.
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This thesis explores the relationship between the genre of Greek poetry called parôidia and parody as a literary mode. I argue that the poetics of parôidia as genre are inextricably linked to the poetics of parody as mode. This argument produces a new methodological approach to the concept of parody, which recognizes its idiosyncratic nature. Since everyone has different ideas about what parody is, there is no absolute definition of parody. Instead, I use approaches drawn from cognitive linguistics and poetics to illuminate the parodic script, a set of terms commonly used to explain parody’s effect but which in themselves do not define parody. This methodology is supported by an appendix that analyses the terminology of parody in Greek (!αρῳδία, !αρῳδή, etc.). I argue that the noun !αρῳδία is only ever found with a generic meaning before the first century BC. The main body of the thesis examines six poems from this genre, parôidia, to demonstrate how this genre influenced Greek ideas about parody. This thesis is the first literary study of all of the major poems belonging to the genre. Furthermore, it is the first study of parody to appreciate fully the importance of this genre for notions of parody. While most studies of parody have centred on Greek Comedy, I show that this genre, which has been almost entirely left out of discussions of parody, is essential for the development of parody as a mode. As the first detailed literary study of the genre parôidia, the central chapters provide new interpretations of the genre’s most important poems. In several of these, I show how the poems engage in different kinds of satire. For instance, Timon uses Sceptic philosophy against the dogmatic sophists, and Archestratus uses tropes drawn from the figure of the comic mageiros. In other chapters, I argue that the humour of the poems derives in part from their manipulation of the audience’s expectations. Thus the Batrachomyomachia leads us to anticipate divine intervention, but uses this expectation to create humorous reveals at the end of the poem. In each chapter, I aim to show specifically how the poem’s parody of epic contributes to its construction of meaning. The conclusion then brings these chapters together to present the bigger picture of Greek conceptions of parody that emerge from these discussions. What links the poetry of a Sceptic philosopher and a shit-stained nobody from Thasos? Are there any similarities between the espousal of fine cuisine in Archestratus and the absurdification of the Batrachomyomachia? I conclude by making three claims: 1) parody’s allusive form must be understood as multifaceted and can be approached through several frameworks; 2) parody is not inherently critical of the text it parodies, but can use the process of parody as a framework for satirizing other figures; 3) although frequently regarded as a “low” or “playful” form, parody incorporates its supposedly inferior literary position into its construction of meaning. Parôidia, I argue, is not only a product of its specific literary and cultural context but also contributes to the shaping of parody in Greek thought.
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Peteri, Lorant. "The Scherzo of Mahler's Second Symphony: a study of genre." Thesis, University of Bristol, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.492571.
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This thesis is about the ways in which the construction of genre yields musical meaning in concert music during Europe's long 19th century. I see the genre of scherzo as a product of European modernity and I argue that it should be understood as the musical institutionalization of the uncanny - a category discussed in Freud. I develop the proposition that a potentiality of the scherzo is to deploy it as a distorting mirror before the ideal of the 'autonomous' instrumental work of art with its 'logic', and 'metaphysics'.
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Leung, Hoi Yan Iris. "A genre analysis study of abstracts in journal research articles." HKBU Institutional Repository, 1998. http://repository.hkbu.edu.hk/etd_ra/101.
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Maruma, Mamalatswa Walburga. "A genre-theoretic analysis of sports texts in Sepedi." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/49820.
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Thesis (MA)--Stellenbosch University, 2004.ENGLISH ABSTRACT: This study utilises the theoretical framework of text construction developed by Grabe and Kaplan (1996) for the analysis of Sepedi sports articles from Bona Magazine. This includes linguistic elements which are applicable in language learning to equip learners with analytic skills. These skills are indicated in the Curriculum 2005 for the learning area: languages. These skills will enable learners to analyse the discourse structure of written texts effectively. Use is made of various textlinguistic strategies for analysing written genre texts on sports matters. Including these strategies in language learning and teaching situation will help learners to understand how language is used in text analysis. In order to demonstrate how to analyse texts practically, these strategies are investigated through sports texts from Bona Magazine. This study demonstrates the importance of generic factors for a proper analysis of texts. These factors include the community in which the text is produced, cultural factors and the communicative purpose of a text. In exploring the generic features of texts, the definition of the term text is investigated, including all its characteristics, textlinguistic construction and levels of text analysis are also identified. This study demonstrates the importance of including the parameters of the ethnography of writing advanced by Grabe and Kaplan (1996) in the analysis of the linguistic structure of texts. The ethnography of writing entails that a thorough text analysis should address the following question: AWho writes what to whom for what purpose, why, when and hews. The study examines the importance of utilising text analysis in language learning and teaching. The study also demonstrates the relationship between the theoretical aspects examined and the learning outcomes of Curriculum 2005. The study thus demonstrates how the theoretical framework discusses is applicable in the analysis of Sepedi texts.
AFRIKAANSE OPSOMMING: Hierdie studie maak gebruik van die teoretiese raamwerk van tekskonstruksie ontwikkel deur Grabe en Kaplan (1996) vir die analise van Sepedi sport artikels vanuit die BONA tydskrif. Hierdie tekslinguistiese model sluit in die linguistiese elemente wat toepaslik is in taalleer en wat leerders met analitiese vaardighede toerus. Hierdie vaardighede word in Kurrikulum 2005 gespesifiseer vir die leerarea van tale. Hierdie vaardighede stelleerders in staat om die diskoers struktuur van geskrewe teks te analiseer. Die studie maak gebruik van In verskeidenheid tekslinguistiese strategieë vir die analise van geskrewe genres oor sportsake. Die insluiting van die onderrig van hierdie strategieë sal leerders help om te verstaan hoe taal gebruik word in terme van teksanalise. Ten einde die praktiese toepassing van die analise van tekste te illustreer, word die betrokke tekslinguistiese strategieë ondersoek met verwysing na die BONAtekste. Die tesis demonstreer die belang van genre-analitiese eienskappe in die analise van tekste. Hierdie faktore hou o.a. verband met gemeenskap waarin die teks geproduseer word, kulturele faktore, en die kommunikatiewe doelstelling van die teks. In die ondersoek van die genre-analitiese eienskappe van tekste, word die definisie van die term teks ondersoek, insluitende die tekslinguistiese konstruksie en die vlakke van teks-analise. Die studie demonstreer voorts die belang van die parameters van die etnografie van skryf, soos voorgestel deur Grabe en Kaplan in die analise van die struktuur van tekste. Die etnografie van skryf hou in dat In deeglike analise van tekste die volgende vrae moet aanspreek: "Wie skryf wat aan wie, vir watter doel, hoekom, waar en hoe." Die studie ondersoek die belang van die gebruik van teksanalise in leer en onderrig. Die studie demonstreer ook die verband tussen teoretiese aspekte en die leeruitkomste van Kurrikulum 2005. Die studie toon aan hoe die teoretiese raamwerk toepaslik is in die analise van Sepedi tekste.
SEPEDI SENAGANWA: Kakanyothema ye e somisa kakanyo ya semolomo ya hlamo ya dingwalwa, ye e tSweletSwago ke Grabe Ie Kaplan (1996) tshekatshekong ya dingwalwakgolo tsa dipapadi go tswa kqatisobakenq ya Sepedi. Se se akaretsa dithopolelo tseo di lego maleba thutopolelong yeo e hlamago barutwana ka mabokgone a go sekaseka. Mabokgone a tSwelela lenaneothutong la 2005 mafapheng a boithutelo a maleme. Go somisitSwe mekgwa ya go fapana ya temanapolelo go sekaseka dingwalwa tsa go amana le tsa dipapadi. Go akaretsa mekgwa ye go ruteng le go ithuteng polelo go tla thusa barutwana go kweslsa ka moo polelo e somiswago tshekatshekong ya dingwalwa. Go laetSa tirlso tshekatshekong ya dingwalwa, mekgwa ye ya tshekatsheko e nyakisisitswe ka go sornlëa dingwalwa tsa dipapadi go tswa go kqatlsobaka ya Bona. Kakanyothema ye e bea pepeneneng bohlokwa bja dinhla tsa besetshaba tshekatshekong ya maleba ya dingwalwa. Dinhla tseo di akaretsa lefelo leo sengwalwa se hlamilwego go lona, dinhla tsa setso le morero woo 0 tsweletswaqo ke sengwalwa. Go nyakisiseng ka ga ponagalo tSa besetshaba. hlathollo ya lereo le 'sengwalwa' e nyakisisitSwe, go akeretse le dipharoloqantsho tsa sona, hlamego ya temanapolelo le magato a go sekaseka sengwalwa a laedltswe, Thuto ye e laetSa bohlokwa bja go akaretSa le hlaloso ya phapantsho ka hlalososemahlale ya go ngwalwa bjalo ka ge e tsweletswa ke Grabe le Kaplan (1996) tshekatshekong ya dibopego tsa polelo tsa dingwalwa. Hlalososemahlale e tsweletsa gore tshekatsheko ye etebilego ya dingwalwa e swanetse go araba potslso tse di latelago: 'Mang 0 ngwalela mang, go tsweletsa eng, ka baka lang, kae, neng, bjang?' Kakanyothema ye e lekodlslêa bohlokwa bja go somrsa tshekatsheko ya dingwalwa go ruteng le go ithuteng polelo. Thuto ye e laetsa le tswalano ye e lego gona gare ga dinhla tSasemolomo tseo di lekotSwego le ditebanyo tsa boithutelo tsa lenaneothuto la 2005. Ke ka fao kakanyothema ye e beago pepeneneng ka moo kakanyosemolomo yeo e hlalosïtsweqo e ka diriswago tshekatshekong ya dingwalwa tsa dipapadi tsa Sepedi.
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Munyai, Ndwamato Robert. "A genre-theoretic analysis of sports articles in Tshivenda." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53244.
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Thesis (MA)--Stellenbosch University, 2003.ENGLISH ABSTRACT: This thesis employs the theoretical framework of text construction advanced by Grabe and Kaplan (1996) for the analysis of sports articles in BONA magazine. The theory employed in this study includes linguistic elements, which can be included in teaching methodology for developing the learner's analytical skills in analyzing the discourse structure of written texts. These kinds of analytical skills are strongly reflected in Curriculum 2005 for Language Literacy and Communication (LLC). The thesis employs a range of textlinguistic strategies for analyzing written texts on sports issues. It is argued that the incorporation of these strategies by teachers in the process of language teaching in Curriculum 2005 will enable the learners to analyse texts successfully and to gain an awareness about how language is used in texts. For the purpose of analysis in this thesis, text from BONA magazine with contents ranging from sports issues were collected. The thesis demonstrates that text analysis involves a large extent, an investigation of generic factors such as the communicative purpose, the culture and community in which the text is produced. Following the discussion of the generic features of texts, a broad definition of the term text is explored, and the text linguistic construction and certain levels of analysis are identified. In addition to this, the study demonstrates that analysis of the linguistic structure of texts needs to incorporate the discussion of the parameters of the ethnography of writing advanced by Grabe and Kaplan (1996). The ethnography of writing entails that a detailed analysis of texts should address the following questions: "Who writes what to whom, for what purpose, why, when, and how?". The study explores the implications and rationale for incorporating text analysis in language teaching and learning. Lastly, the relationship between the theoretical underpinnings assumed in this study, and the learning Outcomes of Curriculum 2005 are explored. The study demonstrates that the theoretical framework of Grabe and Kaplan (1996) which underlies in the construction of written texts, will not only introduce the learner to an inclusive language pedagogy, but can be employed for effective text analysis of Tshivenda Genre texts on Sports articles in popular magazines like BONA.
AFRIKAANSE OPSOMMING: Hierdie tesis maak gebruik van teoretiese model van Grabe en Kaplan (1996) vir die analise van sport tydskrif artikels in Tshivenda. die teorie wat aangewind word in die studie sluit linguistiese elemente in wat ingesluit kan word in taalonderrigmetodologie vir die ontwikkeling van leerders se analitiese vaardighede in die analise van diskoers strukture van skriftelike tekste. Hierdie soort analitiese vaardighede word sterk gereflekteer in Kurrikulum 2005 vir die leer area van tale. Die tesis wend 'n verskeidenheid teklinguistiese strategiee aan vir die analise van geskrewe genre tekste oor menseregte en burgerlike regte vraagstukke. Daar word beoog in die studied at die insluiting van hierdie strategiee deur onderwysers in die proses van taalonderrig in Kurrikulum 2005 leerders in staat sal stelom tekse suksesvol te ontleed en 'n bewussyn te kry van hoe taal in tekste gebruik word. Vir die doeleindes van analise is hierdie tesis in tekste gebruik uit BONA tydskrif met 'n inhoud oor menseregte en gemmenskps en burgerlike regte. Die tesis demonstreer dat teksanalise tot 'n groot mate 'n ondersoek behels van generiese faktore soos kommunikatiewe doelstelling, die kultuur en die gemeenskap waarin die teks geproduseer word. Na 'n bespreking van die generiese faktore van tekste word in bree definisie van die term "teks" ondersoek, en die tekslinguistiese konstruksie en bepaalde vlakke van analise word geidentifiseer. Hierbenewens, demonsteer die studie dat die linguistiese analise van die tekste die bespreking moet insult van die parameters van die etnografie van geskrewe tekste soos voorgestaan deur Grabe en Kaplan (1996). Die etnografie van geskrewe tekste behels dat die analise van tekste die volgende vrae ondersoek: "Wie skryf wat vir watter doel, waarom, wanneer, en hoe?". Die studie ondersoek die implikasies en motivering vir die insluiting van teknalise en taalonderrig. Laastens, word die verhouding tussen die teoretiese grondslae, wat aanvaar word in hierdie studie, en die leeruitkomste van Kurrikulum 2005 ondersoek. Die studie toon aan dat teoretiese raam werk van Grabe en Kaplan (1996) wat onderliggend is aan die konstruksie van geskrewe tekste kan aanvaar word om leerders in te lei in 'n meer inklusiewe taalonderrig en kan aangewend word vir effektiewe teks analise van Tshivenda genre tekste gebaseer op die Sport tydskrifte soos BONA.
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Kong, Ching-man Paula, and 江靜雯. "The effectiveness of genre approach to teaching book report writing to senior secondary students =." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B38203376.
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Cheung, Chun-hung, and 張春紅. "The effect of genre approach to teaching evaluation genrein matriculation Chinese =." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30234578.
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Yoon, Hae-Lim. "A genre-based reading process in English as a foreign language reading instruction." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1360.
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Wang, Wei. "Newspaper commentaries on terrorism in China and Australia: A contrastive genre study." Thesis, The University of Sydney, 2006. http://hdl.handle.net/2123/1701.
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This thesis is a contrastive genre study which explores newspaper commentaries on terrorism in Chinese and Australian newspapers. The study examines the textual patterning of the Australian and Chinese commentaries, interpersonal and intertextual features of the texts as well as considers possible contextual factors which might contribute to the formation of the newspaper commentaries in the two different languages and cultures. For the framework of its analysis, the study draws on systemic functional linguistics, English for Specific Purposes and new rhetoric genre studies, critical discourse analysis, and discussions of the role of the mass media in the two different cultures. The study reveals that Chinese writers often use explanatory rather than argumentative expositions in their newspaper commentaries. They seem to distance themselves from outside sources and seldom indicate endorsement of these sources. Australian writers, on the other hand, predominantly use argumentative expositions to argue their points of view. They integrate and manipulate outside sources in various ways to establish and provide support for the views they express. It is argued that these textual and intertextual practices are closely related to contextual factors, especially the roles of the media and opinion discourse in contemporary China and Australia. The study, by providing both a textual and contextual view of the genre under investigation in the two languages and cultures, aims to establish a framework for contrastive rhetoric research which moves beyond the text into the context of production and interpretation of the texts as a way of exploring reasons for the linguistic and rhetorical choices made in the two sets of texts.
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Wang, Wei. "Newspaper commentaries on terrorism in China and Australia a contrastive genre study /." Connect to full text, 2006. http://hdl.handle.net/2123/1701.
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Doctor of Philosophy(PhD)This thesis is a contrastive genre study which explores newspaper commentaries on terrorism in Chinese and Australian newspapers. The study examines the textual patterning of the Australian and Chinese commentaries, interpersonal and intertextual features of the texts as well as considers possible contextual factors which might contribute to the formation of the newspaper commentaries in the two different languages and cultures. For the framework of its analysis, the study draws on systemic functional linguistics, English for Specific Purposes and new rhetoric genre studies, critical discourse analysis, and discussions of the role of the mass media in the two different cultures. The study reveals that Chinese writers often use explanatory rather than argumentative expositions in their newspaper commentaries. They seem to distance themselves from outside sources and seldom indicate endorsement of these sources. Australian writers, on the other hand, predominantly use argumentative expositions to argue their points of view. They integrate and manipulate outside sources in various ways to establish and provide support for the views they express. It is argued that these textual and intertextual practices are closely related to contextual factors, especially the roles of the media and opinion discourse in contemporary China and Australia. The study, by providing both a textual and contextual view of the genre under investigation in the two languages and cultures, aims to establish a framework for contrastive rhetoric research which moves beyond the text into the context of production and interpretation of the texts as a way of exploring reasons for the linguistic and rhetorical choices made in the two sets of texts.
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Nowson, Scott. "The language of Weblogs : a study of genre and individual differences." Thesis, University of Edinburgh, 2006. http://hdl.handle.net/1842/1113.
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This thesis describes a linguistic investigation of individual differences in online personal diaries, or 'blogs.' There is substantial evidence of gender differences in language (Lakoff, 1975), and to a lesser extent linguistic projection of personality (Pennebaker & King, 1999). Recent work has investigated these latter differences in the area of computer-mediated communication (CMC), specifically e-mail (Gill, 2004). This thesis employs a number of analytic techniques, both top-down (dictionary-based) and bottom-up (data-driven), in order to explore personality and gender differences in the language of blogs. A corpus was constructed by asking authors to submit a month of text and complete a sociobiographic questionnaire. The corpus consists of over 400,000 words and five-factor personality data (Buchanan, 2001) for 71 subjects. The thesis begins by framing blogs in the context of other genres, both CMC and traditional, in order to show both the distinctiveness and representativeness of the genre. Top-down content analysis techniques are then employed to investigate the relationship between personality and linguistic features. A number of features correlate with each trait, but upon regression, very little variance is explained. Bottom-up techniques are more successful. The corpus was stratified into high, low and neutral personality groups to identify distinctive collocations for each. Returning to the raw personality scores, it becomes clear that even a small amount of n-gram context helps account for much more variance in personality. A measure of contextuality (Heylighen & Dewaele, 2002) shows that authors considered high in Agreeableness pay more attention to differences between their extra-linguistic context and that of their audience. Attention turns to gender, where similar methods are applied to investigate gender differences in language. Many previous findings are confirmed in the blog corpus. In addition, women are found to write more in their blogs than men. More generally, using the British National Corpus, it is shown that women are more contextual, except in the least contextual of genres (academic writing) where there is no difference. The study concludes by confirming that both gender and personality are projected by language in blogs; furthermore, approaches which take the context of language features into account can be used to detect more variation than those which do not.
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Gorman, Holly R. "Captivity and conflict| A study of gender, genre, and religious others." Thesis, Temple University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3702995.
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This project considers questions of religious othering in the contemporary United States through the lens of popular post-religious narratives. These narratives salaciously depict mistreated women in order to demarcate certain religions as deviant; authors and pundits then use these narratives in order to justify outside intervention in specific religious communities. By closely analyzing a selection of contemporary narratives written about women from Muslim and fundamentalist Mormon communities with special attention to both the feminist enactments and tropes of captivity which permeate these texts, this project challenges simplistic portrayals of religious Others. In doing so, the analysis draws the reader's attention to the uncanny imitations in many of these texts: in arguing that certain religions "capture" their female adherents, authors of contemporary captivity narratives silence the voices of women whose stories they seek to illuminate. The dissertation also explores the ambivalent content of many of these narratives. When read against the grain, captivity literature offers surprising opportunities for nuanced explorations of religion, gender and agency.
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Molinari, Marcia Alberta. "Cervantes' 'Los Trabajos de Persiles y Sigismunda' : a study of genre." Thesis, University College London (University of London), 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297193.
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Yaakob, Salmah Binti. "A genre analysis and corpus based study of university lecture introductions." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5241/.
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This thesis reports a study using a corpus of lecture introductions to explore the generic features of the language used. The main research questions: What are the main communicative functions of this sub-genre? How are the functions realised? Are there any disciplinary differences in university lecture introductions? are explored using two complementary methods of analysis; genre analysis and corpus analysis. Analysis of eighty-nine lecture introductions from the BASE corpus1 resulted in a Lecture Introduction Framework which posits a two-level classification which first differentiates lecture content orientation (Thompson, 1994) versus listener orientation (Dubois, 1980). This yields three main functions, with additional sub-functions original to this study. The study reveals differences in the frequency of different sub-functions in the four disciplinary domains, reflecting different disciplinary cultures and knowledge. The corpus analysis generated a word frequency list for lecture introductions, giving a rich linguistic description of the lexis used. Further analysis on one of the three main functions; the Set Up Lecture Framework Function uses WordSmith Tools 5 to analyse the linguistic realisations of the three subfunctions, which are also the top three most used sub-functions in the corpus. Analysis of pronouns and keywords further supports the finding that there are disciplinary variations in lecture introductions.
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Carlsen, Christian. "Draumkvedet and the Medieval English Dream Vision: A Study of Genre." ScholarWorks@UNO, 2008. http://scholarworks.uno.edu/td/867.
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The Medieval English dream vision evidence influences from a variety of earlier vision literature, notably the apocalyptic vision and narrative dream. Philosophical visions by Plato, Cicero and Boethius, and Christian revelations of John and Paul contain traits that found their way into the dream poems by Langland, the Pearl poet and Chaucer. The Norwegian ballad Draumkvedet exhibits features that mirror these English visions. Notable characteristics pertaining to the character of the dreamer, the interplay between dreamer and dream, imagery of the vision, and structure, point to a common set of generic influences. Comparing Draumkvedet with its English counterparts demonstrates that they stem from the same tradition. Draumkvedet bares special resemblance to the Dream of the Rood, Piers Plowman and Pearl in its exploration of Christian doctrine and its appeal to the audience.
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Sacchetti, Maria Alberta. "Cervantes' Los trabajos de Persiles y Sigismunda a study of genre /." London : Tamesis, 2001. http://catalogue.bnf.fr/ark:/12148/cb39042655v.
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Beasley, Colin J. "Picking up the principles: An applied linguistic analysis of the legal problem genre." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1994. https://ro.ecu.edu.au/theses/1104.
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Legal study requires not only the learning of new content, but also the learning of a new academic discourse with its own lexico-semantic, syntactic, and discoursal features. This thesis explores the answering of legal problem questions as an important and distinct new genre that undergraduates studying law units need to achieve competence in. In order to delineate the general features of this genre, systemic functional linguistic (SFL) analyses were performed on a series of texts (a tutorial question, an assignment question, and an examination question) written by lecturers in the introductory Commerce course Principles of Commercial Law as exemplars of the answering of legal problem questions. SFL analyses were also conducted on a series of student texts (both native and non-native English speaking students' answers to the examination question) which showed that considerable difficulties exist not only with the content, but also with the linguistic demands of writing in this particular genre. It follows that students may require specific training in "picking up the principles". The pedagogical implications for both content and language staff teaching in this area are explored with particular reference to tertiary ESL/EFL students.
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Kunyot, Taweesak. "Developing the English oral competency of tourism industry students by means of a genre-based ESP approach." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/676.
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The purpose of this study is to establish a theory-based process for the improvement of the English oral competency of Thai tourism industry students and determine how far practical needs superseded theoretical demands. It was done firstly, by examining an, blending genre and ESP theories in order to establish a genre-based ESP oral English teaching method, and secondly, identifying the specific features of the most common genres in the target language used by Thai tourist guides by means of genre analysis. Thirdly, the perceptions of the personnel managers of tour agencies and tourists towards the oral competency of Thai tour guides were explored before reaching the final stnge of developing and teaching the course for teaching English for tour guides in Rajabhat Universities.
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Lu, Lu, and 卢鹿. "Metadiscourse and genre learning: English argumentative writing by Chinese undergraduates." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B45996702.
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McCampbell, Kathleen Garrett. "Highland Maya effigy funerary urns a study of genre, iconography, and function /." Tallahassee, Florida : Florida State University, 2010. http://etd.lib.fsu.edu/theses/available/etd-04162010-175223/.
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Thesis (M.A.)--Florida State University, 2010.Advisor: Michael D. Carrasco, Florida State University, College of Visual Arts, Theater and Dance, Dept. of Art History. Title and description from dissertation home page (viewed on July 8, 2010). Document formatted into pages; contains x, 153 pages. Includes bibliographical references.
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Pöppel, Ludmila. "The Rhetoric of Pravda Editorials : A Diachronic Study of a Political Genre." Doctoral thesis, Stockholms universitet, Slaviska institutionen, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-6765.
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The present study considers the diachronic changes that took place in Soviet political discourse as reflected in six selections of Pravda editorials from the 1920s through the 1950s, as well as slogans and headlines in that newspaper from 1917 through 1933. The principal goal of analyses conducted on various levels is to identify and investigate a number of tendencies demonstrating the gradual transformation of the language of revolution into totalitarian language. A quantitative analysis of the vocabulary of slogans and headlines in Chapter 2 focuses on chronological changes in words and addresses the contexts in which they were used. The same material is used in a review of the polarization of vocabulary in positive and negative contexts. Chapters 3-6 are devoted to a qualitative analysis of editorial texts on three levels: lexical rhetorical means (Chapter 3), semantically charged elements of argumentation (Chapter 4), and the overall composition of the text (Chapter 5). Chapter 6 concludes the study with an illustration of the devices considered in Chapters 3-5 based on two editorials, one each from the revolutionary and totalitarian periods. The analysis identifies a number of stable elements present throughout the period under study, such as the self – other opposition and references to the classics of Marxism-Leninism. At the same time, noted on all levels are changes illustrating the process by which the language of revolution was gradually transformed into totalitarian language. These include the disappearance from rhetoric of emotionality, imagery, and elements of logic, as well as stylistic leveling and an increase in the frequent repetition of the same conclusions and clichés.
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Alexander, Kathryn. "Hearing voices in textual spaces, a genre study of the wandering books." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ61620.pdf.
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Pöppel, Ludmila. "The rhetoric of Pravda editorials : a diachronic study of a political genre /." Stockholm : Department of Slavic Languages, Stockholm University, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-6765.
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Lundberg, Jonas. "Shaping electronic news : A case study of genre perspectives on interaction design." Doctoral thesis, Linköpings universitet, MDI - Interaction and Service Design Research Group, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-5020.
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This thesis describes and analyzes implications of going from hypertext news to hypermedia news through a process of design, involving users and producers. As in any product development, it is difficult to conceive design of a novel news format that does not relate to earlier genres, and thus to antecedent designs. The hypothesis is that this problem can be addressed by explicitly taking a genre perspective to guide interaction design. This thesis draws on genre theory, which has previously been used in rhetoric, literature, and information systems. It is also informed by theories from humancomputer interaction. The methodological approach is a case study of the ELIN project, in which new tools for online hypermedia newspaper production were developed and integrated. The study follows the project from concept design to interaction design and implementation of user interfaces, over three years. The thesis makes three contributions. Firstly, a genre perspective on interaction design is described, revealing broadly in what respects genre affects design. Secondly, the online newspaper genre is described. Based on a content analysis of online newspaper front-pages, and interviews with users and producers, genre specific design recommendations regarding hypertext news front-page design are given. A content analysis of Swedish online newspapers provides a basis for a design rationale of the context stream element, which is an important part of the news context on article pages. Regarding hypervideo news, design rationale is given for the presentation of hypervideo links, in the context of a hypermedia news site. The impact on news production in terms of dynamics of convergence is also discussed. Thirdly, the design processes in cooperative scenario building workshops are evaluated, regarding how the users and producers were able to contribute. It provides implications and lessons learned for the workshop phase model. A discourse analysis also reveals important facilitator skills and how participants relied on genre in the design process.
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Neather, Robert John. "The fu genre in the Mid-Tang : a study in generic change." Thesis, University of Cambridge, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361623.
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Polezzi, Loredana. "Resiting genre : a study of contemporary Italian travel writing in English translation." Thesis, University of Warwick, 1998. http://wrap.warwick.ac.uk/3996/.
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This thesis aims to highlight the presence of a large and varied production of contemporary Italian travel writing and to analyse the reasons for its 'invisibility' in the Italian literary system and critical tradition. Through the use of a comparative approach to genre and of current theories developed in the area of Translation Studies, the thesis will outline the different status attributed to travel writing in the Anglo-American and the Italian literary systems. Such a comparative approach allows the study to escape the narrow confines of a perspective based on the idea of national literature and to adopt a wider view, which, in turn, highlights the presence of phenomena otherwise easily overlooked or discarded as insignificant. The peculiar characteristics of travel writing, a genre mostly based on the representation of the Other for a home audience, are also analysed in order to point out their affinity with translation practices and, ultimately, to underline the 'double translation' implied by translated travel writing. The case studies which make up the remaining part of the thesis are intended to illustrate different aspects of the genre of travel writing; to provide scope for an analysis of its boundaries and connections with other genres (ranging from ethnography to autobiography, from journalism to fiction, from the essay to the novel); and to illustrate the way in which generic expectations influence both the selection of texts for translation and the strategies adopted when translating and marketing them for a new audience. The writings of twentieth-century Italian explorers to Tibet, and their translations into English, constitute a significant case of adaptation of foreign texts to the needs and expectations of a British audience (and to the British interests in the geographical area concerned). The works of Oriana Fallaci and their different reception in Italy with respect to the UK and the USA illustrate the way in which personal biography and generic choices can intersect, determining both the popular image and the critical success of an author and of her work. Calvino's choice to sublimate the genre of travel writing in the stylized fiction of Le citta invisibili is treated as an example of the way in which a text which is meant to provide an escape from a low-status genre can become an icon of that same genre once it is translated and read in a different cultural context. Finally, the case of Claudio Magris's Danubio and of its English-language translation provides evidence of the complex network of literary references which marks the reception of a text in different cultures, and of the way in which generic affiliation can both promote the recognition of a 'marginal' text and constrain its more idiosyncratic (and original) characteristics.
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Burgess, Sally. "Discourse variation across cultures : a genre-analytic study of writing on linguistics." Thesis, University of Reading, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.360078.
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