Dissertations / Theses on the topic 'Rhetorical structure'
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1
LeThanh, Huong. "Automatic discourse structure generation using rhetorical structure theory." Thesis, Middlesex University, 2004. http://eprints.mdx.ac.uk/8002/.
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This thesis addresses a difficult problem in text processing: creating a System to automatically derive rhetorical structures of text. Although the rhetorical structure has proven to be useful in many fields of text processing such as text summarisation and information extraction, Systems that automatically generate rhetorical structures with high accuracy are difficult to find. This is beccause discourse is one of the biggest and yet least well defined areas in linguistics. An agreement amongst researchcrs on the best method for nnalysing thc rhetorical structure of text has not been found. This thesis focuses on investigating a method to generate the rhetorical structures of text. By exploiting different cohesive devices, it proposes a method to recognise rhetorical relations between spans by checking for the appearance of these devices. These factors include cue phrases, noun-phrase cues, verb-phrase cues, reference words, time references, substitution words, ellipses, and syntactic information. The discourse analyser is divided into two levels: sentence-level and text-level. The former uses syntactic information and cue phrases to segment sentences into elementary discourse units and to generate a rhetorical structure for each sentence. The latter derives rhetorical relations between large spans and then replaces each sentence by its corresponding rhetorical structure to produce the rhetorical structure of text. The rhetorical structure at the text-level is derived by selecting rhetorical relations to connect adjacent and non-overlapping spans to form a discourse structure that covers the entire text. Constraints of textual organisation and textual adjacency are effectively used in a beam search to reduce the search space in generating such rhetorical structures. Experiments carried out in this research received 89.4% F-score for the discourse segmentation, 52.4% F-score for the sentence-level discourse analyser and 38.1% F-score for the final output of the System. It shows that this approach provides good performance cumparison with current research in discourse.
2
Huber, Daniel A. "The rhetorical structure of the Song of Songs." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.
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Cook, Suzanne Elizabeth. "Rhetorical structure of a Lushootseed (Salish) narrative." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ45356.pdf.
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Safnil and safnil@yahoo com. "Rhetorical Structure Analysis of the Indonesian Research Articles." The Australian National University. Faculty of Arts, 2000. http://thesis.anu.edu.au./public/adt-ANU20020726.095142.
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This thesis discusses rhetorical features of Indonesian research articles (RAs) in three disciplinary areas: Economics, Education and Psychology. These were written by Indonesian speakers and published mainly in university-based scientific journals. The main focus of this thesis is on the examination of the patterns of communicative purposes or Moves and their subsequent elements or Steps of the introduction sections of these articles. The analyses include the examination of communicative purposes and persuasive values of the texts, linguistic resources used to materialise the communicative purposes and persuasions, and the cultural factors (ie. norms, beliefs and values) and scientific practices and academic writing conventions underlying the specific rhetorical features.
¶
This study found that the macro rhetorical structure of the Indonesian RAs (ie. the Introduction, Methods, Results and Discussion or IMRD pattern) is relatively similar to that of the English RAs except that, unlike in English RAs, the conclusion and suggestion section in the Indonesian RAs have a separate section. However, the communicative purposes and persuasions in the introduction sections in the two groups of the RAs (English and Indonesian) are relatively different. Differences are also found in the way that rhetorical works use the linguistic resources to materialise the communicative purposes and persuasions in the introduction sections of the two groups of RAs. Some of the rhetorical differences are because of the differences in the research practices and scientific writing conventions in Indonesian and in English speaking countries, while others are because of cultural differences reflected in the two languages.
¶
The pedagogical implication of this study is that the Indonesian RA genre needs to be explicitly taught to Indonesian students, particularly university students in order to give them more access to the content of Indonesian research, and to develop skills needed by Indonesian researchers and research writers. For this purpose, an appropriate approach needs to be developed; that is to teach the generic features of Indonesian RAs such as those in social sciences written in Bahasa Indonesia or Indonesian.
5
Leech, Mary Elizabeth. "The Rhetoric of the Body: A Study of Body Imagery and Rhetorical Structure in Medieval Literature." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1029156317.
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Sharp, Alastair. "Rhetorical structure in reading comprehension : a Hong Kong case study." Thesis, University of Reading, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.325209.
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Java, James. "Characterization of Prose by Rhetorical Structure for Machine Learning Classification." NSUWorks, 2015. http://nsuworks.nova.edu/gscis_etd/347.
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Measures of classical rhetorical structure in text can improve accuracy in certain types of stylistic classification tasks such as authorship attribution. This research augments the relatively scarce work in the automated identification of rhetorical figures and uses the resulting statistics to characterize an author's rhetorical style. These characterizations of style can then become part of the feature set of various classification models.
Our Rhetorica software identifies 14 classical rhetorical figures in free English text, with generally good precision and recall, and provides summary measures to use in descriptive or classification tasks. Classification models trained on Rhetorica's rhetorical measures paired with lexical features typically performed better at authorship attribution than either set of features used individually. The rhetorical measures also provide new stylistic quantities for describing texts, authors, genres, etc.
8
Fuchs, Juliana Thiesen. "Rhetorical Structure Theory: limites e possibiliades de representação da organização textual." Universidade do Vale do Rio do Sinos, 2009. http://www.repositorio.jesuita.org.br/handle/UNISINOS/2569.
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Previous issue date: 12Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Nesta dissertação de mestrado, procuro mostrar a contribuição de determinadas concepções de organização textual para a representação do texto realizada pelo modelo da Rhetorical Structure Theory – RST (Mann; Thompson, 1988). A RST é uma teoria que explica a estrutura textual por meio de um modelo de relações que se estabelecem, recursivamente, entre partes do texto consideradas pelo analista como núcleos e satélites. Porém, apesar de abarcar a coerência retórica relacional, a RST, como teoria, não lida com outras concepções que dêem conta do processo complexo de organização textual. Dessa forma, como modelo, ela representa o texto de forma limitada. Neste trabalho, investigo a possibilidade de a RST ser associada a determinadas concepções de organização textual, como a relação entre texto e contexto e o processo estratégico top-down de formação do texto. Para tanto, realizo uma investigação em duas partes: uma teórica e uma de análise. Na parte teórica, apresento um quadro teórico que embasa as concepções de
In this master’s degree paper work, I aim to show the contribution of some conceptions of textual organization to the text representing process carried out by Rhetorical Structure Theory – RST (Mann; Thompson, 1988). RST is a theory that explains the text structure by postulating a model of relations which recursively hold between parts of text labeled nucleus or satellite by the analyst. However, even accounting for the rhetorical relational coherence, RST, as a theory, doesn’t include other conceptions to account for the complex process of textual organization. Thus, as a model, it produces a limited text representation. In this paper work, I investigate the possibility of associating RST with some conceptions of textual organization, like the relationship between text and context and the top-down strategic process of text construction. To do so, I carry out an investigation in two parts: a theoretical one and an analytical one. In the theoretical part, I show a theoretical framework that supports the conce
9
Williams, Mark Thayne. "Discovering rhetorical contexts: Topical strategies and tropical structure in academic discourse." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/284361.
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This dissertation examines a fundamental concern in rhetoric and composition and across academic disciplines---the notion of context. Theories of context create practical problems because the term refers to potentially everything around a text. This complexity manifests in four ways: (1) Context first appears in publications as unexplained evaluations of speech and writing. These assumed contexts are problematic because evaluation, or judgment, should follow invention, not proceed it. The term appears as a given, not as an invention. (2) Writers must reduce contexts to define the specific dimensions of particular cases and issues. Kenneth Burke details these reductions when defining contextual thinking as a paradoxical process, an "alchemic moment," one where "transformations" occur (Grammar 23-24). Other writers later refer to the 'transformative' power of context without acknowledging these paradoxes and reductions. (3) Many writers claim that contexts determine the meaning of words and the appropriateness of particular rhetorical strategies. If contexts determine meaning, what choices do rhetoricians have to determine meaning in contexts? (4) Anthropologists, linguists, and historians develop ideas of contexts that do not account for the rhetorical origins of the term. Composition scholars in turn borrow from disciplines other that rhetoric when explaining context. I explore these issues with an etymology of context in classical, professional, and curricular discourse. This etymology shows how compositionists use context to do three things for writing instruction: evaluate discourse; suggest situations; arrange details and intentions. I argue that these three categories of context can be better understood in terms of an active rhetorical style: Cicero and Quintilian offer style as decorum, perspicere, and ornare. Teachers rely on these styles to evaluate writing, to render situations clearly, and to configure details and intentions. This active sense of style mediates notions of context that emerge from the social sciences and provides rhetorical background for the important work that context does in composition and other disciplines. I end this dissertation by returning to Giambattista Vico's etymological work on classical rhetoricians. I identify from him a triangular invention: how memory, imagination, and perception combine with style to construct contexts.
10
Zhu, Gang. "A hybrid approach to the automatic planning of discourse structures." Thesis, University of Nottingham, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307811.
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11
Chang, Ping-Nan. "An exploration of rhetorical structure and interactional metadiscourse in architecture research articles." Thesis, Queen's University Belfast, 2015. https://pure.qub.ac.uk/portal/en/theses/an-exploration-of-rhetorical-structure-and-interactional-metadiscourse-in-architecture-research-articles-edd-tesol(c76affdf-50b4-4d89-83c3-78847b4e700d).html.
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Research articles have long been the centre of EAP/ESP genre research. However, the majority of relevant studies focused on a section of research articles rather than the full text. Furthermore, while research articles in science and technology and social sciences have been extensively investigated, little applied linguistic research attention has been paid to the design filed, including architecture that this research is concerned about. In order to hope to contribute to the understanding of this important genre and to provide some information and implications for teaching ESP, I conducted this exploratory study by analysing fourteen research papers in The Journal of Architecture. Two aspects chosen for the analysis are move structure and interactional metadiscourse based on Swales (1990) and Hyland (2005) respectively. While the identification of relevant features relied on my judgment, the software of UAM Corpus Tool was applied to facilitate the process. To complement the textual analysis, I also consulted two architect lecturers about their discipline by means of an open-ended questionnaire. Some findings, such as the prevalence of nonepistemic introduction, the lack methods-related moves and the salience of engagement markers, seem to set these articles apart from those based on empirical research and to suggest their resemblance to those in arts and humanities.
12
Alavi, Sayyed Mohammad. "An investigation of the usefulness of rhetorical structure theory in testing reading comprehension." Thesis, Lancaster University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.242892.
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13
Jubhari, Ria Rosdiana. "Cultural influences on the rhetorical structure of undergraduate thesis introductions in Bahasa Indonesia and English." Monash University, School of Languages, Cultures and Linguistics, 2003. http://arrow.monash.edu.au/hdl/1959.1/9373.
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14
Isacson, Mikael. "To each their own letter : structure, themes, and rhetorical strategies in the letters of Ignatius of Antioch /." Stockholm : Almqvist & Wiksell International, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-4128.
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15
Ayars, Matthew Ian. "The structure of the poetic text : structural cohesion and foregrounding as the dual rhetorical discourse function of linguistic parallelism in Biblical Hebrew poetry." Thesis, University of Chester, 2016. http://hdl.handle.net/10034/620335.
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The present project, by employing Roman Jakobson's conceptualisation of parallelism and literary linguistic analysis, argues that linguistic parallelism occurring at all levels of language (from phoneme to syntagmeme) in biblical Hebrew poetry has a dual rhetorical discourse function of foregrounding and structural cohesion. It is proposed that patterned grammatical-syntactic continuity and deviation at a colometric level creates poetic unity that harmonises the poem’s internal diversity and poetic variation across macrostructural levels that fosters foreground semantic components of the text. As the poetic text moves forward as a discourse, the diversity created by grammatical-syntactic deviation becomes patterned with a regular form of sequence that creates structural cohesion within the poem as discourse. After outlining the state of current research on biblical Hebrew poetry and exploring Jakobson’s poetics and their relevance to this project, the heart of the work is a detailed analysis of each poetic line in Psalms 113–118. These were chosen as a representative sample in order to test the validity of the model.
16
Maziero, Erick Galani. "Análise retórica com base em grande quantidade de dados." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/55/55134/tde-13012017-103446/.
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Com uma quantidade quase incontável de informação textual disponível na web, a automatização de diversas tarefas referentes ao processamento automático de textos é uma necessidade inegável. Em abordagens superficiais do PLN (Processamento da Linguagem Natural), importantes propriedades do texto são perdidas, como posição, ordem, adjacência e contexto dos segmentos textuais. Uma análise textual mais profunda, como a realizada no nível do discurso, ocupa-se da busca e identificação da organização retórica do texto, gerando uma estrutura hierárquica em que as intenções do autor são explicitadas e relacionadas entre si. Para a automatização dessa tarefa, tem-se utilizado técnicas de aprendizado automático, predominantemente do paradigma supervisionado. Nesse paradigma, são necessários dados rotulados manualmente para a geração dos modelos de classificação. Como a anotação para essa tarefa é algo custoso, os resultados obtidos no aprendizado são insatisfatórios, pois estão bem aquém do desempenho humano na mesma tarefa. Nesta tese, o uso massivo de dados não rotulados no aprendizado semissupervisionado sem fim foi empregado na tarefa de identificação das relações retóricas. Foi proposto um framework que utiliza textos obtidos continuamente da web. No framework, realiza-se a monitoração da mudança de conceito, que pode ocorrer durante o aprendizado contínuo, e emprega-se uma variação dos algoritmos tradicionais de semissupervisão. Além disso, foram adaptados para o Português técnicas do estado da arte. Sem a necessidade de anotação humana, a medida-F melhorou, por enquanto, em 0,144 (de 0,543 para 0,621). Esse resultado consiste no estado da arte da análise discursiva automática para o Português.Considering the almost uncountable textual information available on the web, the auto- matization of several tasks related to the automatic text processing is an undeniable need. In superficial approaches of NLP (Natural Language Processing), important properties of the text are lost, as position, order, adjacency and context of textual segments. A de- eper analysis, as carried out in the discursive level, deals with the identification of the rhetoric organization of the text, generating a hierarchical structure. In this structure, the intentions of the author are identified and related among them. To the automati- zation of this task, most of the works have used machine learning techniques, mainly from the supervised paradigm. In this paradigm, manually labeled data is required to obtain classification models, specially to identify the rhetorical relations. As the manual annotation is a costly process, the obtained results in the task are unsatisfactory, because they are below the human perfomance. In this thesis, the massive use of unlabeled data was applied in a semi-supervised never-ending learning to identify the rhetorical relations. In this exploration, a framework was proposed, which uses texts continuously obtained from the web. In the framework, a variation of traditional semi-supervised algorithms was employed, and it uses a concept-drift monitoring strategy. Besides that, state of the art techniques for English were adapted to Portuguese. Without the human intervention, the F-measure increased, for while, 0.144 (from 0.543 to 0.621). This result consists in the state-of-the-art for Discourse Analysis in Portuguese.
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Batirbek, Muge. "The Analysis Of Children." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12608904/index.pdf.
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This thesis investigates the relationship between creative potential and the rhetorical structure of children&rsquos narratives. 44 middle school children (aged 12-15) were given a set of paper-pen activities including one divergent thinking test, one convergent thinking test and a story to be completed. Results of the divergent and convergent thinking tests were taken as the predictors to estimate the potential for creative thinking. Children were examined in terms of how they encode rhetorical relations in their writings. Whether a creative potential made a difference in children&rsquo
s writings in terms of rhetorical relations they used, and whether children within the same creative potential group used the same rhetorical relations in common were investigated. Rhetorical Structure Theory (RST) (Marcu, 2000 and Carlson and Marcu, 2001) was used in coding children&rsquo
s writings. It was found that children in the study interpreted story writing as an act of attribution. This result is contrary to Marcu et.al (1999b), who found the elaboration-additional relation as the most frequent relation in their corpora. The study also found that there was an inverse relationship between the convergent thinking scores and the number of satellites (an EDU (elementary discourse unit) playing an auxilliary role for a text in question) for the 7th graders. Finally, it was found that high quartile (highest scorers in the study, top 25%) convergent thinkers were able to construct a narrative element with few number of EDUs and few number of discourse relation types.
18
Al-Hujaili, Hamdah A. "The organization of general-specific information structure in the EFL compositions of Arab students : a contrastive rhetorical study of Arabic and English." Thesis, University of Exeter, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.272993.
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Iracet, Êrica Ehlers. "Relações retóricas emergentes da inserção de narrativas em notícias de divulgação científica para adultos e crianças." Universidade do Vale do Rio dos Sinos, 2014. http://www.repositorio.jesuita.org.br/handle/UNISINOS/4382.
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CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
O presente estudo busca investigar as relações retóricas que emergem do encaixe de segmentos narrativos na organização macroestrutural de notícias de divulgação científica (DC) dirigidas aos públicos infantil e adulto. A organização narrativa é analisada segundo os postulados de Adam (2011) e Charaudeau (2008b); a organização retórica macroestrutural dos textos, por sua vez, é estudada de acordo com a Rhetorical Structure Theory – RST. (MANN; THOMPSON, 1988). O corpus do estudo é composto de 15 notícias de DC voltadas ao público infantil, publicadas na revista Ciência Hoje das Crianças entre dezembro de 2004 e setembro de 2010, e de 15 notícias de DC direcionadas ao público adulto, veiculadas na revista Ciência Hoje, entre agosto de 2005 e julho de 2012. A metodologia empregada consiste na análise quantitativa da emergência de relações retóricas entre os segmentos narrativos encontrados nos corpora (infantil e adulto) e as demais porções textuais, bem como na análise qualitativa de alguns textos selecionados para exemplificar cada uma das relações retóricas encontradas. Em seguida, é realizada uma análise comparativa entre os dados quantitativos provenientes das análises dos textos para crianças e dos textos para adultos. Assume-se que a esquematização de um texto é um processo de coconstrução, no qual o produtor, ao organizar seu plano textual, leva em consideração as características e conhecimentos de seu possível leitor e, a partir disso, lança mão de estratégias variadas para alcançar o fim discursivo pretendido e causar os efeitos desejados sobre o leitor. Dessa forma, conclui-se que a emergência recorrente de determinadas relações retóricas entre as narrativas encaixadas e as outras partes do texto revela estratégias do produtor textual para orientar a leitura e compreensão da notícia, tanto nos textos escritos para crianças quanto nos escritos para adultos.
This research aims to investigate the rhetorical relations which emerge from the insertion of narrative segments in the macrostructural organization of scientific popularization news directed to children and adults. The narrative organization is analyzed according to Adam’s (2011) and Charaudeau’s (2008b) postulates; the rhetorical organization of the texts, in turn, is studied according to Rhetorical Structure Theory – RST. (MANN; THOMPSON, 1988). The research corpus is composed of 15 scientific popularization news intended for children, published in the magazine Ciência Hoje das Crianças, and of 15 scientific popularization news directed to adults, issued in the magazine Ciência Hoje. The methodology consists of a quantitative analysis of the emergency of rhetorical relations between the narrative segments found in the corpora (texts for children and texts for adults) and other textual portions, as well as of a qualitative analysis of some selected texts in order to exemplify each one of the rhetorical relations found. Then, a comparative analysis is done between the quantitative data resultant from the analysis of the texts for children and of the texts for adults. We assume that the schematization of a text is a process of co-construction, in which the producer, when organizes the text plan, takes into consideration the characteristics and knowledge of his/her possible reader and, from this, resorts to different strategies in order to achieve the discursive aim intended and cause the desired effect over the reader. Thus, we conclude that the recurrent emergency of certain rhetorical relations between the inserted narratives and the other portions of the text reveals strategies of the textual producer in order to guide the reading and comprehension of the new, both in texts written forchildren and in texts written for adults.
20
Safavi-Homami, Seyed Ghahreman. "'Love the whole and not the part' : an investigation of the rhetorical structure of Book One of the 'Mathnawi' of Jalal al-Din Rumi." Thesis, SOAS, University of London, 2003. http://eprints.soas.ac.uk/28718/.
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This thesis investigates the narrative and thematic structure of Boole One of the Mathnawi of Jalal al-Din Rumi. The Mathnawi, of the thirteenth century, is one of the most highly acclaimed mystical poems in classical Persian. Consisting of around 26,000 verses, arranged in six books, it has appeared to both traditional and western scholars alike as being randomly composed and lacking in structure or architecture. Since, however, Rumi was a highly skilled poet, able to create any impression he desired, it is improbable he would have written a defective work. When this is coupled with his constant affirmation that the world of appearances is not the real world, there is reason thoroughly to scrutinise both the structure of the work and the scholarly consensus concerning its apparent randomness. This is done here by a detailed analysis of Book One. Rumi has divided each book up into sections of varying lengths, and at the beginning of each section he has given a title. The examination consists of analysing each section to establish its thematic and narrative contents. It then becomes apparent which sections should be taken together to form the larger wholes, which could be called discourses, maqalat, or, since in Book One the narrative element is strong, stories. There are twelve such stories or discourses in Book One. Having established these larger wholes, the analysis then examines the relationships of the sections and their themes to one another within each discourse or story. This yields the major discovery of this thesis: the sections within each story are organised not sequentially, although, of course, one follows another, but synoptically using the two compositional principles of parallelism and chiasmus. This is entirely unexpected. It accounts for the seeming randomness of the sequential reading, while at the same time yielding beautiful structures and organisation when read synoptically. But the synoptic organisation is not simply aesthetically satisfying, it provides equally importantly the patterns of significance and the distribution of emphasis. Not only are the sections of each story organised by parallelism and chiasmus, so, it is argued, is Book One as a whole, so that the stories stand to one another in a similar pattern. Seeing Book One synoptically reveals that the pattern of significance which organises the stories sequentially is the progressive development of the nafs, or self-hood, on the spiritual path. It is further suggested that Book One stands chiasmically in parallel to Book Six. The Mathnawi then is far richer than has hitherto be recognised. In combining the outer randomness of the sequential order with the sophisticated inner organisation of significance and purpose permitted by the use of parallelism and chiasmus, Rumi has reflected in the structuring of his great work his constant message that beneath the empirical world of our senses there lies an inner spiritual world of unity and great beauty. Far from lacking architecture, the Mathnawi, it is argued, is closely planned, integrating the double structuring, the sequential and the synoptic, with the overall message of the work.
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Ulker, Eser Meltem. "A Comparative Analysis Of Thesis Guidelines And Master Thesis Abstracts Written In English At Universities In Turkey And In The Usa." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614008/index.pdf.
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This study examines master of art (MA) theses abstracts written in English in terms of their texual structures. In order to design a comparative study, abstracts are collected from universities (i) with a guideline in Turkey (ii) without a guideline in Turkey and (iii) with a guideline in the USA. 94 abstracts, randomly selected from these three groups of universities, are analyzed according to a content criteria list
developed on the basis of Swales (1981, 1990, 2004), and Hyland&rsquos (2000) textual structure models and content instructions provided in thesis writing guidelines. The analysis of data is accomplished using MS Excel 2010 ve SPSS 16.0. The comparison between abstracts written at universities with and without a guideline in Turkey revealed a significant difference in terms of methodology and statement of the problem. Also, with regards to the order of the rhetorical elements (Introduction+Methodology+Results+Conclusion), universities with a guideline in Turkey displayed more consistency than the universities without a guideline. As for the comparison between the universities with a guideline in Turkey and the USA, the results showed that there is a significant difference between the two abstract sets in terms of their methodology, results, and conclusion parts. Besides, the texual pattern analysis showed that abstracts collected from universities with a guideline in Turkey follow a more consistent order than their counterparts in the USA. The results of the thesis have pedagogical implicatons for students, teachers, academics who prepare thesis writing guidelines, and researchers who want to make publications internationally.
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Ramos, Wiliam César. "Um roteiro para a escrita de abstracts de artigos de pesquisa : estrutura retórica e técnicas de argumentação /." Araraquara : [s.n.], 2011. http://hdl.handle.net/11449/100270.
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Orientador: Antônio Suárez AbreuBanca: Albano Dalla Pria
Banca: Eliana Izabel Scurciatto
Banca: Solange Aranha
Banca: Terezinha Fortes Mestrinelli
Resumo: A publicação de artigos em revistas científicas é fundamental para o pesquisador validar sua qualidade de membro da comunidade científica a que pertence. Publicar em revistas de prestígio requer de seus autores conhecimento não apenas das normas de apresentação e temas aceitos pela revista, mas, principalmente, dos padrões discursivos e léxico-gramaticais identificáveis nos gêneros produzidos pela comunidade científica à qual se dirigem. No entanto, para ser publicado, o artigo passa por um rigoroso processo de triagem em função da grande quantidade de trabalhos submetidos. O primeiro critério de seleção é a qualidade do abstract, gênero que tem a função de apresentar sucintamente o artigo que representa, dando-lhe visibilidade perante o comitê editorial. Entretanto, uma vez publicado, o artigo de pesquisa compete com tantos outros para ser lido e possivelmente citado em novos trabalhos, passando, novamente, por um processo de seleção através do abstract que, desta vez, é analisado pelos pesquisadores que buscam trabalhos que tragam contribuições. Assim, em função da relevância desse gênero na promoção do artigo de pesquisa, visando à sua publicação junto a revistas de prestígio e à sua leitura por outros pesquisadores, a presente tese de doutorado propõe um roteiro de escrita que auxilie o pesquisador na produção de abstracts de artigo de pesquisa. Tendo em vista que um abstract eficiente deve refletir as convenções nos planos retórico, argumentativo e léxico-gramatical da comunidade científica à qual se dirige, este trabalho abarca os domínios do gênero e da argumentação. No domínio do gênero, abordamos os conceitos de comunidade discursiva e gênero acadêmico de Swales (1990, 1992, 1998), analisamos a estrutura retórica de 150 abstracts (Biologia Celular, Medicina, Direito, Educação, Física, Matemática) e levantamos os expedientes... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: Getting published is the researcher's most important step toward being recognized as a legitimate member of his scientific community. Succeeding in getting research articles published in accredited scientific journals requires from the authors knowledge about the requirements for manuscripts, the themes covered and the discursive and lexical-grammatical patterns which can be identified in the various genres produced by the scientific communities they address. Nevertheless, the paper has to go through a two-stage analysis by the journal's editorial committee before being published due to the large number of manuscripts submitted. In the first stage, what is examined is the abstract, genre whose purpose is to present the article briefly but in a way in which it gains visibility before the editorial board. If it is well written and appeals to the examiners, the analysis progresses to the next stage where the article itself will be analyzed to be approved for publication. However, once it is published, the article competes with so many others to be read and cited in other papers. Then it is scrutinized again through the abstract, but this time by other researchers who are interested in its contributions. Thus, due to the central role the abstract plays in persuading the editorial board to select the article for further assessment toward its acceptance for publication, and other researchers to read it, here we devise a plan for research article abstract writing. Since an effective abstract must reflect the rhetorical, argumentative and lexical-grammatical conventions of the scientific community it addresses, this PhD thesis encompasses two domains: genre and argumentation. In the domain of genre, we discuss the concepts of discourse community and genre (SWALES, 1990, 1992, 1998), analyze the rhetorical structure of 150 abstracts... (Complete abstract click electronic access below)
Doutor
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Wong, Hoi-yee Grace, and 黃愷怡. "Teaching of writing: a study of the effects of the teaching of rhetorical information structure on theorganization of the writing of Form 4 and Form 7 students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956865.
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Wong, Hoi-yee Grace. "Teaching of writing : a study of the effects of the teaching of rhetorical information structure on the organization of the writing of Form 4 and Form 7 students /." Hong Kong : University of Hong Kong, 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13836882.
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Roberts, Jeff Gerber Matthew G. "The rhetorical structure of disability bridging the gap between what is 'spoken' and what is 'said' with song - over-signifying with personhood against the backdrop of disease-centric discourse /." Waco, Tex. : Baylor University, 2007. http://hdl.handle.net/2104/5086.
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Döring, Sophia. "Modal Particles, Discourse Structure and Common Ground Management." Doctoral thesis, Humboldt-Universität zu Berlin, 2018. http://dx.doi.org/10.18452/19449.
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Die vorliegende Arbeit beschäftigt sich mit dem Phänomen der deutschen Modalpartikeln (MPn), das in der linguistischen Forschung viel Aufmerksamkeit erhalten hat, aber fast immer nur innerhalb der Satzgrenzen betrachtet wurde. Es wurde mehrfach vorgeschlagen, dass MPn eine Funktion im Hinblick auf Common Ground-Management haben, jedoch wird nie ausgeführt, wie diese zustande kommt. In dieser Arbeit wird gezeigt, wie die Bedeutung und Funktion verschiedener MPn im Rahmen eines erweiterten Common Ground-Modells erfasst werden kann. In einem zweiten Schritt wird in zwei empirischen Studien die Interaktion von MPn mit Diskursstruktur analysiert, wobei Diskursstruktur hier im Rahmen von Diskursrelationen modelliert wird. Dafür wurden in einem Korpus von Parlamentsreden (126.000 Token) alle Sätze, die eine MP (ja, doch, eben, halt, wohl und schon wurden analysiert) enthalten im Hinblick auf ihre Relationen zu adjazenten Diskurseinheiten annotiert. Verwendet wurde dafür die in der Rhetorischen Strukturtheorie (Mann & Thompson 1989) vorgeschlagenen Relationen. Die statistische Analyse der Ergebnisse zeigen signifikante Präferenzen der einzelnen MPn für bestimmte Diskursrelationen. Diese wurden anschließend in einem Lexical Choice Experiment überprüft und bestätigt, bei dem SprecherInnen im Kontext verschiedener Diskursrelationen auswählen sollten, welche MP am natürlichsten in einen Diskurs passt. SprecherInnen verwenden MPn, um zu zeigen, in welchem Verhältnis eine Proposition zu anderen steht oder um die Proposition auf eine bestimmte Art und Weise im Diskurs zu verankern, z.B. in dem sie als Hintergrundinformation markiert wird. Die beiden empirischen Studien zeigen zum ersten Mal, wie SprecherInnen diese Funktionen nutzen – und teilweise ausnutzen – um Diskurs zu strukturieren, Diskursrelationen hervorzuheben und so Kohärenz zu fördern. Gleichzeitig zeigt diese Arbeit, dass ein erweitertes Common Ground-Modell notwendig ist, um den Beitrag von MPn adäquat zu erfassen.This work focuses on the phenomenon of German modal particles (Mps) which has received much attention in linguistic research – however mainly restricted to an analysis inside the sentence boundaries. It has been proposed that the function of Mps can be described with respect to common ground management, but this has never been spelled out in detail. Here, the meaning and function of different Mps will be captured in a broadened common ground model. In a second step, two empirical studies analyse the interaction of MPs and discourse structure – here modelled in terms of discourse relations. In a corpus of parliament speeches (126.000 word tokens), all sentences containing a modal particle (ja, doch, eben, halt, wohl and schon have been analyzed) were annotated for their discourse relations towards adjacent discourse units. The statistical analysis of the results reveals clear preferences of the single particles for different discourse relations. These preference were tested again in a follow-up experiment, a lexical choice task in which speakers had to decide which particle fits most naturally in contexts of different discourse relations. The results verified the findings of the corpus study. Overall, MPs can be used to indicate to the addressee how a proposition that is asserted by the speaker is related to (an)other proposition(s) and anchor information in discourse structure in a certain way, e.g. by marking it as background information. The results of the empirical studies show for the first time how speakers can make use of these functions – sometimes by exploiting them – to structure discourse, enhance the function of discourse relations and thereby establish coherence. At the same time, it becomes clear that a broader model of common ground is needed to capture this function of MPs in discourse appropriately.
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Wheeldon, Alan. "Improving human computer interaction in intelligent tutoring systems." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16587/1/Alan_Wheeldon_Thesis.pdf.
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ITSs (Intelligent Tutoring Systems) provide a way of addressing some of the issues that the more traditional CAI (Computer Aided Instruction) systems do not address - the individual learning needs and individual learning abilities and levels of users - so that the user is in control of their learning experience. An ITS needs to be able to provide an explanation, for a real world situation, that successfully meets the needs of the user. To ensure relevant explanation content requires the ITS be based on sound planning principles and tutoring knowledge as well as knowledge of the domain and the user. To ensure a coherent explanation structure requires that the tutoring knowledge be applied with full recognition of the knowledge of the domain and the user. For a model of the user's knowledge to be effective, the system should be able to use it to enhance the flexibility and responsiveness of explanations generated. A user model should guide the generation of explanations so they are pitched at the correct level of the user's existing knowledge; models should be able to actively support the needs of the user so that the user's efforts in seeking out information are minimised. The aim of this research is to generate effective, flexible and responsive explanations, in educational software systems, through developing better explanation facilities than exist in currently available ITS software. In achieving this aim, I am advancing research into dialogue planning and user modelling. The explanation facilities described meet the requirements of an explanation that is tailored to the user's needs, a sound theory from which particular explanations are constructed, and a user model that can accurately represent the behaviour and beliefs of the user. My research contributions include explicitly and formally representing discourse planning / reasoning, from both the user's view and the tutor's view so that they can be clearly understood and represented in the ITS. More recent planners have adopted approaches that can be characterised as using adaptations of the classical planning approach, with informally specified planning algorithms and planning languages. Without clear, explicit and full descriptions of actions and the planning algorithm we can not be certain of the plans that such planners produce. I adopt a theoretically rigorous approach based on classical planning theory - the actions available to the planner, the planning language and algorithm should be explicitly represented to ensure that plans are complete and consistent. Classical regression planning uses dynamic planning thus enabling the system to be flexible in a variety of situations and providing the responsiveness required for an ITS. I take a theoretically rigorous approach in constructing a well specified model of discourse, building upon existing research in the area. I present a tutoring module that is able to find a way to motivate the user to take a recommended action, by relating the action to the user's goals, and that is able to reason about the text structure to generate an effective explanation - putting together several clauses of text whilst maintaining coherency. As part of developing such constructs for motivating, enabling and recommending, as well as constructs for structuring text, I use a pedagogic model based on the principled approach of (i) advising the user to take an action (ii) motivating the user to want to take the action and (iii) ensuring the user knows how to do the action. I take a clear and realistic approach to user modelling, making explicit models of the user's behaviour and beliefs. I adopt a theoretically rigorous approach, formally distinguishing between the user's reasoning and their actions, so they can be focused on separately. Formally making this distinction, more easily enables models of the user's reasoning to be tailored to the individual user. To enable the tutor to consider the full impact on the user, of the information to be delivered to the user, I use different plan spaces. I explicitly identify the different perspectives of the user and the tutor so that they can be focused on separately to generate an explanation that is tailored to the user. In my approach, reasoning about the user's skills, rules and knowledge is independent from reasoning about those of the tutor.
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Wheeldon, Alan. "Improving human computer interaction in intelligent tutoring systems." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16587/.
Full textAbstract:
ITSs (Intelligent Tutoring Systems) provide a way of addressing some of the issues that the more traditional CAI (Computer Aided Instruction) systems do not address - the individual learning needs and individual learning abilities and levels of users - so that the user is in control of their learning experience. An ITS needs to be able to provide an explanation, for a real world situation, that successfully meets the needs of the user. To ensure relevant explanation content requires the ITS be based on sound planning principles and tutoring knowledge as well as knowledge of the domain and the user. To ensure a coherent explanation structure requires that the tutoring knowledge be applied with full recognition of the knowledge of the domain and the user. For a model of the user's knowledge to be effective, the system should be able to use it to enhance the flexibility and responsiveness of explanations generated. A user model should guide the generation of explanations so they are pitched at the correct level of the user's existing knowledge; models should be able to actively support the needs of the user so that the user's efforts in seeking out information are minimised. The aim of this research is to generate effective, flexible and responsive explanations, in educational software systems, through developing better explanation facilities than exist in currently available ITS software. In achieving this aim, I am advancing research into dialogue planning and user modelling. The explanation facilities described meet the requirements of an explanation that is tailored to the user's needs, a sound theory from which particular explanations are constructed, and a user model that can accurately represent the behaviour and beliefs of the user. My research contributions include explicitly and formally representing discourse planning / reasoning, from both the user's view and the tutor's view so that they can be clearly understood and represented in the ITS. More recent planners have adopted approaches that can be characterised as using adaptations of the classical planning approach, with informally specified planning algorithms and planning languages. Without clear, explicit and full descriptions of actions and the planning algorithm we can not be certain of the plans that such planners produce. I adopt a theoretically rigorous approach based on classical planning theory - the actions available to the planner, the planning language and algorithm should be explicitly represented to ensure that plans are complete and consistent. Classical regression planning uses dynamic planning thus enabling the system to be flexible in a variety of situations and providing the responsiveness required for an ITS. I take a theoretically rigorous approach in constructing a well specified model of discourse, building upon existing research in the area. I present a tutoring module that is able to find a way to motivate the user to take a recommended action, by relating the action to the user's goals, and that is able to reason about the text structure to generate an effective explanation - putting together several clauses of text whilst maintaining coherency. As part of developing such constructs for motivating, enabling and recommending, as well as constructs for structuring text, I use a pedagogic model based on the principled approach of (i) advising the user to take an action (ii) motivating the user to want to take the action and (iii) ensuring the user knows how to do the action. I take a clear and realistic approach to user modelling, making explicit models of the user's behaviour and beliefs. I adopt a theoretically rigorous approach, formally distinguishing between the user's reasoning and their actions, so they can be focused on separately. Formally making this distinction, more easily enables models of the user's reasoning to be tailored to the individual user. To enable the tutor to consider the full impact on the user, of the information to be delivered to the user, I use different plan spaces. I explicitly identify the different perspectives of the user and the tutor so that they can be focused on separately to generate an explanation that is tailored to the user. In my approach, reasoning about the user's skills, rules and knowledge is independent from reasoning about those of the tutor.
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Ramos, Wiliam César [UNESP]. "Um roteiro para a escrita de abstracts de artigos de pesquisa: estrutura retórica e técnicas de argumentação." Universidade Estadual Paulista (UNESP), 2011. http://hdl.handle.net/11449/100270.
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Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)
A publicação de artigos em revistas científicas é fundamental para o pesquisador validar sua qualidade de membro da comunidade científica a que pertence. Publicar em revistas de prestígio requer de seus autores conhecimento não apenas das normas de apresentação e temas aceitos pela revista, mas, principalmente, dos padrões discursivos e léxico-gramaticais identificáveis nos gêneros produzidos pela comunidade científica à qual se dirigem. No entanto, para ser publicado, o artigo passa por um rigoroso processo de triagem em função da grande quantidade de trabalhos submetidos. O primeiro critério de seleção é a qualidade do abstract, gênero que tem a função de apresentar sucintamente o artigo que representa, dando-lhe visibilidade perante o comitê editorial. Entretanto, uma vez publicado, o artigo de pesquisa compete com tantos outros para ser lido e possivelmente citado em novos trabalhos, passando, novamente, por um processo de seleção através do abstract que, desta vez, é analisado pelos pesquisadores que buscam trabalhos que tragam contribuições. Assim, em função da relevância desse gênero na promoção do artigo de pesquisa, visando à sua publicação junto a revistas de prestígio e à sua leitura por outros pesquisadores, a presente tese de doutorado propõe um roteiro de escrita que auxilie o pesquisador na produção de abstracts de artigo de pesquisa. Tendo em vista que um abstract eficiente deve refletir as convenções nos planos retórico, argumentativo e léxico-gramatical da comunidade científica à qual se dirige, este trabalho abarca os domínios do gênero e da argumentação. No domínio do gênero, abordamos os conceitos de comunidade discursiva e gênero acadêmico de Swales (1990, 1992, 1998), analisamos a estrutura retórica de 150 abstracts (Biologia Celular, Medicina, Direito, Educação, Física, Matemática) e levantamos os expedientes...
Getting published is the researcher’s most important step toward being recognized as a legitimate member of his scientific community. Succeeding in getting research articles published in accredited scientific journals requires from the authors knowledge about the requirements for manuscripts, the themes covered and the discursive and lexical-grammatical patterns which can be identified in the various genres produced by the scientific communities they address. Nevertheless, the paper has to go through a two-stage analysis by the journal’s editorial committee before being published due to the large number of manuscripts submitted. In the first stage, what is examined is the abstract, genre whose purpose is to present the article briefly but in a way in which it gains visibility before the editorial board. If it is well written and appeals to the examiners, the analysis progresses to the next stage where the article itself will be analyzed to be approved for publication. However, once it is published, the article competes with so many others to be read and cited in other papers. Then it is scrutinized again through the abstract, but this time by other researchers who are interested in its contributions. Thus, due to the central role the abstract plays in persuading the editorial board to select the article for further assessment toward its acceptance for publication, and other researchers to read it, here we devise a plan for research article abstract writing. Since an effective abstract must reflect the rhetorical, argumentative and lexical-grammatical conventions of the scientific community it addresses, this PhD thesis encompasses two domains: genre and argumentation. In the domain of genre, we discuss the concepts of discourse community and genre (SWALES, 1990, 1992, 1998), analyze the rhetorical structure of 150 abstracts... (Complete abstract click electronic access below)
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Svensson, Maria. "Marqueurs corrélatifs en français et en suédois : Étude sémantico-fonctionnelle de d’une part… d’autre part, d’un côté… de l’autre et de non seulement… mais en contraste." Doctoral thesis, Uppsala universitet, Romanska språk, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-125659.
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This thesis deals with the correlative markers d’une part… d’autre part, d’un côté… de l’autre and non seulement… mais in French and their Swedish counterparts dels… dels, å ena sidan… å andra sidan and inte bara… utan. These markers are composed of two separate parts generally occurring together, and announce a serial of at least two textual units to be considered together. The analyses of the use of these three French and three Swedish markers are based upon two corpora of non-academic humanities texts. The first, principal corpus, is composed only of original French and Swedish texts. The second, complementary corpus, is composed of source texts in the two languages and their translations in the other language. By the combination of these two corpora, this study is comparative as well as contrastive. Through application of the Geneva model of discourse analysis and the Rhetorical Structure Theory, a semantic and functional approach to correlative markers and their text-structural role is adopted. The study shows similarities as well as differences between the six markers, both within each language and between the languages. D’une part… d’autre part and dels… dels principally mark a conjunctive relation, whereas d’un côté… de l’autre and å ena sidan… å andra sidan more often are used in a contrastive relation, even though they all can be used for both kinds of relations. Non seulement… mais and inte bara… utan mark a conjunctive relation, but can also indicate that the second argument is stronger than the first one. By the use of these two markers, the language users also present the first one as given and the second one as new information. In general, the French correlative markers appear to have a more argumentative function, whereas the text-structural function is demonstrated to be the most important in Swedish.
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Maaloul, Mohamed. "Approche hybride pour le résumé automatique de textes : Application à la langue arabe." Thesis, Aix-Marseille, 2012. http://www.theses.fr/2012AIXM4778.
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Cette thèse s'intègre dans le cadre du traitement automatique du langage naturel. La problématique du résumé automatique de documents arabes qui a été abordée, dans cette thèse, s'est cristallisée autour de deux points. Le premier point concerne les critères utilisés pour décider du contenu essentiel à extraire. Le deuxième point se focalise sur les moyens qui permettent d'exprimer le contenu essentiel extrait sous la forme d'un texte ciblant les besoins potentiels d'un utilisateur. Afin de montrer la faisabilité de notre approche, nous avons développé le système "L.A.E", basé sur une approche hybride qui combine une analyse symbolique avec un traitement numérique. Les résultats d'évaluation de ce système sont encourageants et prouvent la performance de l'approche hybride proposée. Ces résultats, ont montré, en premier lieu, l'applicabilité de l'approche dans le contexte de documents sans restriction quant à leur thème (Éducation, Sport, Science, Politique, Reportage, etc.), leur contenu et leur volume. Ils ont aussi montré l'importance de l'apprentissage dans la phase de classement et sélection des phrases forment l'extrait finalThis thesis falls within the framework of Natural Language Processing. The problems of automatic summarization of Arabic documents which was approached, in this thesis, are based on two points. The first point relates to the criteria used to determine the essential content to extract. The second point focuses on the means to express the essential content extracted in the form of a text targeting the user potential needs.In order to show the feasibility of our approach, we developed the "L.A.E" system, based on a hybrid approach which combines a symbolic analysis with a numerical processing.The evaluation results are encouraging and prove the performance of the proposed hybrid approach.These results showed, initially, the applicability of the approach in the context of mono documents without restriction as for their topics (Education, Sport, Science, Politics, Interaction, etc), their content and their volume. They also showed the importance of the machine learning in the phase of classification and selection of the sentences forming the final extract
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Ratle, Olivier. "Rhetoric and the intellectual structure of organisation studies." Thesis, Lancaster University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.556630.
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This thesis is about the politics of debating what sort of knowledge should be produced by organisation researchers. It proposes to look at an old problem from a new angle, using the idea of rhetoric to draw insights into the long-standing debate about the intellectual structure of the field of organisation studies. Featuring two antithetical projects ('unifying' the field vs. allowing or even encouraging theoretical pluralism), that debate is considered by many commentators to be gridlocked and irresolvable. However this thesis asserts that more scrutiny should be given to the rhetorical aspects of the debate in order to understand why it is in this state. Chapters 1, 2 and 3 develop a general framework for analysing the debate, suggesting that paradigm disputes can be seen as instances of rhetorical boundary-work. Chapters 4,5 and 6 present three separate studies, united by their common outlook: each study posits that paying attention to rhetoric can highlight factors that hamper a potential resolution of the debate. Chapter 4 analyses the rhetoric of a landmark controversy about the intellectual structure of the field, and shows how the rhetorical strategies pursued by the discussants mediated the outcome of the controversy, and potentially prevented significant advances. Chapter 5 looks at how the ambiguity and polysemy of concepts can be mobilised as a crucial rhetorical resource in the design of arguments justifying the theoretical unification of the field. The chapter allows that a lack of a common and shared understanding of the meaning of notions like 'paradigm' and 'incommensurability' does hamper the resolution of the debate, but it also recognises that any attempt to generate such a shared understanding will encounter major difficulties given the importance of the meaning of concepts as a site for boundary-work. Chapter 6 posits that what can explain the longevity of the debate is the rhetorical flexibility of the positions enacted within the debate. Focusing on one particular position, the project of 'unifying' the field, the chapter shows how, over time, contributors to the debate have pursued significantly different rhetorical strategies in order to maintain the legitimacy of their project.
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Collier, James H. "Scientific discourse, sociological theory, and the structure of rhetoric." Thesis, This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-11102009-020217/.
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Irving, Brook Alys. "The Rhetorical Dimensions of Place-making: Texts, Structures, and Movement in Atlantic Station." Atlanta, Ga. : Georgia State University, 2009. http://digitalarchive.gsu.edu/communication_theses/54/.
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Thesis (M.A.)--Georgia State University, 2009.Title from title page (Digital Archive@GSU, viewed June 28, 2010) Jeffrey Bennett, committee chair; Katherine Hankins, Mary Stuckey, Tomasz Tabako, committee members. Includes bibliographical references (p. 127-134).
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Carter, Yolanda Gallardo. "Rhetorical structures of Spanish dominant third-grade student writers emerging into English literacy /." Search for this dissertation online, 2006. http://www.lib.umi.com/cr/ksu/main.
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Maswana, Sayako. "A Cross-Disciplinary Genre Analysis of Research Articles: A Focus on Rhetorical Structures." Kyoto University, 2015. http://hdl.handle.net/2433/199406.
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Kyoto University (京都大学)0048
新制・課程博士
博士(人間・環境学)
甲第19082号
人博第735号
新制||人||176(附属図書館)
26||人博||735(吉田南総合図書館)
32033
京都大学大学院人間・環境学研究科共生人間学専攻
(主査)教授 田地野 彰, 教授 西山 教行, 准教授 中森 誉之
学位規則第4条第1項該当
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Gerber, Evie J. "Structured Writing and Humor: The use of Humor as a Component in Structure Writing and its Effect on Health Symptoms and Perceived Stress." W&M ScholarWorks, 2004. https://scholarworks.wm.edu/etd/1539626467.
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Dixon, Marzena M. "The structure and rhetoric of twentieth-century British children's fantasy." Thesis, University of St Andrews, 1992. http://hdl.handle.net/10023/14858.
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This thesis discusses twentieth century children's fantasy fiction. The writers whose creative output is dealt with include Penelope Lively, Alan Garner, Susan Cooper, Pat O'Shea, Peter Dickinson, T.H.White, Lloyd Alexander and, to a lesser extent, C.S.Lewis and J.R.R.Tolkien. These authors have been chosen because their books, whilst being of a broadly similar nature, nevertheless have a sufficient diversity to illustrate well many different important aspects of children's fantasy. Chapter I examines the sources of modern fantasy, presents the attitudes of different authors towards borrowing from traditional sources and their reasons for doing so, and looks at the changing interpretation of myths. Chapter II talks about the presentation of the primary and secondary worlds and the ways in which they interact. It also discusses the characters' attitudes towards magic. Chapter III looks at the presentation of magic, examines the traditional fairy-tale conventions and their implementation in modern fantasies, and discusses the concepts of evil, time, and the laws governing fantasy worlds. Chapter IV deals with the methods of narration and the figure of the narrator. It presents briefly the prevailing plot patterns, discusses the use of different kinds of language, and the ideas of pan-determinism and prophecy. The concluding chapter considers the main subjects and aims of children's fantasy, the reasons why the genre is so popular, and its successes and failures.
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Lau, Lai Lai Cubie. "The argument structure of fund-raising texts." HKBU Institutional Repository, 2001. http://repository.hkbu.edu.hk/etd_ra/385.
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Tirkkonen-Condit, Sonja. "Argumentative text structure and translation." Jyväskylä : University of Jyväskylä, 1985. http://catalog.hathitrust.org/api/volumes/oclc/13332106.html.
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Armentrout, Jenny A. "Sugar, Salt, and Fat: Michelle Obama's Rhetoric Concerning the Let's Move! Initiative, Binary Opposition, Weight Obsession, and the Obesity Paradox." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1307554274.
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Smolova, Alona A. "A Comparison of Effectiveness of Structured and Non-Structured Strategies of Rhetorical Invention for Written Argumentation Produced by Community College Students." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/37631.
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A recent shift in the composition studies has resulted in the renewal of interest in rhetorical invention. There is no uniformity among researchers and professionals about the optimal conditions preceding the composing process, especially among college students. This study was intended to explore the effectiveness of structured (Larson's Heuristic) and non-structured (freewriting) strategies of rhetorical invention produced by community college students. The objectives of this study were to determine the following: 1) whether there is an overall improvement of students' written argumentation after instruction in the strategies of rhetorical invention; 2) whether college student writers are more likely to use structured than non-structured strategies of rhetorical invention after instruction in both strategies; 3) whether there is a relationship between the nature of invention strategy used by the students spontaneously on the pre-test and the type of rhetorical invention used by them in the post-test; and 4) whether there is a relationship between the type of rhetorical invention and the quality of final drafts of argumentative essays.
The study was designed as a combination of quantitative and qualitative methodologies. Matched-samples t-test, chi-square goodness-of-fit tests, and ANOVA procedures were employed to address specific research questions of this research. Focus groups, conducted during the final stage of the research, provided emic data about students' experience in and attitude toward the strategies of rhetorical invention.
Findings indicate that though students' performance on the post-test was higher than on the pre-test, there was no statistically significant improvement in the quality of written argumentation after the completion of instruction in the strategies of rhetorical invention. Secondly, after completion of the instruction, students used structured (Larson's Heuristic) and non-structured (freewriting) strategies of rhetorical invention with comparable frequently. Thirdly, there was a moderate relationship between the type of rhetorical invention used by student writers in the pre-test and the type of rhetorical invention used by them in the post-test and that in the pre-test. Finally, there was a statistically significant relationship between the type of rhetorical invention and the quality of the final drafts of written argumentation in the pre-test. Further, the length of evidence of rhetorical invention was related strongly to the quality of the final drafts in the pre-test. No statistically significant relationship was detected between the type of rhetorical invention and the quality of written argumentation in the post-test. The results of this study enabled the researcher to articulate questions and provide suggestions for future investigation of written composing and rhetorical invention among college students.Ph. D.
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Patrick, James Earle. "The prophetic structure of 1-2 Samuel." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:309e6831-242b-40c9-9271-360dd4bec2d0.
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The book of 1-2 Samuel, originally one scroll, is an episodic narrative recounting how the ancient Israelite monarchy was established around 1000 BC by the prophet Samuel and the kings Saul and David. For well over a century historical critics have sought to discern the process of its composition, proposing various conclusions with little consensus. Presently it is generally believed that several blocks of traditional material on common themes (e.g. the History of David's Rise) were brought together in the later pre-exilic period as part of the so-called Deuteronomistic History. This thesis chooses to begin with the present limits of 1-2 Samuel (without including, for example, 1Kgs 1-2), and undertakes to apply rhetorical analysis to all fifty-five chapters, episode by episode, each in its final-form position. The particular structural technique that has been discerned throughout this book is inverted parallelism with an unparalleled centre, here termed 'concentrism'. The unique contributions of this thesis are firstly a careful methodology for concentrism in Hebrew narrative, based on Hebrew poetic and oral composition and proposing specific criteria for identifying and verifying such structures. Secondly, the thesis attempts to account for the current position of every episode in the book, discerning how each contributes to the larger work as regards literary structure and rhetorical message. The resulting arrangement demonstrates an overall unity of technique and authorial perspective, focused on the themes of prophecy (hence the thesis title), deliverance from military attack, religious devotion and dynastic succession. The centre of this thesis therefore provides a detailed description of the discovered structure, one chapter for each of the book's two primary segments (1Sam 1 - 2Sam 6; 2Sam 7-24). A lengthy preceding chapter addresses various theoretical issues often raised relating to such concentric patterns (often inadequately labelled 'chiasmus'/'chiastic'). A summary chapter likewise follows the central chapters, revisiting themes of the methodology and drawing conclusions together. An initial chapter outlines past and present compositional theories, and a concluding chapter suggests further avenues of future research.
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Chuang, Hsiao-yu. "Topical structure and writing quality: A study of students' expository writing." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/686.
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White, Wade Albert. "Rhetorical criticism and Zechariah, analysis of a methodology for determining chiastic structures in biblical Hebrew texts." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ37809.pdf.
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Crammond, Joanna G. "An analysis of argument structure in expert and student persuasive writing /." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=37709.
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This study investigated differences among student writers at three grade levels (i.e., 6, 8, and 10), and between expert writers and students, in terms of (a) the extent to which argument structures were used in their persuasive texts, (b) the complexity of these argument structures (as measured by depth and elaboration), and (c) the use of general semantic structures and conjunctive ties to represent argument substructures. In addition, the study determined the predictive relationship between the holistic scores assigned to student texts and argument structure measures. To identify and analyze argument structure a model was developed that could account for the variability in structure observed across a range of persuasive writing situations. The model was a modified version of Toulmin's (1958) schematic, and its characteristics were defined using categories derived from a theory of semantic representation in discourse.Results of the structural analyses indicated that (a) argument was the predominant organizational structure for expert and student writers, (b) over 80% of students produced elaborated arguments involving some form of opposition, (c) experts produced more arguments and more complex arguments than students, and (d) expert texts contained relatively higher frequencies for warrants, countered rebuttals, and modals, and student use of these argument substructures increased with grade level. The general semantic and linguistic analyses revealed the following patterns particular to experts: (a) the use of identification types of claims, (b) an increased use of modals and decreased use of opinions as marks of argumentation, and (c) an infrequent use of causal conjunctions to mark data structures. Results of a forward stepwise regression analysis revealed that argument structure complexity accounted for 40% of the variance associated with quality ratings assigned to students' texts. Two other variables were significant predictors: number of supporting structures and number of opposing structures.
The results were interpreted from a rhetorical perspective: the developmental and expertise-related patterns of performance associated with the use of particular argument substructures, and the representation of these substructures were seen as reflecting an awareness of and ability to manipulate one's audience---skills that are necessary to achieve the goals of persuasive discourse.
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Brenner, Nannette Valencia Manalo. "Metaphors we kill by rhetoric and conceptual structure in U.S. Army doctrine /." College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/2459.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2005.Thesis research directed by: English Language and Literature. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Zhou, SiYang. "A Study of Argumentation Structure in English and Classical Chinese Texts." Miami University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=miami1250787901.
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Krevers, Robert. "Rhetorical Structures in Medication Information for Patients and Physicians : A comparative study in preparation for text generation." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-65440.
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The healthcare domain contains a lot of information that could help patients understand and handle their situation, if it is presented in an understandable way. One way to assist healthcare professionals in this endeavour could be a text generation system that can handle a large amount of information and produce a text adapted to fit the knowledge and needs of the recipient. In order to construct such a system, the current methods for presenting and adapting texts in the healthcare domain need to be analysed and understood. In this study, Rhetorical Structure Theory is used, which is a framework that has often been applied within text generation to map out how texts are structured. The objective is to discern how texts containing medication information directed toward laymen are structured in comparison to similar texts directed toward healthcare professionals. It turns out that the texts directed toward laymen prompt and motivate the reader directly, while texts directed toward healthcare professionals at the utmost offer advice and generally provides more neutral, comprehensive information. The results indicate that Rhetorical Structure Theory can be used to find different intentions with texts directed toward different recipients, as well as how these intentions are mediated in the texts, in a structured way that appears to be useful for the text generation process.Hälso- och sjukvårdsfältet innehåller mycket information som skulle kunna hjälpa patienter att förstå och hantera sin situation, under förutsättning att den formuleras på ett begripligt sätt. Ett sätt att underlätta denna uppgift för vårdpersonal skulle kunna vara ett textgenereringssystem som kan hantera den stora mängden information och producera en text som är anpassad till mottagarens behov och förkunskaper. För att kunna konstruera ett sådant system måste emellertid hälso- och sjukvårdens nuvarande praxis för att formulera och anpassa texter analyseras och förstås. I den här studien används Rhetorical Structure Theory, som är ett struktureringssystem som ofta tillämpats inom textgenerering för att kartlägga hur texter hänger samman. Målet är att avgöra hur texter med medicinsk information avsedda för privatpersoner är strukturerade i förhållande till liknande texter avsedda för vårdpersonal. Det visar sig att texter riktade till privatpersoner ger direkta uppmaningar och motiveringar medan texter riktade till vårdpersonal på sin höjd erbjuder råd och överlag ger mer neutral, mångsidig information. Resultatet indikerar att Rhetorical Structure Theory kan användas för att identifiera skillnader i intention med texter riktade till olika mottagare, samt hur dessa intentioner förmedlas i text, på ett strukturerat sätt som verkar vara användbart för textgenereringsprocessen.
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Lai, Yuen-ling. "An investigation into the teaching of argumentative structure to Form 7 students in Hong Kong." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18811929.
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