A corpus-assisted analysis of grammatical metaphors in successful student writing

Author(s):  
Darby McGrath ◽  
Cassi Liardét
2021 ◽  
Author(s):  
Xiao Chen ◽  
Sheena Gardner

Abstract To complement earlier studies of writing development in the BAWE corpus of successful student writing (Nesi & Gardner 2012; Staples et al. 2016), we examine the Systemic Functional Linguistics notion of Theme as used by L2 writers across first- and third-year and in two distinctive discourse types: persuasive/argumentative Discursive writing of assignments in the soft disciplines and Experimental report writing of assignments in the hard sciences. Theme analysis reveals more substantial differences across the two discourse types than between first- and third-year L2 undergraduate writing. Textual Themes are consistently more frequent than interpersonal Themes, and some variance is found within subcategories of each. Significant differences in lexical density occur across third-year discourse types and between first- and third-year Experimental writing where a predominance of N+N topical Themes is also found. These findings are important as previous research has tended to focus on L1 Discursive writing.


2019 ◽  
Vol 18 (1) ◽  
pp. 100-118
Author(s):  
Louise Ravelli

Purpose The purpose of this paper is to reflect on pedagogical strategies which support the teaching of critical analysis of visual and multimodal texts in a tertiary-level course for Arts students. Design/methodology/approach The paper describes strategies which focus on developing students’ abilities to express interpretive critique, as opposed to mere description. These strategies give students strong scaffolding towards success in their interpretive writing. The course in question is a tertiary-level Arts course which teaches Kress and van Leeuwen’s (2006) approach to “reading images” in relation to contemporary media texts. The basic structure of the course is described, along with the macro steps which underpin the pedagogy. Examples of highly successful and less successful student writing are compared to reveal the key components of effective interpretive answers. Findings In addition to the normal expectations regarding essay structure and style, and in addition to mastery of the technicality of the course, successful and less successful student writing depends on their mastery of a specific set of moves within the essay. These moves integrate textual observations with clear explanations and a strong relation to interpretation. Practical implications While the course and strategies discussed are for tertiary-level students, the strategies described are adaptable to primary and secondary levels also. Multimodal texts are an integral part of the English curriculum, and all teachers need to explore strategies for enabling their students’ critical engagement with such texts. Originality/value Visual and multimodal texts are an exciting and also challenging part of English curricula, and new analytical frameworks and pedagogical strategies are needed to tackle these texts. In particular, the gap between simply describing visual resources (applying the tools) and critical analysis (using the tools) is vast, and specific pedagogical strategies are needed to help students develop the necessary interpretive language.


Corpora ◽  
2013 ◽  
Vol 8 (2) ◽  
pp. 183-207 ◽  
Author(s):  
Jack A. Hardy ◽  
Ute Römer

The purpose of this study was to uncover sets of co-occurring, lexico-grammatical features to help to characterise successful student writing. The writing was captured by the Michigan Corpus of Upper-level Student Papers (MICUSP, 2009) and was taken from sixteen disciplines. MICUSP is a corpus of A-graded, upper-level student papers of different disciplines and paper types ( O'Donnell and Römer, 2012 ; and Römer and O'Donnell, 2011 ). Following Biber (1988) , we used a multi-dimensional analysis to identify dimensions of frequently co-occurring features that best account for cross-disciplinary variation in MICUSP. The four functional dimensions of MICUSP appear to distinguish between: (1) Involved, Academic Narrative versus Descriptive, Informational Discourse; (2) Expression of Opinions and Mental Processes; (3) Situation-Dependent, Non-Procedural Evaluation versus Procedural Discourse; and (4) Production of Possibility Statement and Argumentation. Along with a description of the methodology, this paper defines the features that constitute the factors, which have been labelled based on their communicative functions. Similarities and differences at the disciplinary and genre-specific levels are discussed as are the implications for discipline-specific and register-based pedagogies.


2020 ◽  
Vol 37 (2) ◽  
pp. 208-244 ◽  
Author(s):  
Hyung-Jo Yoon ◽  
Ute Römer

This article reports on a study that explored cross-disciplinary variation in the use of metadiscourse markers in advanced-level student writing, put forward as a realistic target for novice writers. Starting from the stance and engagement categories included in Hyland’s model, we first conducted a comprehensive quantitative analysis of interactional metadiscourse across disciplines. For this analysis, we used an automated processing tool that generates quantity scores for each metadiscourse category. We then carried out a detailed qualitative analysis of selected items that contributed significantly to these category scores. The data for our analyses come from a corpus of 829 student papers from 16 different disciplines. The results showed notable differences in students’ use of metadiscourse features across academic divisions and disciplines. We suggest that this offers evidence of advanced students’ ability to express interactional strategies that are in line with disciplinary expectations. We also found, however, that disciplines that fall into the same academic division were not necessarily similar in their use of interactional metadiscourse, which calls into question the usefulness of existing disciplinary groupings. The findings of this study offer insights into how to build an appropriate writerly stance in different academic communities.


Author(s):  
M Wessendorf ◽  
A Beuning ◽  
D Cameron ◽  
J Williams ◽  
C Knox

Multi-color confocal scanning-laser microscopy (CSLM) allows examination of the relationships between neuronal somata and the nerve fibers surrounding them at sub-micron resolution in x,y, and z. Given these properties, it should be possible to use multi-color CSLM to identify relationships that might be synapses and eliminate those that are clearly too distant to be synapses. In previous studies of this type, pairs of images (e.g., red and green images for tissue stained with rhodamine and fluorescein) have been merged and examined for nerve terminals that appose a stained cell (see, for instance, Mason et al.). The above method suffers from two disadvantages, though. First, although it is possible to recognize appositions in which the varicosity abuts the cell in the x or y axes, it is more difficult to recognize them if the apposition is oriented at all in the z-axis—e.g., if the varicosity lies above or below the neuron rather than next to it. Second, using this method to identify potential appositions over an entire cell is time-consuming and tedious.


Crisis ◽  
2016 ◽  
Vol 37 (2) ◽  
pp. 140-147 ◽  
Author(s):  
Michael J. Egnoto ◽  
Darrin J. Griffin

Abstract. Background: Identifying precursors that will aid in the discovery of individuals who may harm themselves or others has long been a focus of scholarly research. Aim: This work set out to determine if it is possible to use the legacy tokens of active shooters and notes left from individuals who completed suicide to uncover signals that foreshadow their behavior. Method: A total of 25 suicide notes and 21 legacy tokens were compared with a sample of over 20,000 student writings for a preliminary computer-assisted text analysis to determine what differences can be coded with existing computer software to better identify students who may commit self-harm or harm to others. Results: The results support that text analysis techniques with the Linguistic Inquiry and Word Count (LIWC) tool are effective for identifying suicidal or homicidal writings as distinct from each other and from a variety of student writings in an automated fashion. Conclusion: Findings indicate support for automated identification of writings that were associated with harm to self, harm to others, and various other student writing products. This work begins to uncover the viability or larger scale, low cost methods of automatic detection for individuals suffering from harmful ideation.


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