scholarly journals InliAnTe: Instrument für die linguistische Analyse von Textkommentierungen

2018 ◽  
Vol 91 (4) ◽  
Author(s):  
Anke Beyer
Keyword(s):  
Text Analysis ◽  
Writing Process ◽  
Peer Feedback ◽  
Common Method ◽  
Theoretical Modelling ◽  
Writing Courses ◽  
Pragmatic Analysis ◽  
Linguistic Methods ◽  
Giving Feedback ◽  
Communicative Activity

Giving feedback on texts is a common method of supporting the writing process in different contexts. It involves using language in two different ways: It focuses on language and textual phenomena in the draft of the text, and is itself a communicative activity expressed through language. This double relationship with language has not, however, until now been taken into account systematically and comprehensively enough in either writing courses or research on feedback.This article presents an instrument for analysing students’ written commentaries on texts in peer feedback processes. By combining different linguistic methods, the instrument enables the identification of those characteristics of the text commentaries that are didactically relevant. The analysis distinguishes in each case between the places marked in the text draft and the commentaries. Those phenomena in the draft text that the feedback-givers react to in their commentaries are identified through text analysis. In addition, a pragmatic analysis of the commentary texts reveals how the feedback-givers draft their commentaries linguistically when, for example, encouraging the original author to revise the text.Applying the instrument to describe text commentaries should contribute to making theoretical modelling more exact, as well as to an empirically-based way of teaching how to comment on texts in peer-feedback processes.

scholarly journals Students’ Peer Feedback in EFL Writing Class of English Study Program

2021 ◽  
Vol 1 (1) ◽  
pp. 01-16
Author(s):  
William Y. Saptenno ◽  
Threesje R. Souisa
Keyword(s):  
Peer Feedback ◽  
Point Of View ◽  
Writing Classroom ◽  
Study Program ◽  
Writing Courses ◽  
Constructive Feedback ◽  
Classroom Activities ◽  
Surface Areas ◽  
Process Feedback ◽  
Giving Feedback

As a part of writing process, feedback in writing place as the significant role and peer feedback is one type of feedback in classroom activities. This study was intended to find out the facts and expectation on peer feedback in writing classroom. A classroom-based research was employed as the research design and the participants were the students in writing 2 and writing 4 courses. Furthermore, Classroom observation, in-depth interview and review of related documents were designed to collect the data. The findings revealed that the application of peer feedback was not properly applied; it was more focused on the surface areas (grammatical errors, spelling and error punctuation) and neglected to the content and organization of writings. It could happen because the students lack of trainings and unavailability of rubric and guidelines provided in the writing classroom activities. For that reason, the students didn’t know the ways to provide meaningful and constructive feedback. They also have negative point of view about the peer feedback in writing courses. The students expected that providing writing rubric containing content and organization aspects precisely in giving feedback and guiding them step by step in taking and giving peer feedback should be considered by the lecturers for better improvement in the future.

scholarly journals Students and the Teacher’s Perceptions on Incorporating the Blog Task and Peer Feedback into EFL Writing Classes Through Blogs

2016 ◽  
Vol 9 (11) ◽  
pp. 38 ◽  
Author(s):  
Hsin-Yi Cyndi Huang
Keyword(s):  
Peer Feedback ◽  
Writing Classes ◽  
Efl Writing ◽  
Writing Courses ◽  
Empirically Supported ◽  
Alternative Approach ◽  
Theoretical Hypothesis ◽  
English Major ◽  
Southern Taiwan ◽  
Group Interviews

<p>With the availability of Web 2.0 technologies, blogs have become useful and attractive tools for teachers of English as a Foreign Language (EFL) in their writing classes. Learners do not need to understand HTML in order to construct blogs, and the appearance and content can be facilitated via the use of photos, music, and video files (Vurdien, 2013). To provide an authentic and motivating writing environment, a blog task was designed and integrated into three writing courses for 57 applied English or English major students at two southern Taiwan universities. Using the triangulated approach, this study collected data from three different angles (students’ questionnaires, students’ focus group interviews, and the teacher’s observation log) to investigate whether participant perceptions empirically supported the theoretical hypothesis that blogging contributes to writing performance. The findings showed that both the teacher and students had a positive attitude towards the blog task and may indicate that blogging is a useful alternative approach but may also be regular incorporated in writing classes to enhance EFL writing motivation. Nevertheless, blogs may not be the most suitable tool for all types of writing tasks and the most appropriate medium for all components of feedback. The conclusions of this study are consistent with previous findings on the practicality and potential of using blog software to promote peer feedback as well as to facilitate effective writing instruction.</p>

scholarly journals Evaluation of error correction in writing process

2019 ◽  
Vol 3 (2) ◽  
pp. 45-51
Author(s):  
Cuong Phu Nguyen
Keyword(s):  
University Students ◽  
Error Correction ◽  
Positive Attitude ◽  
Writing Process ◽  
Writing Skills ◽  
Mutual Understanding ◽  
English Writing ◽  
The World ◽  
Popular Language ◽  
Giving Feedback

It is obvious that English has become a popular language in many countries in the world. As a means of communication, English guarantees better mutual understanding and has become indispensable for most of people around the world. Thus, it is necessary to find out an appropriate and effective methods of giving feedback to help university students improve their English writing skills. The result of this study indicates that using indirect coded feedback in error correction help students make noticeable progress. The students’ positive attitude towards teacher’s feedback (indirect coded feedback) means that they enjoyed using error codes to find and correct their errors. Moreover, their confidence was boosted because error codes motivated them.

scholarly journals Communicative sabotage, suicide and avoidance as evidences of communicative discomfort

2021 ◽  
Vol 5 (S4) ◽  
pp. 1187-1201
Author(s):  
Valeria Koroliova ◽  
Olena Hurko ◽  
Iryna Popova ◽  
Nataliia Holikova ◽  
Nataliia Maiboroda
Keyword(s):  
Abnormal Behavior ◽  
Pragmatic Analysis ◽  
Psychoemotional State ◽  
Action Analysis ◽  
General Scientific ◽  
Linguistic Methods

Purpose of the study: The purpose of the article is to compare and distinguish between the communication phenomena of sabotage, suicide, and avoidance displayed in the speech of characters of modern Ukrainian plays; to define them as communicative tactics that do not always violate communicative comfort and lead to conflict in communication; to characterize the main communicative goals and maxims affected by these communicative tactics. The key methods of the study, in addition to general scientific ones, were such dedicated linguistic methods as contextual and situational, speech and action analysis of communicative sabotage, suicide, and avoidance, as well as the method of structural and pragmatic analysis to provide characteristics of speech abnormal behavior of characters in modern Ukrainian plays, to identify of the consequences of communicative sabotage, suicide, and avoidance. The tactics violating the rules of the communication code are communicative sabotage, communicative suicide, and communicative avoidance. Communicative sabotage is mainly used by characters in a negative psychoemotional state as a way to express irritation and contempt, which causes changes in the focus of communication and hinders the achievement of the objective, informative and communicative goals of communication.

Scaffolding Agency and Responsibility in Cloud-Based Collaborative Writing

2017 ◽  
pp. 508-519
Author(s):  
Kate Fedewa ◽  
Kathryn Houghton
Keyword(s):  
Writing Process ◽  
Collaborative Writing ◽  
Shared Responsibility ◽  
Composition Classroom ◽  
Google Docs ◽  
Writing Courses ◽  
Academic Environments ◽  
Individual Agency ◽  
Composition Teachers ◽  
Shared Writing

Although most students regularly interact online for social reasons, many are uncomfortable collaborating for academic work, even work utilizing familiar cloud technology. Because collaborative writing in digital spaces is becoming commonplace in work and academic environments, composition teachers must help students to recognize their individual agency within group work and to develop strategies for a shared writing process. How can we scaffold online writing experiences so that our students' ability to collaborate emerges as a strategic and still-developing part of the learning process? In this chapter we discuss strategies for scaffolding a collaborative writing process using Google Docs in the composition classroom. We describe four sample activities appropriate for undergraduate writing courses: anonymous invention, group annotated bibliographies, group agendas and project plans, and peer review. We suggest best practices for developing individual agency and shared responsibility for group writing in the cloud.

scholarly journals 'You're in FunDzaland': Pre-service teachers (re)imagine audience on a creative writing course

2016 ◽  
Vol 7 (2) ◽  
Author(s):  
Belinda Mendelowitz
Keyword(s):  
Creative Writing ◽  
Detailed Analysis ◽  
Collaborative Writing ◽  
Peer Feedback ◽  
Data Set ◽  
Digital Revolution ◽  
Writing Courses ◽  
Self And Other ◽  
Writing Course ◽  
Group 2

This study explores how collaborative writing for a digital platform can enable students to (re) imagine audience. Although in the context of process writing peer feedback is foreground, in practice, its effectiveness is uneven. The digital revolution offers new opportunities for alternative peer feedback through collaborative writing and re-imagining self and other in the process. This study examines data from a creative writing course in which pre-service teachers wrote collaborative short stories for the FunDza digital site and individual reflective essays about the process. The study’s research questions are the following: (1) what were the affordances of this multilayered audience for engaging the students’ imaginations? (2) How did this process of (re)imagining audience impact on students’ conceptions of themselves as writers? The data set comprised 16 collaboratively authored stories (published on the site) and 34 individual reflective essays. Six of the latter were selected for detailed analysis. Hence, the data for this study encompass detailed analysis of two groups’ reflective essays on the process of writing their stories. These groups were selected because they exemplified contrasting collaborative, imaginative writing processes. Group 1 was familiar with the FunDza audience and context, while Group 2 struggled to imagine it. Thematic content analysis was used for analysis. Each essay was read first in relation to the entire data set, then in relation to the other reflections in the author’s group. The combination of gearing stories towards the FunDza audience and writing stories collaboratively created two sets of audiences that writers needed to hold in mind simultaneously. Analysis indicates that both audiences challenged students to make imaginative leaps into the minds of an unfamiliar audience, deepening their understanding of the writing process. It also highlights students’ mastery of writing discourses and increasing awareness of the choices authors make for specific audiences. Theoretically, this study theorises audience in relation to imagination. A number of concepts have emerged from this research that may enable a more fine-tuned analysis of the audience – imagination nexus. Structured freedom is an important thread that connects the central concepts of audience, imagination and collaboration, foregrounding the idea that imaginative freedom needs to be understood and worked with in nuanced ways. While freedom and imagination are closely related, the provision of free pedagogic spaces with specific constraints in creative writing courses can be extremely productive, as illustrated by the data analysed in this study.

scholarly journals The troublesome guidance towards academic literacy.

2018 ◽  
Vol 10 (1) ◽  
pp. 54-64
Author(s):  
Marit Greek ◽  
Kari Mari Jonsmoen
Keyword(s):  
Higher Education ◽  
Writing Process ◽  
Relevant Literature ◽  
Literacy Skills ◽  
Academic Learning ◽  
Writing Courses ◽  
Writing Theory ◽  
Text Organization ◽  
Upper Secondary ◽  
Research Findings

According to research findings, students having graduated from upper secondary school, ought to be sufficiently prepared for meeting the demands of higher education, and for further developing their textual competences within the discipline specific contexts. Nevertheless, according to lecturers and librarians in higher education, students are still in need of guidance in their textual work. The question is what the students need and who are qualified for guiding the students. The overall goal is to promote a meaningful writing process, when assisting the students towards the planned academic learning outcome.  The article discusses «Writing courses» as a phenomenon, in light of writing theory and literacy research. According to international research findings, writing in higher education is part of a disciplinary discourse, and disciplinary literacy skills are essential for building textual competences within a specific disciplinary community. Thus the essential factors in guiding students in their writing process, are genre conventions, text organization and argumentation. However, the students also need guidance in searching relevant literature as well as dealing with sources in a correct manner. The article emphasizes the significance of textual knowledge when guiding the students in higher education. However, librarians and lecturers possess different knowledge, and are part of different disciplinary discourses. There is therefore a need for debating what guidance in writing is to be, and how lecturers and librarians can complement each other and together offer constructive and relevant guidance.     

scholarly journals COMMUNICATIVE TACTICS MANIFESTING MANIPULATION STRATEGY IN ENGLISH DETECTIVE DISCOURSE

InterConf ◽  
2021 ◽  
pp. 95-105
Author(s):  
Natalia Bigunova ◽  
Marharyta Kosovets
Keyword(s):  
Police Officer ◽  
Police Officers ◽  
English Language ◽  
Communicative Strategies ◽  
Pragmatic Analysis ◽  
Communicative Strategy ◽  
Linguistic Methods ◽  
Method Analysis ◽  
Manipulation Strategy

The article reports on the communicative strategy of manipulation and the communicative tactics that manifest it. The samples for the analysis have been taken from English detective discourse. The object of the study is the personages’ speech: the detective’s interrogation of witnesses and suspects. The scope of the study is the communicative tactics applied by the police officers to manipulate witnesses and suspects into revealing the truth about the murder. The purpose is cognitive and pragmatic analysis of the communicative tactics applied by the police officers to manipulate the witnesses and suspects. The investigation is based on the general and special linguistic methods: synthesis and analysis, method of observation, descriptive method, pragmatic and linguistic method, cognitive method, analysis of contextual interpretation. The cognitive and pragmatic analysis of the strategic plan of the police officer, the personage of the detective discourse, has resulted in our own classification of communicative tactics and strategies applied by the police officer during the interrogation of witnesses and suspects. It has been established that one of the major communicative strategies used by the police officer is manipulation. Manipulation is realized by the following communicative tactics: provocation, warning, menace, blackmail, persuasion, flattery. Each of these tactics is manifested by certain lexical, morphological and syntactic means of the English language. The perspective for further research is seen in the comprehensive study of the linguistic mechanisms of manipulative impact on the recipient in fiction.

Top keyword abridgements of short stories: A corpus linguistic resource?

2006 ◽  
Vol 35 (2) ◽  
Author(s):  
Michael Toolan
Keyword(s):  
Short Stories ◽  
Short Story ◽  
Text Analysis ◽  
Narrative Text ◽  
Original Sequence ◽  
Corpus Linguistic ◽  
Linguistic Resource ◽  
Analysis Package ◽  
Linguistic Methods ◽  
Literary Linguistics

AbstractInterest in the application of corpus linguistic methods in literary linguistics grows apace. One simple use of Scott's Keywords procedure (from his Wordsmith Tools text analysis package) is here reported, since it may be of interest to analysts of narrative text. ‘Automatic’ abridgement of a short story, by selecting in their original sequence just those of its sentences in which the most key keyword occurs, creates a partial but semi-coherent and ‘resonant’ text (not an orthodox summary), where mostly incoherence might have been expected. The top keyword in a short story is most often a focalized character's name (or, as rare alternative, part of the narration's standard lexical means of naming and denoting a particular character). Perhaps a story's top keyword, in its sentential contexts of use, creates a form of foregrounding, a waymarking of more noticeable and noteworthy (not necessarily the most noteworthy) sentences, asserting or reinforcing those sentences' centrality to the developing situation (action and theme).

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