The Syntax and Discourse Structure of Neo-Aramaic Narrative Texts

2009 ◽  
Vol 21 (0) ◽  
pp. 163-178
Author(s):  
Geoffrey KHAN
Keyword(s):  
Discourse Structure ◽  
Narrative Texts

scholarly journals The Problem – Solution Pattern In Hemingway’s Cat in the Rain

2019 ◽  
Vol 58 (1) ◽  
pp. 121-132
Author(s):  
Asst. Prof. Sarab Khalil Hameed, Ph.D
Keyword(s):  
Positive Solution ◽  
Short Story ◽  
Text Analysis ◽  
Discourse Structure ◽  
Problem Solution ◽  
Negative Solution ◽  
Narrative Texts ◽  
Lexical Items ◽  
Combine Surface ◽  
Local Levels

The ‘problem – Solution’ model of discourse structure, developed by Winter (1969, 1976, 1977) and extended by Hoey (1979, 1982, 1983) is one of the few models which combine surface linguistic study and local levels of text analysis with the overall structure of text. This model has been used in the analysis of non-narrative texts.             It is hypothesized that: The problem -Solution pattern is used in narrative texts. The lexical items can signal the rhetorical pattern in the text.              The study aims at investigating the validity of the above hypotheses by using Hoey’s model of analysis on Hemingway’s Cat in the Rain.             The analysis of the short story proved the validity of the proposed hypotheses and revealed the following: The writer followed a conventional order in presenting the information i.e. situation, problem, solution and evaluation. He communicated the rhetorical pattern to the reader through his clever use of the lexical items. The solution is always preceded by a pre-solution. The positive solution signals the end of the discourse and the negative solution signals another problem which confirms the reader’s expectations

Text Structure and Referential Choice in Narrative

2009 ◽  
Vol 23 ◽  
pp. 115-132 ◽  
Author(s):  
Caroline Kroon
Keyword(s):  
Linear Structure ◽  
Text Structure ◽  
Discourse Structure ◽  
Narrative Texts ◽  
Demonstrative Pronoun ◽  
Referential Choice

Abstract: This article addresses the issue of referential choice in Latin, more in particular the anaphoric use of the demonstrative pronoun ille (‘that’, ‘that one’). Ille is usually considered as a relatively ‘heavy’ anaphoric device, which is typically used in environments of participant interference and topic discontinuity, i.e. in cases of problematic accessibility. On the basis of a corpus of Classical Latin narrative texts, it will be argued that this is too simplistic a view, and that in order to explain a considerable number of ‘deviant’ instances of ille, it is necessary to take not only the linear structure of the text into account, but also the global, hierarchical discourse structure. In this context the article will focus especially on the type of structure that is imposed on a text by the alternation of so-called discourse modes. More in general, it shows how ille’s specific deictic value of ‘remoteness’ can be traced in all of its anaphoric uses.

Sharing Expository Texts with Preschool Children in Special Education

2015 ◽  
Vol 22 (3) ◽  
pp. 93-102 ◽  
Author(s):  
Allison Breit-Smith ◽  
Jamie Busch ◽  
Ying Guo
Keyword(s):  
Special Education ◽  
Preschool Children ◽  
Language Impairment ◽  
Listening Comprehension ◽  
Expository Texts ◽  
Speech Language Pathologists ◽  
Narrative Texts ◽  
Preschool Special Education ◽  
Limited Availability

Although a general limited availability of expository texts currently exists in preschool special education classrooms, expository texts offer speech-language pathologists (SLPs) a rich context for addressing the language goals of preschool children with language impairment on their caseloads. Thus, this article highlights the differences between expository and narrative texts and describes how SLPs might use expository texts for targeting preschool children's goals related to listening comprehension, vocabulary, and syntactic relationships.

The relative ease of writing narrative texts

1991 ◽  
Author(s):  
Ronald T. Kellogg ◽  
Merilee Krueger ◽  
Rose Blair
Keyword(s):  
Narrative Texts ◽  
Relative Ease

VOICE AND FREQUENCY IN QUENTIN TARANTINO’S PULP FICTION MOVIE SCRIPT

CALL ◽  
2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Sandy Agung ◽  
Dadan Rusmana ◽  
Lili Awaludin
Keyword(s):  
Research Problem ◽  
Narrative Discourse ◽  
Discourse Theory ◽  
Discourse Structure ◽  
Pulp Fiction ◽  
Movie Script

This research discusses the narrative discourse structure in Quentin Tarantino’s Pulp Fiction movie script. Pulp Fiction (1994) Pulp Fiction is known as one of the best crime and drama genre movie. Pulp Fiction directed by Quentin Tarantino. Quentin Tarantino and Roger Avery wrote the script. The movie presented many drops of blood, fights, and gun in the scenes. This movie also provides us with many “nigga” words. The researcher used Gerrard Genette’s narrative discourse theory. This study was conducted into two research problem; 1. What are the kinds of voice that consist in Quentin Tarantino’s Pulp Fiction movie script? 2. What are the kinds of frequency that consists in Quentin Tarantino’s Pulp Fiction movie script? The result of this research shows that in this movie there are two kinds of voice. Moreover, there are some data that show frequency that exist in Quentin Tarantino’ Pulp Fiction movie script.

THE EFFECT OF PERSONAL EXPERIENCES STRATEGY ON STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXTS

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Anisya Hardiant Daulay ◽  
Sumarsih Sumarsih ◽  
Masitowarni Siregar
Keyword(s):  
Research Design ◽  
Experimental Research ◽  
Group Work ◽  
Random Sampling ◽  
Narrative Text ◽  
Degree Of Freedom ◽  
Control Group ◽  
Narrative Texts ◽  
Personal Experiences ◽  
Experimental Group

This study attempts to discover the effect of applying Personal Experiences Strategy on students’ achievement in writing narrative text. It was conducted by using experimental research design. The population of this research was the tenth (X) grade students of SMA N 6 Padangsidimpuan  which consists of 10 parallel classes with the total number of students is 64. The samples of this research were taken by random sampling through lottery technique. The result was class X1 consisted of 32 students became the experimental group and class X2 consisted of 32 students became the control group. The experimental group was taught by Personal Experiences Strategy while the control group was taught by using Big group work strategy. The instrument was used to collect the data was writing narrative text. After the data were analyzed, it was found that the value of t-observed was 4.25 with the degree of freedom (df) = 62 at the level significance 0.05. it means that t-observed was higher than t-table (4.25 > 1.997. The result of this study showed that teaching narrative text by using personal experiences strategy was higher than that by big group work. Keywords : Using Personal Experiences Strategy. Writing Narrative Text.

THE EFFECT OF PERSONAL EXPERIENCES STRATEGY ON STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXTS

2015 ◽  
Vol 4 (3) ◽  
Author(s):  
Anisya Hardianti Daulay And Sumarsih
Keyword(s):  
Research Design ◽  
Experimental Research ◽  
Group Work ◽  
Random Sampling ◽  
Narrative Text ◽  
Degree Of Freedom ◽  
Control Group ◽  
Narrative Texts ◽  
Personal Experiences ◽  
Experimental Group

This study attempts to discover the effect of applying Personal Experiences Strategy on students’ achievement in writing narrative text. It was conducted by using experimental research design. The population of this research was the tenth (X) grade students of SMA N 6 Padangsidimpuan which consists of 10 parallel classes with the total number of students is 64. The samples of this research were taken by random sampling through lottery technique. The result was class X1 consisted of 32 students became the experimental group and class X2 consisted of 32 students became the control group. The experimental group was taught by Personal Experiences Strategy while the control group was taught by using Big group work strategy. The instrument was used to collect the data was writing narrative text. After the data were analyzed, it was found that the value of t-observed was 4.25 with the degree of freedom (df) = 62 at the level significance 0.05. it means that t-observed was higher than t-table (4.25 > 1.997. The result of this study showed that teaching narrative text by using personal experiences strategy was higher than that by big group work.

Classroom Discourse Structure in MTs Negeri Rantauprapat

2016 ◽  
Vol 13 (1) ◽  
Author(s):  
Jupriaman Jupriaman ◽  
Sri Minda Murni
Keyword(s):  
Classroom Discourse ◽  
Tape Recorder ◽  
The Other ◽  
Discourse Structure ◽  
Video Tape ◽  
English Teacher ◽  
Video Tape Recorder ◽  
Field Note

The objectives of this study were to describe the classroom discourse structure, to describe how the classroom discourse is realized by teacher and students and the reasons for the realizations of the ways they are. The source of the data was English teacher and the students while the data are verbal and non verbal utterances of students and teachers. The instruments for collecting data were video tape recorder and researcher’s field note. The data were collected by observing and recording the utterances uttered by the teacher and students. The findings showed that the classroom discourse structures were dominantly realized by Initiation and Response (IR) structure. It was reflected in teacher direct, elicit and information exchanges was found that the classroom discourse structures. The other exchanges occur are boundary (framing and focusing move), directive, informing, check, accept, react, reply, nomination, marker, bid and conclusion acts. The reasons why the realization as the ways they are (1) teacher as a centre of interaction, (2) teacher gives some questions without any caring to the evaluation, appreciation and feedback without any feedback to make dialogue, (3) students have been disciplined not to speak in classes without a teacher’s direction, and most of them are unwilling to speak English.   Keywords: Classroom Discourse Structures, Initiation and Response, Sinclair and Coulthard Theory

Developing a Pop Up Book Supportive to Narrative-Texts Teaching

2019 ◽  
Vol 1 (2) ◽  
pp. 66
Author(s):  
Khoirunnisa Safitri ◽  
Sudarsono Sudarsono
Keyword(s):  
Narrative Text ◽  
Development Phase ◽  
Design Phase ◽  
Narrative Texts ◽  
Evaluation Result ◽  
Tenth Grade ◽  
Text Reading ◽  
The Media ◽  
Addie Model ◽  
Teaching Learning

This research aims to develop Pop-Up Book as supplementary media to support the teaching of narrative texts and to evaluate whether or not the media are feasible to teach narrative texts to the tenth grade students of SMA Negeri 8 Pontianak. The media consisted of narrative texts with pop-up pictures. They were divided based on the structure of a narrative text. The materials were taken from the students’ textbook that the researcher has simplified. The procedures were adapted from ADDIE Model proposed by Branch and it used three phases, namely, Analyse, Design, and Develop. From analyse phase, it was found that the students needed interesting media that was visually attractive to engage them in the teaching learning process and to support the existing materials. The Design phase covered the aspects, which were the focus of the media, of the materials and the pictures for the media, and the structure of the media. The Development phase concerned the development of the essential parts of the media. According to the evaluation result, the media are considered feasible to be applied by the teachers to teach narrative text reading.

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