Using a Systemic Functional Linguistics Genre Approach to Help EFL Pre-Service Teachers Write Research Proposals

This article presents the results of a qualitative research study that aimed to explore the benefits of implementing a Systemic-Functional Linguistics (SFL) genre-based approach to help a group of English as a Foreign Language (EFL) pre-service teachers write the statement of the problem section of their research proposals. The implementation comprised a series of writing workshops and individual tutoring sessions with students designed following the principles of the SFL genre-based curriculum cycle. To gain better insights into the benefits of this approach, the workshop sessions, the individual tutoring sessions, and the individual student interviews were audio-recorded. In addition, samples of students’ drafts and final texts were collected and analyzed. The findings show that the approach has the potential to enhance students’ awareness of how to structure arguments in the statement of the problem section of their research proposal. Students also improved their ability to elaborate on each argument that they put forward throughout the section.

Graph Drawing Approaches for Petri Net Models

This work presents a theoretical perspective how to apply graph drawing approaches to Petri Net models. Section 1 is the introduction to the problem. Section 2 is the background and the motivation. This part explains why graph drawing approaches are useful for Petri net modelling. Section 3 is the problem definition. This part explains the main problem. Section 4 defines the proposed solutions and examples are given. Section 5 discusses results, findings and assumptions. Section 6 gives some conclusions.

The Use of Metadiscourse Markers in Dissertations Produced by MATESOL Students

The use of metadiscourse markers is an important writing strategy employed both to structure the text and to engage the reader in the text production. In this connection, the purpose of this study is to assess the use of metadiscourse markers in term papers produced by MATESOL students at university of Khartoum. Forty papers were examined using Hyland's model of metadiscourse markers. Twenty papers were chosen from class 2016-2017, and the other 20 were selected from class 2017-2018. The data were analyzed in percentage terms. The results revealed that trained students use more metadiscourse markers than the untrained students. Additionally, it was found that female students used more metadiscourse markers than male. Also, it was found that all participants used more metadiscourse markers in the background section than in the statement of the problem section.

Unión y separación de palabras en las Osservationi della lingua castigliana de Giovanni Miranda

The amalgamation and separation of Spanish words is an orthographic feature that should be taken into account to characterize an old grammatical text because it contributes to a better understanding of some grammatical and linguistic questions. Regardless of the level of modernization edition of an old grammatical text, the phenomena of amalgamation and separation should be explained, since we believe that it is possible to discover a set of frequent habits in the separation of words and that these can contribute to the immanent grammatical characterization of the text. This article will discuss summarily some problems of phraseologization and de-phraseologization from the fraseological and grammaticographic point of view (section 2), it will approach the subject seen as a mere orthographic problem (section 3), and conclude with some considerations from the perspective of the edition of texts (section 4). The main purpose of this study (section 5) is to explain the preparatory work on which the criteria for the critical edition of a Spanish grammar for Italians of the 16th century can be based.

Reflection

Chapter 8 motivates accessibilism by appealing to William Alston’s hypothesis that the value of epistemic justification is tied to reflection, an activity that is the distinctive mark of persons who can be held responsible for their beliefs and actions. Section 8.1 argues that epistemic justification is what makes our beliefs stable under an idealized process of reflection. Section 8.2 uses this proposal in arguing for the JJ principle, which says that you have justification to believe a proposition if and only if you have justification to believe that you have justification to believe it. Sections 8.3–8.6 defend this proposal against a series of objections raised by Hilary Kornblith: the overintellectualization problem, the regress problem, the empirical problem, and the value problem. Section 8.7 concludes with some reflections on the debate between internalism and externalism about epistemic justification.

Mentalism

Chapter 6 develops a theory of epistemic justification designed to capture the epistemic role of phenomenal consciousness: namely, phenomenal mentalism. Section 6.1 defines epistemic justification within the framework of evidentialism. Section 6.2 defines mentalism about epistemic justification and explores its connection with evidentialism. Section 6.3 argues for phenomenal mentalism, the thesis that epistemic justification is determined solely by your phenomenally individuated mental states, by appealing to intuitions about clairvoyance, super-blindsight, and the new evil demon problem. Section 6.4 argues for a phenomenal conception of evidence, which says that your evidence is exhausted by facts about your current phenomenally individuated mental states, and defends it against Timothy Williamson’s arguments for the E = K thesis. Finally, section 6.5 outlines an explanatory challenge for phenomenal mentalism, which sets the agenda for the second part of the book.