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Gabriella Jenei: Referential Cohesion in Academic Writing • A descriptive and exploratory theory- and corpus-based study of the text-organizing role of reference in written academic discourse
6. STAGE 2: DEVELOPING A NOVEL APPROACH TO THE STUDY OF COHESIVE REFERENCE
6.6. Results and discussion
6.6. Results and discussion
6.6.1. The reliability of RCA at Stage 2
6.6.2. The distribution of referring items, cohesive ties and cohesive chains
6.6.3. Patterns of chains within the subsections of RAs
6.6.4. New and extended chains
6.6.5. Chain complexity: merging and splitting
6.6.6. The density of ties and the abstract
6.6.7. Some unexpected inconsistencies in the references in the corpus
Eszköztár
Tartalomjegyzék
Referential Cohesion in Academic Writing • A descriptive and exploratory theory- and corpus-based study of the text-organizing role of reference in written academic discourse
Copyright page
Acknowledgements
LIST OF TABLES AND FIGURES
1. INTRODUCTION
2. A GENRE-ORIENTED APPROACH TO ANALYSING COHESION IN WRITTEN ACADEMIC DISCOURSE
2.1. Introduction
2.2. Definition of key concepts
2.2.1. Text, discourse, genre
2.2.2. Cohesion, coherence and continuity
2.2.3. English for academic purposes
2.2.4. Novice or expert versus native or non-native researcher
2.3. Towards analyzing ‘genres’: written discourse analysis since the 1970s
2.3.1. Psycholinguistic approaches
2.3.2. Discourse beyond surface level features
2.3.3. Contrastive rhetoric since the 1990s: multiple approaches, multiple methods
2.3.4. Recent developments in written discourse analysis
2.4. Genre: theory and practice
2.4.1. Defining genre
2.4.2. Genre analysis
2.4.2.1. Comparing two subgenres
2.4.2.2. Corpus selection
2.4.2.3. Linguistic analysis
2.4.2.4. Studying the institutional context for MA theses
2.4.2.5. Triangulation
2.4.3. Genre in the classroom: teaching English for academic purposes
2.4.3.1. New Rhetoric and the Sydney School
2.4.3.2. Product and process approaches to teaching writing
2.5. Teaching reference as a cohesive device for academic writing
2.5.1. Cohesive reference in student writing
2.5.2. Reference as a cohesive device in EAP textbooks
2.6. Summary
3. A THEORETICAL BACKGROUND TO THE STUDY OF REFERENCE
3.1. Definitions of reference
3.1.1. Reference in theoretical linguistics
3.1.2. Reference in discourse analysis
3.2. Cohesive functions of referring items
3.2.1. Personal reference
3.2.1.1. Extended and text reference
3.2.2. Demonstrative reference
3.2.2.1. Demonstrative adverbs and conjunctives
3.2.3. From comparative reference to determiners
3.3. A taxonomy of cohesive reference
3.4. Cohesion analysis
3.4.1. Cohesive reference
3.4.2. Cohesive ties
3.4.3. Cohesive chains
3.4.4. Methods for the analysis of cohesion in written texts
4. RESEARCH DESIGN
4.1. Procedures of developing an analytical tool for referential cohesion analysis
4.2. Research questions
4.3. Stages of research and validation studies
4.4. Data collection: building the corpora
4.5. Research articles and MA theses: Comparing oranges to apples?
4.5.1. Research articles
4.5.2. Research articles and MA theses
4.5.2.1. Communicative purpose and field
4.5.2.2. Tenor
4.5.2.3. Mode
4.5.2.4. Structure
4.6. Expected pedagogical implications
5. STAGE 1: HALLIDAY AND HASAN’S COHESION ANALYSIS: THE STARTING POINT
5.1. Introduction
5.2. Focus: testing the validity and reliability of Halliday and Hasan’s taxonomy
5.3. The taxonomy: Halliday and Hasan’s (1976) Taxonomy of Cohesion
5.4. The corpus: abstracts of RAs
5.5. Methods of analysis
5.6. Results and discussion
5.6.1. Validity and reliability
5.6.2. Cohesive characteristics of abstracts
5.6.3. Analytical problems concerning the types of reference
5.6.3.1. Titles
5.6.3.2. The definite article
5.6.3.3. Comparatives and conjunctions
5.6.3.4. Cataphoric reference
5.6.3.5. Other errors
5.6.3.6. Reference by determiners versus lexical cohesion
5.6.4. Problems in the analytical process
5.7. Conclusions
6. STAGE 2: DEVELOPING A NOVEL APPROACH TO THE STUDY OF COHESIVE REFERENCE
6.1. Introduction
6.2. Focus: testing the first version of the analytical tool
6.3. The taxonomy: Referential Cohesion Analysis
6.4. The corpus: research articles
6.5. Methods of analysis
6.6. Results and discussion
6.6.1. The reliability of RCA at Stage 2
6.6.2. The distribution of referring items, cohesive ties and cohesive chains
6.6.3. Patterns of chains within the subsections of RAs
6.6.4. New and extended chains
6.6.5. Chain complexity: merging and splitting
6.6.6. The density of ties and the abstract
6.6.7. Some unexpected inconsistencies in the references in the corpus
6.7. Conclusions: practical and theoretical implications
7. STAGE 3: IMPROVING THE ANALYTICAL TOOL: NON-COHESIVE REFERENCE TAXONOMY FOR ACADEMIC WRITING
7.1. Introduction
7.2. Focus: Designing a complementary analysis to RCA
7.3. A taxonomy of non-cohesive reference in academic writing
(A) SENTENCE-INTERNAL:
(B) SPECIFIED BY PRE- OR POST-MODIFIER:
(C) EXOPHORIC REFERENCE
(D) NON-REFERENTIAL:
(E) NON-INTEGRAL:
7.4. The corpus: RAs and MA theses
7.5. Methods of analysis
7.6. Results and discussion
7.6.1. Reliability at Stage 3
7.6.2. Results of the cohesion analysis
7.6.3. Types of cohesive ties
7.6.4. Cohesive chains
7.6.5. Errors in reference
7.7. Conclusions and implications
8. STAGE 4: THE REPRESENTATION OF ERRORS IN THE COHESIVE REFERENCE ANALYSIS OF STUDENT ACADEMIC WRITING
8.1. Introduction
8.2. Focus: an exploration of error types in novice academic writing
8.3. Taxonomy: reference errors in academic writing
8.3.1. No referent in the textual context
8.3.2. Vague reference
8.3.3. Problematic tracking of reference
8.3.4. Non-existent forms
8.4. Methods of analysis: error analysis
8.5. Results and Discussion
8.5.1. Analytical problems and decisions
8.6. Summary: Stages 2–4
9. STAGE 5: THE NEW ANALYTICAL TOOL: REFERENTIAL COHESION IN RESEARCH ARTICLES AND MA THESES
9.1. Introduction
9.2. Focus: Testing the new analytical tool
9.3. The taxonomy: Referential Cohesion Analysis
9.4. The Corpus: Research Papers
9.5. Methods of analysis
9.6. Results: Patterns of Referential Cohesion
9.6.1. Reliability and validity results
9.6.2. Cohesive ties and chains
9.6.3. Long chains
9.6.4. New and extended chains
9.6.5. Central reference: the lexical content of the longest ties
9.6.6. General observations relating to the structure and layout of the papers
9.6.6.1. Reference to section title content
9.6.6.2. Reference across section boundaries
9.6.6.3. Precedence of general items
9.6.6.4. Stating the obvious
9.6.6.5. Vague reference to co-text
9.6.7. The distribution of types of cohesive reference in MA theses and RAs
9.6.7.1. Demonstrative and pronoun reference in MA theses and research articles
9.6.7.1.1. Reference to authors
9.6.7.1.2. Reference to research participants
9.6.7.1.3. Non-human referents
9.6.7.2. Comparative reference
9.6.7.3. Non-cohesive categories
9.6.8. Summary of error types and strategies to overcome them
9.6.8.1. No referent in the textual context
9.6.8.2. Vague reference
9.6.8.3. Problematic tracking of reference
9.6.8.4. Non-existent forms
9.6.8.5. Results: errors in MA thesis sections
9.7. Summary and conclusions
10. PEDAGOGICAL IMPLICATIONS
10.1. Skills development
10.2. Teaching and learning to use reference in academic writing
10.2.1. Awareness raising of highest frequency errors
10.2.2. Identification of self-contained units
10.2.3. Improving the structure of students’ research papers
10.2.4. Awareness of lexical relationships in academic texts
10.3. A checklist of common learner errors
10.4. Implications for teaching written discourse analysis
11. OVERALL CONCLUSIONS
11.1. Theoretical outcome: an analytical tool for the study of reference as a cohesive device
11.2. Methodological outcome
11.3. Empirical outcome: referential characteristics of research articles and MA theses
11.4. Pedagogical outcome
11.5. Limitations
11.6. Suggestions for further research
References
Appendices
Appendix A – Halliday and Hasan’s (1976) coding scheme and an outline of the guidelines for the analysis of cohesion
Appendix B – Sample analysis for pedagogical purposes: non-specialized text • Teacher instructions for the introduction of RCA analysis (sample text and analysis on the next page):
Appendix C – Topical Structure Analysis: Sample analysis table
Appendix D – Corpus of academic abstracts
Appendix E – The role of numerals in reference
Appendix F – New and extended chains of reference
Appendix G – List of Research Articles in the corpus
Appendix H – Data collection sheet
Appendix I – Sample RCA
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