ERIC_NO: ED379686--ERIC at http://www.accesseric.org/searchdb/dbchart.html
TITLE: Language Awareness Surveys: A Rationale and Three Instruments.
AUTHOR: Belanger, Joe PUBLICATION_DATE: 1995
ABSTRACT: Noting that language study (one leg of the traditional English tripod of language, literature, and composition) has received mixed attention internationally and is almost forgotten in North America, this paper presents a rationale for researching language awareness and three instruments that can be used in such research. The paper begins with definitions of "language awareness," and then discusses the attention given to language awareness in the United Kingdom and in Canada. The paper then discusses a language awareness study in progress. Contains 19 references. Teacher interview questions, a teacher questionnaire, a student questionnaire, and a student questionnaire with suggested answers are attached.
(RS) DESCRIPTORS: Elementary Secondary Education; Evaluation Methods; Foreign Countries; *Language Research; *Metalinguistics; Program Descriptions; Research Needs; *Student Attitudes; *Teacher Attitudes IDENTIFIERS: Canada; United Kingdom PUBLICATION_TYPE: 141; 160 PAGE: 40; 1 CLEARINGHOUSE_NO: CS214759 EDRS_PRICE: EDRS Price - MF01/PC02 Plus Postage. LEVEL: 1 LANGUAGE: English GEOGRAPHIC_SOURCE: Canada; British Columbia NOTE: 40p.
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ERIC_NO: EJ499460--ERIC at http://www.accesseric.org/searchdb/dbchart.html
TITLE: Language Awareness as Methodology: Implications for Teachers and Teacher Training.
AUTHOR: Borg, Simon PUBLICATION_DATE: 1994 JOURNAL_CITATION: Language Awareness; v3 n2 p61-71 1994
ABSTRACT: Discusses language awareness (LA) as a methodology in foreign language teaching, demonstrating that LA presumes not only linguistic awareness on the part of teachers but also an understanding of the learning and teaching processes this methodology promotes. Argues that training content needs to be educationally rather than linguistically orientated. (12 references)
(MDM) DESCRIPTORS: Language Attitudes; *Metalinguistics; *Second Language Instruction; Teacher Attitudes; *Teacher Education; *Teacher Education Curriculum; *Teaching Methods PUBLICATION_TYPE: 143; 080 CLEARINGHOUSE_NO: FL524433 REPORT_NO: ISSN-0965-8416 LANGUAGE: English
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ERIC_NO: EJ530824--ERIC at http://www.accesseric.org/searchdb/dbchart.html
TITLE: When Worlds Collide: Expert and Popular Discourse on Language.
AUTHOR: Cameron, Deborah PUBLICATION_DATE: 1997 JOURNAL_CITATION: Language Sciences; v19 n1 p7-13 Jan 1997 ABSTRACT: Discusses the tradition of argument about what forms of metalinguistic discourse are valid, useful, and significant in the era of modern Western linguistics, with particular reference to the argument between linguistic science and prescriptivism. The article emphasizes that linguistic norms are open to challenge and change about what their nature should be. (seven references)
(CK) DESCRIPTORS: *Change Strategies; *Discourse Analysis; *Language Styles; *Language Usage; *Metalinguistics; Social Attitudes; Sociolinguistics IDENTIFIERS: *Harris (Roy); *Prescriptivism (Linguistics) PUBLICATION_TYPE: 120; 141; 080 CLEARINGHOUSE_NO: FL526124 REPORT_NO: ISSN-0388-0001 LANGUAGE: English
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ERIC_NO: EJ465604--ERIC at http://www.accesseric.org/searchdb/dbchart.html
TITLE: Degrees of Knowing: An Exploration of Progressive Abstraction in Language Awareness Work.
AUTHOR: Cameron, Lynne PUBLICATION_DATE: 1993 JOURNAL_CITATION: Language Awareness; v2 n1 p3-13 1993 ABSTRACT: An analysis of the Language Awareness/Knowledge about Language components of the English/Welsh National Curriculum in English and Modern Foreign Languages is used to investigate the explicit awareness of language expected of secondary school students. The framework assumes increasing degrees of abstraction and the changes in types of categorization and conceptualization involved. (20 references)
(Author/LB) DESCRIPTORS: Classification; *English; Foreign Countries; *Knowledge Level; *Metalinguistics; *Modern Languages; Second Language Instruction; Secondary Education; *Secondary School Students IDENTIFIERS: England; National Curriculum; Wales PUBLICATION_TYPE: 142; 080 CLEARINGHOUSE_NO: FL522912 REPORT_NO: ISSN-0965-8416 LANGUAGE: English
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ERIC_NO: ED362066--ERIC at http://www.accesseric.org/searchdb/dbchart.html
TITLE: Metalinguistic Awareness Revisited: Its Contribution to the Child's Appropriation of Form.
AUTHOR: Cazden, Courtney B. PUBLICATION_DATE: 1991
ABSTRACT: Metalinguistic awareness is discussed in terms of the new national curriculum in English language education in Great Britain. A chronology is presented of events surrounding national curriculum legislation that prompted controversy in Britain concerning the teaching of the English language. One result of this legislation has been the creation of the Language in the National Curriculum (LINC) project, which provides materials and activities for the teacher training necessary for curriculum implementation. A piece of writing by a young child called "When I Was Naughty" is examined as a case study of ways of talking about features of a written text, and selected observations by teachers and language researchers who were asked to respond to the child's writing are described. The importance of distinguishing between two levels of awareness and two kinds of pedagogy: between focusing students' attention on aspects of language on the one hand, and teaching explicitly about language forms and functions on the other, is discussed. Two studies of young children are described to illustrate this difference. (Contains 24 references.)
(JP) DESCRIPTORS: Case Studies; Child Language; Curriculum; Elementary Secondary Education; *English; Foreign Countries; *Language Acquisition; Language Planning; Language Standardization; Legislation; Literacy; *Metalinguistics; Teaching Methods; Writing (Composition) IDENTIFIERS: *Great Britain PUBLICATION_TYPE: 150; 070 PAGE: 32; 1 CLEARINGHOUSE_NO: FL021562 EDRS_PRICE: EDRS Price - MF01/PC02 Plus Postage. LEVEL: 1 LANGUAGE: English GEOGRAPHIC_SOURCE: U.S.; Massachusetts NOTE: 32p.; Plenary address to the Australian Reading Association Conference (Adelaide, South Australia, Australia, July, 1991). Previous versions of the analysis of "When I Was Naughty" were presented to the American Association of Applied Linguistics (New York City) and a seminar for the Boston University Applied Linguistics Program (March and April, 1991).
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ERIC_NO: EJ439687--ERIC at http://www.accesseric.org/searchdb/dbchart.html
TITLE: Critical Language Awareness. Part II: Towards Critical Alternatives.
AUTHOR: Clark, Romy; And Others PUBLICATION_DATE: 1991 JOURNAL_CITATION: Language and Education: An International Journal; v5 n1 p41-54 1991
ABSTRACT: The notion of critical linguistics is examined, and it is argued that the diverse objectives usually given for Language Awareness programs appear to be given desocializing weightings in actual materials. Ways that Critical Language Awareness can be incorporated into a family history writing project are described. (20 references)
(Author/LB) DESCRIPTORS: *Applied Linguistics; *Critical Thinking; *Discourse Analysis; Foreign Countries; *Metalinguistics; Sociolinguistics; *Writing Instruction PUBLICATION_TYPE: 080; 120 CLEARINGHOUSE_NO: FL521553 REPORT_NO: ISSN-0950-0782 LANGUAGE: English
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TITLE: Toward a Grammar of Passages
AUTHOR: Coe, Richard PUBLICATION DATE: 1988. Carbondale IL: Southern Illinois University Press. ISBN 0-8093-1420-7
DESCRIPTION FROM BOOK JACKET:
.... Working in the tradition of Francis Christensen's generative rhetoric, Doe has developed a practical instrument for textual analysis, a two-dimensional graphic matrix that effectively analyzes the logical semantic relations among statements by mapping coordinate, subordinate, and superordinate relationships.
        Working with a number of contributing researchers, Coe demonstrates the power of his discourse matrix by applying it to a variety of significant problems, e.g., how to demonstrate discourse differences between cultures (especially between Chinese and English), how to explain precisely what is "bad" about the structure of passages that do not work, how best to teach paragraphing, and how to help students grasp the structures of specialized discourses, such as "technical" writing.
        This new view of the structure of passages offers fresh insights and helps to articulate crucial questions about the relations among form and function, language, thought and culture, and cognitive and social processes. The matrix offers help to the researcher, the teacher, and the writer.
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TITLE: Rhythms of Writing
AUTHOR: Dykstra, Pam PUBLICATION DATE: 1999. Houghton Mifflin,
ISBN 0-395-91807-3
DESCRIPTION BY THE AUTHOR [excerpt from a draft of the preface]:
Three dynamics of language inform this book's content and approach: the structure of talking is different from the structure of writing; language is processed and produced in phrases and clauses, and language is acquired by internalizing patterns.
           1. The structures of writing and talking are different. Basic writers string along phrases and clauses. Often they connect thoughts with commas and "and's", they stop too short and punctuate a fragment as a sentence, and, in the process of articulating complex thought, they conflate and garble phrases and clauses. Wallace Chafe, in his research on the structure of spontaneous talking, maintains that talking consists of phrases and clauses often strung together with and. After the idea has been communicated, the voice drops. Those speaking patterns are evident in basic writing. Basic writers punctuate phrases and clauses as sentences: fragments. They tie ideas together with and, placing a period at the completion of thought: run-ons. Unfamiliar with and intimidated by the structures of writing, basic writers write the way they talk. Their sentences reveal their struggle with the difference between the oral and written patterns of communicating. Rhythms of Writing, therefore, begins with an Introduction that explains the differences between talking and writing.

          2. Language is processed and produced in phrases and clauses. Current cognitive science research proposes that phrases and clauses are not only the organizing principle of talking, they are the organizing principle of language itself. Language is processed (reading, listening) in phrases and clauses and produced (speaking and writing) in phrases and clauses. These patches of thought are more than external aberrations; they are both the internal and external structures of thought. Basic writers write in phrases and clauses because that is how language is processed and produced. Therefore, Rhythms of Writing focuses on the ideas of talking (thought), shows students how those ideas are patterned in writing, and guides them in writing those patterns.

          3. Language is acquired by internalizing patterns. Recent research suggests that we learn how to write, not by learning the rules, but by learning the patterns. Rules are descriptions of language, not the determiners of language. Rules don't generate language; patterns do. From exposure to language, people internalize the patterns, learning, for example, the subject-verb-object pattern, not the subject-verb-object rule. The pattern model reaffirms what we know about how children acquire language: they internalize the patterns of the language spoken around them. Because patterns are integral to language acquisition, Rhythms concentrates on sentence patterns.
          The textbook takes the words, phrases, and clauses of talking and shows students how those ideas are presented in sentences. In the process, students learn that a basic sentence consists of a subject and predicate (please see earlier post on this) which connect to form a stable structure. Students then see how this stable structure can carry additions: starters and interrupters. The textbook.... is part of the college division (developmental writing) at Houghton Mifflin, but would work well in the middle school grades. I wrote it, so it feels a bit strange to recommend it, but it provides a systematic approach to grammar that students understand.
(From the ATEG discussion list)
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TITLE: Meaning First: A Functional Handbook of Fifty Ways to Polish Your Writing
AUTHOR: Hartnett, Carolyn PUBLICATION DATE: 2000 Parlay Press Phone/Fax 218-834-2508. E-mail: parlay@mr.net ISBN 0-9644636-7-9
DESCRIPTION BY THE AUTHOR:
[The] primary purpose [of this handbook] is not to teach grammar but to assist college students in editing their writing. It does this by explaining the reasons for alternatives, using systemic functional grammar. Thus it does teach a great deal of grammar, but only secondarily. It teaches patterns and the reasons for them, not rules. It uses the ideas of SFG -- but not its difficult vocabulary -- because I believe that is more helpful to students. If traditional grammar had helped them as much as it should have, they probably would not need this book as much, unless they are non-native speakers of English. It does teach some things that are definitely not in SFG, such as forms for citing the WWW in research papers.
(From the ATEG discussion list)
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ERIC_NO: EJ448674--ERIC at http://www.accesseric.org/searchdb/dbchart.html
TITLE: English Teaching and Awareness of Language.
AUTHOR: Hawkins, Eric PUBLICATION_DATE: 1992 JOURNAL_CITATION: English: A World Language; v2 n1 p21-27 May 1992 ABSTRACT: Twenty years ago, Michael Halliday proposed a less isolationist approach to English teaching via "awareness of language." After debate, the idea won the support of two national committees on English teaching. The debate is reviewed and the question is asked: Will teachers of English and other languages learn to cooperate? (12 references)
(JL) DESCRIPTORS: Cooperation; *English (Second Language); Foreign Countries; *Language Teachers; *Metalinguistics; Second Language Instruction; *Teaching Methods IDENTIFIERS: Great Britain PUBLICATION_TYPE: 080; 070 CLEARINGHOUSE_NO: FL521902 LANGUAGE: English
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ERIC_NO: EJ516297--ERIC at http://www.accesseric.org/searchdb/dbchart.html
TITLE: Grammar in Teacher Education: The Role of a Corpus.
AUTHOR: Hunston, Susan PUBLICATION_DATE: 1995 JOURNAL_CITATION: Language Awareness; v4 n1 p15-31 1995 ABSTRACT: Argues for the use of computer-stored corpora in courses in grammar awareness for teachers of mother-tongue English. It is suggested that the ability to do grammar entails a set of skills rather than a body of knowledge and that corpora provide excellent data for doing grammar. Questions regarding the comparison of different methodologies are presented. (22 references)
(Author/CK) DESCRIPTORS: Adjectives; *Comparative Analysis; *Computational Linguistics; English; *Grammar; Indexes; Instructional Materials; Language Teachers; *Metalinguistics; Native Speakers; Phrase Structure; *Teacher Education; *Teaching Methods PUBLICATION_TYPE: 143; 080 CLEARINGHOUSE_NO: FL525397 REPORT_NO: ISSN-0965-8416 LANGUAGE: English
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ERIC_NO: ED414378--ERIC at http://www.accesseric.org/searchdb/dbchart.html
TITLE: Critical Language Awareness: Implications for Classrooms in a Canadian Context.
AUTHOR: Labercane, George; Griffith, Bryant; Feurerverger, Grace PUBLICATION_DATE: 1997
ABSTRACT: This paper traces the development of Language Awareness and Critical Language Awareness from their development in the United Kingdom to the Canadian school context and beyond. The term "Language Awareness" (LA), a feature of the British educational system since the 1972 establishment of national study of literacy in classrooms in the United Kingdom, refers to a language awareness element in the school curriculum in late elementary or early secondary school. Basic to the definition of LA is the goal of getting students to become sensitive to the role that language plays in every usage, including school life. In teaching LA, educators want students to understand the roles of politics and culture as they are played out in everyday uses of language. Critical Language Awareness (CLA) represents a conscious attempt to move beyond existing conceptions of LA to pay more attention to relevant social aspects of language. Although LA, and CLA, as theoretical constructs are relatively new to teachers in Canada, they have been used in some classrooms following the introduction of LA in teacher education classes at the University of Calgary by W. Tulasiewicz. Two projects using LA in the classrooms of Native Canadians are described. Two other attempts to develop CLA strategies for use with Native Canadian children are also described briefly. LA and CLA approaches can make a considerable contribution to the literacy development of students. (Contains 16 references.) (SLD) DESCRIPTORS: *American Indians; Cultural Awareness; *Curriculum Development; Elementary Secondary Education; Foreign Countries; Limited English Speaking; *Literacy Education; *Metalinguistics; Minority Groups; Program Development; Teaching Methods IDENTIFIERS: Canada; *Critical Literacy PUBLICATION_TYPE: 142 PAGE: 18; 1 CLEARINGHOUSE_NO: UD032038 EDRS_PRICE: EDRS Price - MF01/PC01 Plus Postage. LEVEL: 1 LANGUAGE: English GEOGRAPHIC_SOURCE: Canada; Alberta NOTE: 18p.
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ERIC_NO: ED417422--ERIC at http://www.accesseric.org/searchdb/dbchart.html
TITLE: Functional Approaches to Written Text: Classroom Applications.
AUTHOR: Miller, Tom, Ed. PUBLICATION_DATE: 1997
ABSTRACT: Noting that little in language can be understood without taking into consideration the wider picture of communicative purpose, content, context, and audience, this book address practical uses of various approaches to discourse analysis. Several assumptions run through the chapters: knowledge is socially constructed; the manner in which language accomplishes the goals of communication affects the overall text macro-organization to the choice of words; and most texts are so rich and complicated that no single approach can tease out all of the meaning. Chapters in the book are: (1) "Discourse Analysis and Reading Instruction" (William Grabe); (2) "Contrastive Rhetoric" (Robert Kaplan); (3) "Text Analysis and Pedagogical Summaries: Revisiting Johns and Davies" (Ann Johns and Danette Paz); (4) "Rhetorical Models of Understanding" (Claire Kramsch); (5) "From Information Transfer to Data Commentary" (John Swales and Christine Feak); (6) "Critical Discourse Analysis" (Thomas Huckin); (7) "Words and Pictures in a Biology Textbook" (Greg Myers); (8) "I Think That Perhaps You Should: A Study of Hedges in Written Scientific Discourse" (Francoise Salager-Meyer); (9) "The Voices of the Discourse or the Problem of Who Says What in News Reports" (Ana Maria Harvey); (10) "Applied Genre Analysis and ESP" (Vijay K. Bhatia); (11) "Genre Models for the Teaching of Academic Writing to Second Language Speakers: Advantages and Disadvantages" (Tony Dudley-Evans); (12) "Concordancing and Practical Grammar" (Tony Jappy); (13) "Describing and Teaching English Grammar with Reference to Written Discourse" (Marianne Celce-Murcia); (14) "Tense and Aspect in Context" (Kathleen Bardovi-Harlig); (15) "Towards a Psycho-Grammatical Description of the English Language" (Jean-Remi Lapaire and Wilfrid Rotge); (16) Using the Concepts of Given Information and New Information in Classes on the English Language" (William J. Vande Kopple); (17) "Theme and New in Written English" (Peter H. Fries); and (18) "Waves of Abstraction: Organizing Exposition" (J.R. Martin). Contains approximately 300 references.
(RS) DESCRIPTORS: *Discourse Analysis; Elementary Secondary Education; *English Instruction; *Grammar; Higher Education; Reading Instruction; Rhetorical Theory; Science Instruction; Second Language Learning; *Text Structure; Textbooks; Writing Instruction IDENTIFIERS: Functional Grammar; Social Constructivism; Text Factors PUBLICATION_TYPE: 020 PAGE: 295; 4 CLEARINGHOUSE_NO: CS216260 EDRS_PRICE: EDRS Price - MF01/PC12 Plus Postage. LEVEL: 1 AUDIENCE: Practitioners; Teachers LANGUAGE: English GEOGRAPHIC_SOURCE: U.S.; District of Columbia GOVERNMENT: Federal NOTE: 295p.; This volume is a compilation of two TESOL France Journals.
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ERIC_NO: EJ455580--ERIC at http://www.accesseric.org/searchdb/dbchart.html
TITLE: Mini-Lessons on Language (The Round Table). PUBLICATION_DATE: 1993 JOURNAL_CITATION: English Journal; v82 n1 p75-77 Jan 1993
ABSTRACT: Describes several successful lessons that provide students with new awareness of the English language. Includes lessons focusing on language change, onomatopoeia, slang, word origin, dialect, and language functions.
(MM) DESCRIPTORS: *Class Activities; Dialects; *English Instruction; Language Role; Language Usage; *Metalinguistics; Secondary Education; Teaching Methods IDENTIFIERS: Language Functions; Language Shift; Onomatopoeia; Slang PUBLICATION_TYPE: 080; 052 CLEARINGHOUSE_NO: CS744614 REPORT_NO: ISSN-0013-8274 LANGUAGE: English
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ERIC_NO: ED390291--ERIC at http://www.accesseric.org/searchdb/dbchart.html
TITLE: Teachers' Views of Language Knowledge.
AUTHOR: Mitchell, Rosamond; Hooper, Janet PUBLICATION_DATE: 1990
ABSTRACT: This paper reports preliminary findings from a 1988 Hampshire (England) schools research project in which primary and secondary school teachers with special responsibility for language teaching were interviewed to discover their views on the place of explicit knowledge about language (KAL) in the school language curriculum and on possible rationales and strategies for developing such knowledge. An hour-long discussion with seven secondary chairpersons (Heads) of English and a similar number of chairpersons of Modern Languages reviewed their aims in teaching language and the place within these aims of the development of explicit KAL; goals and strategies for teaching particular age groups were also reviewed. English teachers were found to be much less aware of the "language awareness" movement than Modern Language teachers. English teachers showed more concern for sociolinguistic aspects of language than Modern Language teachers. Missing from the discussions in both groups were key topics in contemporary expert models of language, such as the structure of discourse beyond the level of the individual sentence, the spoken language in all its aspects, and first/second language acquisition and development. Findings demonstrate the limited conscious commitment by ordinary language teachers to the systematic development of pupils' KAL. (Contains 15 references.)
(NAV) DESCRIPTORS: Discourse Analysis; Elementary Secondary Education; *English Instruction; Foreign Countries; Language Attitudes; *Language Teachers; *Metalinguistics; *Modern Languages; Second Language Instruction; *Teacher Attitudes IDENTIFIERS: England (Hampshire) PUBLICATION_TYPE: 143 PAGE: 11; 1 CLEARINGHOUSE_NO: FL023494 EDRS_PRICE: EDRS Price - MF01/PC01 Plus Postage. LEVEL: 1 LANGUAGE: English GEOGRAPHIC_SOURCE: United Kingdom; England NOTE: 11p.; In: CLE Working Papers 1; see FL 023 492.
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TITLE: Image Grammar
AUTHOR: Noden, Harry PUBLICATION DATE: 1999. Boynton/Cook-Heinemann
ISBN 0-86709-466-6. $24. To order, 1-800-793-2154
DESCRIPTION BY THE AUTHOR:
The book attempts to help teachers integrate the teaching of writing with the teaching of grammar in context. The title Image Grammar reflects an underlying premise of the book: the idea that writers of both fiction and nonfiction paint images with grammatical brush strokes--- a concept I've been developing with my students for about 20 years.

Each chapter of the book is divided into two sections: concepts and strategies. Concept sections demonstrate how professional authors use grammar to create powerful passages. Strategy sections provide teachers with model lessons to use in class. In writing the book, I hoped this approach would help bridge the conflicting views of linguists and traditionalists, but if the ATEG listserv is any indication, that may be an impossible bridge to construct.
(From the ATEG discussion list)
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ERIC_NO: ED397408--ERIC at http://www.accesseric.org/searchdb/dbchart.html
TITLE: Rhetorical or Functional Grammar and the Teaching of Composition.
AUTHOR: Vande Kopple, William J. PUBLICATION_DATE: 1996
ABSTRACT: Some insights into the nature of functional grammar can be useful for teachers of composition. There are four ways that functional grammar stands in opposition to common linguistics in the United States. First, for functionalists (those practicing functional grammar), the starting point is with kinds of meanings, not with kinds of structures; the movement then is toward the ways in which meanings can be realized in various kinds of structures. Second, functionalists study samples of language that people have actually used for a real purpose in the world, not sentences that they have made up. Third, functionalists focus on connected texts and how aspects of those texts can affect the structure of sentences; they study language in context, not in isolated sentences. Fourth, functionalists look at the social contexts of a particular text, that is, its purpose and the relationship assumed between the reader and writer. Of these four practices, it is the third one that seems to yield the most applications in the classroom. An attention to how sentences are connected in texts is a very useful way of helping students to notice how they are putting sentences together. One exercise centering on given and new information involves having students examine their written products to see if they have expressed given information before new. Another exercise involves having students use their knowledge of given and new information to check on the cohesion and coherence of paragraphs and longer prose stretches.
(TB) DESCRIPTORS: Context Effect; *Grammar; Higher Education; *Language Usage; *Linguistics; Writing (Composition); *Writing Exercises; *Writing Instruction IDENTIFIERS: Theoretical Orientation PUBLICATION_TYPE: 150; 141 PAGE: 9; 1 CLEARINGHOUSE_NO: CS215323 EDRS_PRICE: EDRS Price - MF01/PC01 Plus Postage. LEVEL: 1 LANGUAGE: English GEOGRAPHIC_SOURCE: U.S.; Michigan NOTE: 9p.; Paper presented at the Annual Meeting of the Conference on College Composition and Communication (47th, Milwaukee, WI, March 27-30, 1996).
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ERIC_NO: ED411539--ERIC at http://www.accesseric.org/searchdb/dbchart.html
TITLE: Refining and Applying Views of Metadiscourse.
AUTHOR: Vande Kopple, William J. PUBLICATION_DATE: 1997
ABSTRACT: A taxonomy of metadiscourse--defined as discourse that people use not to expand referential material but to help their readers connect, organize, interpret, evaluate, and develop attitudes toward that material--was proposed in "College Composition and Communication" (Vande Kopple, 1985). More surveying and classifying has been done since then, and the taxonomy has been revised. It should not be forgotten that while it is fairly easy to list linguistic forms, the primary concern must remain with the metadiscoursal functions and not with the specific forms that can fulfill those functions. Sometimes one form can fulfill more than one metadiscoursal function in one place; at other times one form can fulfill a metadiscoursal function in one place and a referential function in another. The revised taxonomy classifies kinds of metadiscourse, with the following subclasses: text connectives, code glosses, illocution markers, epistemology markers, modality markers, evidentials, attitude markers, and commentary. That many researchers have come to recognize the importance of metadiscourse is attested to by an impressive array of studies completed in the last several years. There are six basic areas of research: shields in scientific writing, effects of shields on readers, metadiscourse and problematization strategies, metadiscourse and ethics, metadiscourse in similar kinds of texts in different languages, and metadiscourse and instruction in ESL classrooms. Future research might examine how the various academic disciplines relate to one another in their uses of different kinds of metadiscourse, and what the implications of studies of metadiscourse are for translation theories and practice. (Contains 46 references.)
(NKA) DESCRIPTORS: *Classification; Discourse Analysis; *Discourse Modes; Higher Education; Linguistics; Literature Reviews; Scholarship; Translation IDENTIFIERS: Academic Discourse Communities; *Metadiscourse; Research Suggestions PUBLICATION_TYPE: 070; 120; 150 PAGE: 19; 1 CLEARINGHOUSE_NO: CS216002 EDRS_PRICE: EDRS Price - MF01/PC01 Plus Postage. LEVEL: 1 LANGUAGE: English GEOGRAPHIC_SOURCE: U.S.; Michigan NOTE: 19p.; Paper presented at the Annual Meeting of the Conference on College Composition and Communication (48th, Phoenix, AZ, March 12-15, 1997).
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ERIC_NO: ED418408 --ERIC at http://www.accesseric.org/searchdb/dbchart.html
TITLE: Current Research on Language and Its Status with Composition Teachers.
AUTHOR: Vande Kopple, William J. PUBLICATION_DATE: 1998
ABSTRACT: In the last 20 years, research on language has gone from an area that specialists in composition and rhetoric took quite seriously to one that specialists now pay little attention to. This shift can be accounted for because (1) some teachers appear to have given up on using any insights from linguistic analysis in their teaching of composition; (2) most composition teachers believe that linguistic work based in North America has little to do with improving students' writing skills; (3) those not studying grammars not originating in North America have not been careful in their use of terms associated with these grammars; (4) teachers are unwilling to risk taking any control over texts away from their students; (5) linguistic research has fallen on the losing side in the debate over quantitative or qualitative studies; and (6) it is the context that is focused on most among all the elements of a rhetorical situation. Researchers working with linguistics can attract a broader audience by doing more research that relates aspects of texts to contexts that produce those texts; helping composition teachers understand and move closer to remediating surface errors in students' essays; helping to characterize the stages students go through when they progress toward writing lexically dense prose; and doing work to help people understand the nature of dialects.
(RS) DESCRIPTORS: Dialects; Higher Education; *Language Research; *Linguistics; *Research Needs; Research Utilization; Theory Practice Relationship; Traditional Grammar; *Writing Instruction IDENTIFIERS: Research Suggestions PUBLICATION_TYPE: 120; 150 PAGE: 12; 1 CLEARINGHOUSE_NO: CS216276 EDRS_PRICE: EDRS Price - MF01/PC01 Plus Postage. LEVEL: 1 LANGUAGE: English GEOGRAPHIC_SOURCE: U.S.; Michigan NOTE: 12p.; Paper presented at the Annual Meeting of the Conference on College Composition and Communication (49th, Chicago, IL, April 1-4, 1998).
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ERIC_NO: ED382966--ERIC at http://www.accesseric.org/searchdb/dbchart.html
TITLE: Some Explorations of the Synoptic and Dynamic Styles.
AUTHOR: Vande Kopple, William J. PUBLICATION_DATE: 1995
ABSTRACT: M. A. K. Halliday's continuum of linguistic styles or modes of representing experience employs two classifications of writing styles: (1) synoptic, and (2) dynamic. The synoptic style represents the world as a world of things, of products, of structures. This style is usually associated with carefully planned, formal writing. The chief characteristic of the style is lexical density, which is the proportion of lexical or content words to the total discourse. At the other end of Halliday's continuum is the dynamic style, which represents the world in terms of happenings, processes, and becomings. It is usually associated with speech, especially spontaneous speech. Its chief characteristic is grammatical intricacy; in other words, it contains many clauses, some hypotactically and some paratactically related to others. A study of student writing in two sections (34 students) of basic writing taught at a four-year college found that many of the sentences in this sample demonstrated a complexity typical of neither dynamic nor synoptic styles but that when some complexity was present it was usually the dynamic sort. This preliminary work raises the possibility that some college students, without kinds of special help, will not be able to move very far along the stylistic continuum toward the synoptic style in their writing. These results justify thinking on the part of literacy scholars about what might allow students to do the kind of scholarly work that seems to correlate highly with the synoptic style. (Contains 14 references.) (TB) DESCRIPTORS: Higher Education; Linguistics; *Literacy; Remedial Instruction; Rhetorical Theory; Writing (Composition); *Writing Instruction IDENTIFIERS: Academic Discourse; *Basic Writers; Composition Theory; Halliday (M A K); *Writing Style PUBLICATION_TYPE: 150; 143; 120 PAGE: 17; 1 CLEARINGHOUSE_NO: CS214848 EDRS_PRICE: EDRS Price - MF01/PC01 Plus Postage. LEVEL: 1 LANGUAGE: English GEOGRAPHIC_SOURCE: U.S.; Michigan NOTE: 17p.; Paper presented at the Annual Meeting of the Conference on College Composition and Communication (46th, Washington, DC, March 23-25, 1995).
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ERIC_NO: ED218637--ERIC at http://www.accesseric.org/searchdb/dbchart.html
TITLE: Functional Sentence Perspective and Some Related Recent Work in Discourse Analysis.
AUTHOR: Vande Kopple, William J. PUBLICATION_DATE: 1982
ABSTRACT: There are three dominant conceptions of functional sentence perspective (FSP): (1) a sentence should be analyzed into several segments, each having a different degree of what is called communicative dynamism; (2) a sentence should be analyzed into two segments, the theme and the rheme; and (3) a sentence should be analyzed into two segments, the topic and the comment. More recently, scholars such as Peter Fries have used some notions derivable from FSP to talk about the perceived structure of texts. One important claim is that the information contained within the themes of all the sentences of a paragraph creates the method of development of that paragraph. Other lines of research that are closely related to work in FSP and that have some promising practical sides show paragraphs to be consistent with the third view of FSP. For example, a sentence will be easy to comprehend if its given information is easy to recognize, matches a direct antecedent in memory, and occurs before the new information. Composition instructors should teach their students the principles of the third view of FSP and should show them how to adjust English syntax to make their sentences conform to these principles. Doing this should help students produce more readable and memorable essays, should make them more sensitive to the informational needs of their particular readers, should provide them with guidelines for revision, should help them develop greater syntactical facility, and should help them write sentences moving from shorter subjects to longer predicates rather than from longer subjects to shorter predicates.
(HOD) DESCRIPTORS: Cohesion (Written Composition); *Discourse Analysis; Linguistic Theory; Paragraphs; *Sentence Structure; *Syntax; *Writing Instruction IDENTIFIERS: *Functional Sentence Perspective; *Textual Analysis PUBLICATION_TYPE: 120; 150 PAGE: 12; 1 CLEARINGHOUSE_NO: CS207045 EDRS_PRICE: EDRS Price - MF01/PC01 Plus Postage. LEVEL: 1 LANGUAGE: English GEOGRAPHIC_SOURCE: U.S.; Michigan NOTE: 12p.; Paper presented at the Meeting of the Great Lakes Area Rhetoric Association (Chicago, IL, May 1982).
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ERIC_NO: ED361998--ERIC at http://www.accesseric.org/searchdb/dbchart.html
TITLE: Ethical Considerations in Language Awareness Programs.
AUTHOR: Wolfram, Walt PUBLICATION_DATE: 1993
ABSTRACT: Two traditional principles have served as the basis for the involvement of linguists in social issues, namely the principle of error correction and the principle of debt incurred (Labov, 1982). It is argued that an additional principle should motivate linguists to take a more proactive role in social issues, the principle of linguistic gratuity. One such proactive role is involvement in Language Awareness Programs, which are designed to provide an understanding of and appreciation for variety in language. This paper considers the rationale for and programmatic structure of two experimental language awareness programs, along with a discussion of some of the ethical issues that need to be considered in the implementation of such programs. Ethical considerations include the ethics of persuasion and need, of presentation, of representation, of sociocultural change, and of accommodation. An example of a curriculum unit with a humanistic objective, sample exercises demonstrating the scientific study of language patterning, an exercise with a sociohistorical objective, and an exercise promoting "island quaintness"--i.e., the lexical heritage of the North Carolinian island of Ocrakoke--are appended. (Contains 22 references.)
(Author/JP) DESCRIPTORS: Cooperation; Curriculum Development; *Ethics; Language Patterns; Language Research; Language Teachers; *Language Variation; Linguistic Theory; *Metalinguistics; Program Descriptions; Program Implementation; Second Language Learning; *Social Action PUBLICATION_TYPE: 150; 141 PAGE: 42; 1 CLEARINGHOUSE_NO: FL021319 EDRS_PRICE: EDRS Price - MF01/PC02 Plus Postage. LEVEL: 1 LANGUAGE: English GEOGRAPHIC_SOURCE: U.S.; North Carolina NOTE: 42p.; Paper presented at the American Association of Applied Linguistics Ethics Symposium (April 1993).
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ERIC_NO: EJ556760--ERIC at http://www.accesseric.org/searchdb/dbchart.html
TITLE: Teaching and Assessing Writing: An Australian Perspective.
AUTHOR: Wyatt-Smith, Claire PUBLICATION_DATE: 1997 JOURNAL_CITATION: English in Education; v31 n3 p8-22 Aut 1997 ABSTRACT: Examines issues of writing instruction and assessment as they relate to an approach to English language education, developed in Australia, which emphasizes the importance of the teacher's use of metalanguage to enhance a shared understanding of language among teachers and students. Reviews genre theory and considers its relevance to teaching, learning, and assessing in the English classroom.
(TB) DESCRIPTORS: Elementary Secondary Education; English Instruction; Foreign Countries; *Language Skills; *Metalinguistics; *Teacher Role; Teacher Student Relationship; Writing (Composition); *Writing Evaluation; *Writing Instruction IDENTIFIERS: Australia; *Genre Approach PUBLICATION_TYPE: 080; 120 CLEARINGHOUSE_NO: CS754596 REPORT_NO: ISSN-0425-0494 LANGUAGE: English
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