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LINGUISTICS/DISCOURSE ANALYSIS > Cohesion > Flashcards

Cohesion Flashcards

Learn about the organizing features of written texts

1
Q

What is coherence (based on Hoey, 1990)?

A

The patterns of language created within a text, mainly within and across sentence boundaries. These patterns collectively make up the organisation of larger units of the text such as paragraphs.

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2
Q

Lexical cohesion

A

A link established by means of chains of words with related meanings linking across sentences.

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3
Q

Substitution links/Grammatical cohesion

A

Connections established between lexical items (or lexemes) and textual items/grammatical words that stand in, or substitute, for lexical items.

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4
Q

Textual items

A

Grammatical members of closed systems PERSONAL PRONOUNS he,she,it & they DEMONSTRATIVE PRONOUNS this, that, these, those THE FIRST ONE, THE SECOND ONE; THEY SAID SO,

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5
Q

Sentence (Hoey, 1990)

A

Packages of information

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6
Q

Repetition

A

Lexical link which allows the speaker to say something again. The recurence of structures and elements fundamental to communication in general and language in particular. Fundamental device of textual organization.

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7
Q

Types of repetition

A

Simple lexical repetition Complex lexical repetition Text-forming repetition Simple paraphrase Complex paraphrase Superordinate or hypernym-hyponym repetition Co-reference repetition Substitution-link repetition

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8
Q

Modifier

A

A word such as an adjective, an adverb or a noun that describes another word or group of words.

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9
Q

Hoey’s (1990) Three principle

A

Any two sentences are connected as packages of information if they share at least three points of reference.

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10
Q

Calculating the number of connections between a pair of sentences

A

An item in one sentence that connects with two in another is considered to make only one connection NOT TWO.

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11
Q

Michael Hoey’s work

A

Patterns of lexis in text 1990

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12
Q

Whom does Hoey refer to in his work?

A

Halliday and Hasan 1976 Emmott 1989 Winter 1974 McCarthy 1987

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13
Q

What is Paul Grice’s work?

A

Logic and conversation 1975 in the edited book Speech acts

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14
Q

Implicature /Implicatum Imply

A

Term coined by H. Paul Grice in 1974. The act of meaning or implying one thing by saying something else. What a speaker MEANS differ from what the sentence used by the speaker means (CONVENTIONAL MEANING).

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15
Q

What are the maneuvres introduced by Hoey (1990) so as to analyse a text in terms of cohesion?

A
  1. The principle of what counts a repetition link 2. The assumption that adjoining phases have strong links. 3. The principle of the triangle-link.
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16
Q

ceteris paribus

A

all other things held constant

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17
Q

Cooperative Principle of Conversation (Paul Grice, 1974)

A

Make your conversational contribution such as is required, at the stage at which it occurs, by the accepted purpose or direction of the talk exchange in which you are engaged.

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18
Q

How does Paul Grice’s conversation theory connect to DISCOURSE?

A

Talk exchanges are DISCOURSE.All speech acts have to be inferred from contextual evidence, including what was said and what sentence was uttered.

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19
Q

QUANTITY MAXIMS (Paul Grice, 1974)

A
  1. Make your contribution as informative as required. 2. Do not make our contribution more informative than is required. Do not be overinformative. Say only what is relevant.
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20
Q

Paul Grices CONVERSATION MAXIM CATEGORIES

A

QUANTITY QUALITY RELATION MANNER

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21
Q

Maxim (in Paul Grice’s Conversation Principle)

A

Rule of conduct or fundamental during conversations. Maxims act like general directives of communication.

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22
Q

QUALITY MAXIMS (Paul Grice, 1974)

A

SUPERMAXIM: Try to make your contribution one that is true. MAXIMS: 1. Do not say what you believe to be false. 2. Do not say that for which you lack adequate evidence.

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23
Q

RELEVANCE MAXIM (Paul Grice, 1974)

A
  1. Be relevant. Grice acknowledges that relevance is a complex construct. Relevance shifts during a talk exchange, but speakers have to say what has significnt and demonstrable bearing on the matter at hand.
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24
Q

MANNER MAXIMS (Paul Grice, 1974)

A

SUPERMAXIM: Be perspicuous, idem est Be clear and precise. MAXIMS: 1. Avoid obscurity of expression. 2. Avoid ambiguity. 3. Avoid unnecessary prolixity. 4. Be orderly.

25
Q

Who uses this phrase: “participants in talk exchanges” ?

A

Paul Grice in his LOGIC AND CONVERSATION, 1974.

26
Q

What is cohesion (based on the Rhetorical Structure Theory (Mann & Thompson, 1988)?

A

The lack of non-sequiturs and gaps. In a coherent text each strech of text has its FUNCTION.

27
Q

Conversation

A

A conversation is a loosely collaborative exchange of information having one or more mutually understood aims. Participants presume they share certain pertinent information already, but each is preumed to need further information the others might be in a possition to provide. (Stanford Encyclopedia of Philosophy)

28
Q

Text (Hoey, 1990)

A

Interconnected packages of information

29
Q

What is William Mann and Susan Thompson’s work?

A

Rhetorical structure theory: Toward a functional theory of text organization, 1988

30
Q

What is the central tenet of the Rhetorical structure theory RST (Mann & Thompson, 1988)?

A

The RST posits that each part of a COHERENT text has a plausible reason for existence evident to the reader. The motto of the RST is: An evident role for every part.

31
Q

What is the hallmark of the Rhetorical structure theory (Mann & Thompson, 1988)?

A

The RST gives an account of TEXTUAL COHERENCE that is independent of the lexical and grammatical forms of the text. It concentrates on the FUNCTION of various units of text in building a COHERENT TEXT.

32
Q

Which is the definitive paper on the Rhetorical structure theory?

A

William Mann and Susan Thompson’s (1988) Rhetorical structure theory: Toward a functional theory of text organization.

33
Q

Does RST have a website?

A

Yes, it has. It was created by William Mann and at present the site is hosted by the Simon Faser University, Canada.

34
Q

Why was the Rhetorical structure theory (Mann & Thompson, 1988) initially developed?

A

The earliest hope in the development of RST was that it would turn out to be useful in getting computers to produce texts.

35
Q

What does the Rhetorical structure theory do?

A

It describes the COHERENCE of texts based on a range of text building blocks and the relations between these building blocks. The RST posits two levels of analysis: a nuclearity and relational one, and a second based on schemas.

36
Q

What is the RELATION between a NUCLEUS and a SATELLITE?

A

It is a hierarchical relationship. It is a dyad, where the NUCLEUS is SERVED by the SATELLITE. For example, in a EVIDENCE relation, the NUCLEUS is a claim, while the SATELLITE is the evidence which shows that the thing stated by the NUCLEUS exists or it is true.

37
Q

MEANING OF: By eschewing obfuscatory verbosity of locutional rendering, the circumscriptional appelations are excised (Mann & Thompson, 1988, p. 246).

A

To be edited

38
Q

What are schemas (based on Mann & Thompson, 1989)?

A

Schemas define the structural constituency arrangement of the text. Schemas are abstract structures which contain a small number of text spans, a specification of the relations between these text spans, and a specification of how certain spans relate to the whole collection.

39
Q

What are the 5 schemas the Rhetorical Structue Theory recognizes?

A

Circumstance Consequence Joint Motivation+Enablement Sequence+Sequence

40
Q

How many fields is a RELATION based (Mann & Thompson, 1989) on ?

A

Four fields: Constraint on the Nucleus, Constraint on the Satellite, Constraint on the combination between the Nucleus and Satellite, and the Effect.

41
Q

What are the “plausibility judgements” (Mann & Thompson, 1989)?

A

The judgement the text-analyser makes conneted to each of the four fields of the Relation: constraints on the nucleus, constraints on the satellite, constraints on the combination between the nucleus and the satellite, and the effect

42
Q

Who operationalized the TOPICAL STRUCTURE ANALYSIS for text analysis and having as a starting point what?

A

Lisa Lautamatti, in 1978/1987 based on the theorising of some representants of The Prague School: Mathesius, Danes and Firbas.

43
Q

What is the TOPICAL STRUCTURE ANALYSIS?

A

It is a text-based approach to the study of topic in discourse. Analysing texts for their topical structure leads to the identification of COHERENCE in text. While isolated sentences can be analysed only in terms of their syntax and semantics, sentences interwoven in a text have a pragmatical dimension as well.

44
Q

PRAGMATICS

A

The study of the relation between sentences and their context.

45
Q

How can be explained that a text can be cohesive but not coherent (Carrell, 1984) and (Connor, 1984) ?

A

To be explained

46
Q

Discourse pragmatics overlapping and competing terms (Bardovi-Harlig, 1990)

A

topic/comment background/focus old(given) information/new information

47
Q

TOPIC (Bardovi-Harlig, 1990)

A

what the rest of the sentence is about. It is context dependent. It may be old information. It is probably definite:it designates an identified or immediately identified object or person.

48
Q

FOCUS

A

The part of the sentence that most advances communication. It is context-independent, it contains new information and it may be indefinite.

49
Q

TOPICAL STRUCTURE ANALYSIS searches to identify what in a text?

A

TSA focuses on semantic relationships that exist between a topic of a sentence and the general topic of the whole text/the overall discourse topic. These relationships can be studied by looking at sequences of sentences and examining how sentence topics in the sentences work through the text to progressively make meaning.

50
Q

t-unit (Kellog Hunt, 1965)

A

The shortest grammatically allowable sentence into which the theme can be segmented. One main clause with all the subordinate clauses attached to it. Minimal terminable unit=t-unit T-units distinguish between simple and compound sentences

51
Q

There are 3 topic progressions of topic:

A

Parallel progression: the topic of two adjacent sentences is the same; Sequential progression: the topic of adjacent sentences is different; Extended parallel progression: a sentence repeats a topic of a previous sentence which was temporarily interruped by intervening sentences.

52
Q

Directly Related Sequential Progression (Schneider & Connor, 1989)

A

Two adjacent sentences of which the second uses te comment of the first. HIKERS ARE PEOPLE WHO WALK LONG DISTANCES. WALKING LONG DISTANCES MAKES ONE STRONG AND DETERMINED. Two adjacent sentences between whose topicsthe is a dervivational relationship HIKING-HIKER or there is a part- whole relationship SPORTSME3N-HIKERS

53
Q

Indirectly Related Sequential Topics (Schneider and Connor, 1989)

A

Topics related by SEMANTIC SET:BOOK/LIBRARY/WRITER/TITLE

54
Q

Unrelated Sequential Topics (Schneider and Connor,1989)

A

Topics not related or not clearly related to amy of the previous sentence topics or the topic of the discourse

55
Q

What is the title of John Swale’s (1990) work?

A

Genre analysis. English in academic and research settigs.

56
Q

GENRE (Swales, 1990)

A

A class of COMMUNICATIVE EVENTS the MEMBERS OF WHICH share a A SET OF COMMUNICATIVE PURPOSES. These PURPOSES recognized by the expert members of the PARENT DISCOURSE COMMUNITY , and thus form the RATIONALE for the genre.This RATIONALE shape the STRUCTURE, the STYLE, the CONTENT, and the INTENDED AUDIENCE of the COMMUNICATIVE EVENTS belonging to a genre.

57
Q

GENRE (Pedro Martin-Martin, 2003)

A

Socially recognized ways of using language, belongs to DISCOURSE COMMUNITIES which uses language to accomplish work in the world and to maintain and extend the community’s knowledge.

58
Q

DISCOURSE COMMUNITY (John Swales, 1990)

A

*Has a broadly agreed set of comon public goals *Has a mechanism of intercommunication among its members It uses its participatory mechanisms primarily to provide information and feedback *It posses and utilizes a number of genres in the advancement of its communicative purposes *It has acquired a special lexis *Has a treshold level of members with a suitable degree of relevant content and discourse expertise

59
Q

GENRE (Bhatia, 2002)

A

Are conventionalised communicative events embedded within disciplinary or professional practices

LINGUISTICS/DISCOURSE ANALYSIS (1 decks)

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