Coherence, Cohesion and Comments on Students' Academic Essays

Autor/inn/en	Todd, Richard Watson; Khongput, Somreudee; Darasawang, Pornapit
Titel	Coherence, Cohesion and Comments on Students' Academic Essays
Quelle	In: Assessing Writing, 12 (2007) 1, S.10-25 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1075-2935
DOI	10.1016/j.asw.2007.02.002
Schlagwörter	Rhetoric; Discourse Analysis; Essays; Tutors; English (Second Language); Academic Discourse; Connected Discourse; Graduate Students; Foreign Countries; Grades (Scholastic); Language Patterns; Thailand + Suchen Sie Ihr Suchwort? Rhetorik; Diskursanalyse; Essay; Aufsatzunterricht; Förderlehrer; Lehrender; Tutor; English as second language; English; Second Language; Englisch als Zweitsprache; Discourse; Diskurs; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausland; Notenspiegel; Sprachmodell; Sprachstruktur
Abstract	This study investigates the relationships between connectedness in discourse and the in-text comments that tutors write on postgraduate essays at a Thai university. Connectedness was divided into cohesion, propositional coherence and interactional coherence which were analysed using Hoey's lexical analysis [Hoey, M. (1991). "Patterns of lexis in text." Oxford: Oxford University Press], topical structure analysis and genre analysis respectively. From these analyses, text-level features of connectedness and points in the assignments which are potentially problematic in terms of connectedness were identified, and these were compared against the tutors' comments. The findings show very little relationship between the analyses of connectedness and the tutors' comments. The non-results may be due to the constructs of connectedness analysed, the methods of analysis, the data, or the lack of any clear relationship between the tutors' comments and the quality of the texts as measured by grades. (Contains 8 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10