학술논문
How Graduate Students Present Information from Academic Texts: Theme-Rheme Analysis
이용수 66
- 영문명
- 발행기관
- 한국영어학학회
- 저자명
- Teri Rose Dominica
- 간행물 정보
- 『영어학연구』영어학연구 제21권 2호, 101~129쪽, 전체 29쪽
- 주제분류
- 어문학 > 영어와문학
- 파일형태
- 발행일자
- 2015.07.31
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국문 초록
영문 초록
Roh, Teri Rose Dominica Gannaban. 2015. How Graduate Students Present
Information from Academic Texts, English Language and Linguistics 21.2, 101-129.
Amid many writing instructors' traditional focus on smaller units such as the
proper use of pronouns, conjunctions, subject-verb agreement, and so on, recent
calls to overhaul the focus of English as a second language (ESL) instruction on
the level of discourse has reached a consensus (Hyland, 2009; Mellos, 2011; Wang,
2007 cited in Jing, 2014). The Theme-Rheme construct as it is applied in Halliday's
(1994) functional linguistic approach to the study of texts has consequently gained
much attention. It is now considered as an important analytical and instructional
tool in academic writing because of its focus on how words are cohesively
developed to fulfill the real-world communicative purposes of their writers.
Following the work of Fries (1995a), this study aims to analyze patterns of thematic
progression (Danes, 1974) (i.e., the method of development of texts) by exploring
the point of departure of a message (or 'Theme'), and what is said after that point
(or 'Rheme') (Halliday, 1994) in summary writing assignments written by
international graduate students at a Korean university. This paper discusses the
two most typical patterns used by the students in presenting the summary of an
author's work. Implications of the analysis are discussed in terms of developing
a summary essay to meet multiple purposes in the academic context.
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