Thesis (Ph.D.)--University of Nebraska-Lincoln, 2007. / Title from title screen (site viewed May 20, 2008). PDF text: iii, 150 p. ; 617 K. UMI publication number: AAT 3284033. Includes bibliographical references. Also available in microfilm and microfiche formats.

Mémoire (M.E.L.)--Université du Québec à Chicoutimi, 1997. / Document électronique également accessible en format PDF. CaQCU

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 379-401). Also available on the Internet.

Thesis (Ph. D.)--University of California, San Diego, 2001. / Vita. Includes bibliographical references (leaves 163-201).

Die doel van hierdie studie was om aan te toon hoe 'n linguistiese beskouing van 'n literere teks kan meehelp om tot gefundeerde insigte in 'n teks te kom en om langs hierdie weg die beskuldiging dat literatuurstudie grotendeels 'n 'anything-goes-dissipline' is, te omseil. Om hierdie rede is daar van die standpunt uitgegaan dat kennis oor die presiese aard van die tekslinguistiek kan meehelp in die toepassing daarvan. Dit dien as motivering vir die uitgebreide diachroniese situering van die tekslinguistiek van die eerste hoofstuk. Hier word geredeneer dat die tekslinguistiek iets soos 'n pseudo-literatuurteorie is wat kan meehelp in die lees en interpretasie van en kommentaar oor 'n literere teks. Daar is grotendeels gefokus op die literere benaderings wat die ontwikkeling van die tekslinguistiek voorafgegaan en be'invloed het. Daar was drie hoofstrominge t.o.v. tekstuele benadering, nl. (i) tekssentriese (outonomistiese), (ii) linguistiese (taalsentriese), en (iii) lesersentriese benaderings. Die vemaamste tekssentriese (outonomistiese) benaderings is die Russiese Formalisme, New Criticism en Stilistiek op taalkundige grondslag. In die bespreking van hierdie benaderings is dit tel kens in verband gebring met die bestaande teorie oor die tekslinguistiek ten einde die diachroniese aard van die ontwikkelingsgang daarvan, te karteer. Die vernaan1ste eksponente van die linguistiese (taalsentriese) benaderings is die Strukteralisme, Poststrukturalisme en die Semiotiek. Daar is in hierdie afdeling duidelik aangestip hoe die standaarde van tekstualiteit (De Beaugrande en Dressler, 1981), en spesifiek die standaard kohesie, terug te vind is in hierdie benadering tot teksstudie. Die Resepsie-estetika en Referensiele benadering is bespreek as eksponente van die sg. lesersentriese benadering. Die doel hiervan was om aan te dui hoe intertekstualiteit, kontekstualiteit en informatiwiteit as standaarde van tekstualiteit, in hierdie benadering terug te vind is. Met die diachroniese situering in gedagte, is daar in die tweede deel van Hoofstuk Een oorgegaan tot 'n sinchroniese karakterisering van wat die tekslinguistiek behels. In hierdie hoofstuk is daar voortgegaan met die beredenering dat die term diskoerslinguisliek • n meer akkurate benaming is vir 'n dissipline wat meer as net ' teks' in ag neem. Diskoers kan beskou word as 'n reeks taaluitinge wat 'n taalhandeling vorm. Hoewel diskoerslinguisliek die term tekslinguistiek in hierdie studie vervang, is daar duidelik aangetoon dat dit nie die doel het om aardskuddend veranderend te wees nie. Die werkswyse wat in hierdie studie gevolg is, is steeds die van die tekslinguistiek. Om hierdie rede is hierdie gedeelte van die studie grootliks teoreties, dit bespreek die interdissiplinere aard van tekslinguistiekldiskoerslinguistiek, definieer dit, en identifiseer die studieveld van 'teks'. Hierdie identifisering (sintaktiese eenheid, semantiese eenheid en pragmatiese eenheid) funksioneer breedweg as die hoofuiteensetting van hierdie studie. Tog word daar in hierdie studie aangetoon dat daar verskil word van die De Beaugrande en Dressler-aanname dat daar sewe standaarde van tekstualiteit bestaan, en word dit hier gereduseer tot twee superstandaarde, nl. kohesie en koherensie. Koherensie beskik oor sg. 'voorwilardes', nl. intensionaliteit, aanvaarbaarheid, informatiwiteit, kontekstualiteit en intertekstualiteit. Op hierdie wyse word die meganistiese indeling van die oorspronklike sewe standaarde oorkom. In Hoofstuk Twee word die teorie rondom die superstandaard kohesie toegepas op die Nederlandse teks deur Kristien Hemmerechts, Kerst en andere liefdesverhalen. Hierdie hoofstuk het die implisiete doel om aan te toon hoe 'n suiwer strukturalistiese ondersoek na 'n tekstuele gegewe kan meehelp in die identifisering van bepaalde linguistiese patrone wat, indien gesitueer in 'n pragmatiese milieu, bepaalde betekeniswaarde verkry. Verskeie aspekte rondom die konsep 'kohesie' word hier bespreek, o.a. 'n by trek van sg. storiegrammatika van die liefdesverhaal en sprokie ten einde bepaalde taalpatrone te identifiser wat pragmatiese betekenislading het. Hierbenewens word daar suiwer struktureel met die teks omgegaan met 'n identifisering van bepaalde patrone in die adjektief-aanwending, die gebruik van saakname, verwysing, polisemie, sinonimie, teenoorgesteldheid, antonimie, komplementeerbaarheid, ruimtelike opposisie en hiponimie. 'Hierbenewens word kohesiewe-bindingspatronesoos ellips, semantiese rolle en sg. tematiese kontinuHeit bespreek. Die daaropvolgende hoofstuk is 'n bye en bring van die ge"identi±iseerde talige patrone van Hoofstuk Twee en 'n situering daarvan in 'n pragmatiese raamwerk. Koherensie is die somtotaal van eenheid en betekenis soos wat dit in diskoers ervaar word. Dit het betrekking op dit wat bydra dat 'n teks vir taalgebruikers sin maak en samehang vertoon. Aangesien koherensie grootliks steun op die pragmatiek, is die fokus van hierdie afdeling van die studie grootliks pragmaties en word daar aangedui hoe die bestaan van bepaalde koordinate, 'n beginsel van samewerking en 'n spraakhandelingsteorie kan bydra tot gefundeerde insigte in die onderhawige teks.

Information and communication technologies (ICTs) have given rise to many distinct discourses in the field of literacy studies. The present study examined the discursive interplay between two of these discourses, namely the practical discourses of those who see themselves as empowered by ICTs and the theoretical discourses of theory and research literature on the notions of multiliteracies. Drawing on the emergent discourses from the interview data, this study explored the practitioners' underlying beliefs and their assumptions about technology-mediated new multiliteracies as opposed to traditional print-based literacy. As such the study also argued for a sustainable dialogue between the discourses of practice and discourses of theory and research, suggesting that the discursive interplay between these two discourse communities would contribute to the application of the complex theoretical notions to multiliteracy pedagogy. Employing a qualitative approach, the study drew on Bakhtin's (1986) notion of primary/secondary genres to depict the relevance of the notions of discourse in arriving at the underlying assumptions about the nature of multiliteracies and its implications. This study was broadly framed within a critical social research perspective (Fairclough, 2003). The notion of multiliteracies was explored from the standpoint of the New London Group (1996). Grounded Theory procedures (Strauss & Corbin, 1998) were also employed to identify major themes in the data, while general content analysis method was used to interpret the interview data. The main question that guided this investigation was as follows: How do expert practitioners' perceptions of new multiliteracies and their implications map onto their practices with new multiliteracies? The findings of this study pointed to the practitioners' willingness to implement new approaches in their literacy practices. Moreover, these findings highlighted the importance of a sustainable dialogue between the discourses of theory and practice to enhance literacy educators' pedagogical choices. The researcher hopes that the findings of this study contribute to the future teacher education policy and curriculum development in such a way that current pedagogical practices are expanded to include multiple literacies. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

Thesis (M.A.)--State University of New York at Binghamton, Department of English, General Literature and Rhetoric, 2006. / Includes bibliographical references.

O presente trabalho realiza um estudo sobre o estilo literário do apóstolo Paulo, mais precisamente no que se refere ao uso de expressões enfáticas nas homologoumena, i.e., as epístolas cuja autenticidade não é renunciada na academia. A pesquisa busca estabelecer um entrelace entre Teologia, Linguística e Ciências da Religião. À luz da Análise do Discurso e por meio de uma pesquisa bibliográfica a fim de entender quem foi Paulo sua formação em Tarso, sua personalidade, aprendizado em Jerusalém, sua vida como fariseu , pretende-se assimilar as razões que levaram o apóstolo a adotar um estilo enfático e tão peculiar em relação aos demais autores do Novo Testamento. Ademais, apresenta-se uma nova taxonomia para as quatro categorias de expressões analisadas, i. e., a Epáuxese, a Hipértese, a Hipérbole e a Hipéroque. Tais expressões foram tratadas como subcategorias de uma figura de linguagem a qual estamos chamando de Hiperbolismo. O trabalho está dividido em três capítulos: no primeiro, é discutida a intensidade do discurso paulino com base na ocorrência de verbos compostos e advérbios de intensidade; no segundo, discute-se a noção de emotividade no discurso paulino, a partir da ocorrência de hipérboles e expressões de autoexaltação; no terceiro, busca-se explicar as razões que levaram Paulo a adotar um estilo enfático. Por ora, conclui-se que não é possível explicar o uso frequente de hiperbolismos, ao longo das homologoumena, por apenas um viés. Há várias questões envolvidas, não excludentes, mas complementares entre si / This paper makes a study on the literary style of the apostle Paul, more precisely regarding the use of emphatic expressions in the homologoumena, i. e., the epistles whose authenticity is not denied in scholarship. The research seeks to establish points of contact between Theology, Linguistics and Religions Sciences. In the light of discourse analysis and by means of a bibliographical research in order to understand who was Paul his education in Tarsus, his personality, his training in Jerusalem, his life as Pharisee - , it is intended to assimilate the reasons which led the apostle to adopt a so peculiar and emphatic style than the other New Testament authors. Moreover, it is presented a new taxonomy for the four expressions categories analyzed, i. e., epauxesis, hyperthesis, hyperbole, and hyperoche. Such expressions were taken as subcategories of a figure of speech that we are calling hyperbolism. The paper is divided in three chapters: in the first one, it is discussed the intensity of the Pauline discourse based on the occurrence of compound verbs and adverbs of intensity; in the second, it is discussed the notion of emotionality in the Pauline discourse from the occurrence of hyperboles and self-exaltation expressions; in the third, it is sought to explain the reasons which led Paul to adopt an emphatic style. For now, it is concluded that it is not possible explain the frequent use of hyperbolism, along the homologoumena, in just one way. There are several issues involved, which do not exclude themselves, but are complementary

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / Com base em pressupostos teÃricos do paradigma funcionalista, investigamos os aspectos sintÃtico-semÃnticos e textual-discursivos da oraÃÃo relativa explicativa em textos escritos do portuguÃs contemporÃneo pertencentes Ãs literaturas tÃcnica, jornalÃstica, romanesca e dramÃtica do Banco de Dados de LÃngua Escrita ContemporÃnea no Brasil, que està armazenado no Centro de Estudos LexicogrÃficos da Faculdade de CiÃncias e Letras, UNESP de Araraquara-SP. Neste estudo, partimos de uma discussÃo a respeito das propriedades da oraÃÃo relativa explicativa apontadas pelas gramÃticas tradicionais e descritivas de lÃngua portuguesa, bem como por pesquisas de orientaÃÃo funcionalista para, apÃs a anÃlise de 503 ocorrÃncias, proceder à comparaÃÃo com construÃÃes, à primeira vista, muito semelhantes: as apositivas nÃo-restritivas e as adverbiais. Os resultados obtidos confirmam a hipÃtese de que as oraÃÃes relativas explicativas se assemelham Ãs construÃÃes apositivas, sobretudo no que concerne Ãs caracterÃsticas do plano textualdiscursivo, mas se afastam da representaÃÃo prototÃpica da aposiÃÃo pela assimetria sintÃtico-semÃntica observada na construÃÃo relativa. Os dados analisados tambÃm confirmam a hipÃtese de que a oraÃÃo relativa explicativa assemelha-se Ãs construÃÃes adverbiais por comportar-se como uma manifestaÃÃo alternativa de articulaÃÃo de conteÃdos circunstanciais (mediante proposiÃÃes relacionais inferidas de causa, conseqÃÃncia e concessÃo); mas, ao contrÃrio delas, pode servir diretamente ao propÃsito de aporte de informaÃÃes na construÃÃo argumentativo-atitudinal da identidade dos referentes discursivos. A partir dos resultados da pesquisa, discutimos uma proposta de abordagem reflexiva e produtiva da oraÃÃo relativa no ensino de gramÃtica nas escolas. Acreditamos que a presente pesquisa contribuirà para a descriÃÃo e anÃlise lingÃÃstica do portuguÃs contemporÃneo, bem como para o ensino, que deverà buscar a ampliaÃÃo da competÃncia textual-discursiva dos alunos ao tornar as aulas de anÃlise lingÃÃstica e de leitura e produÃÃo de textos mais consistentes e coerentes em relaÃÃo ao uso efetivo da lÃngua. / Based on the theoretical presuppositions of the functionalist paradigm, a research was done on the syntactic-semantic and textual-discursive aspects of the explicative relative sentence in texts written in contemporary Portuguese. These texts are part of the technical, journalistic, novelistic and dramatic literatures of the Contemporary Written Language Database in Brazil, which are stored in the Lexicographical Studying Center of the Science and Letters College, UNESP from Araraquara in SÃo Paulo â Brazil. In this study, it was developed a discussion related to the explicative relative sentence properties which are presented by the traditional and descriptive grammars of the Portuguese language, as well as by some functionalist orientation researches, in order to make a comparison with some structures, after analyzing 503 occurrences. At first, these structures were considered too similar: the non-restrictive appositives and the adverbial ones. The obtained results in this research confirm the hypothesis that the explicative relative sentences are similar to the appositive structures, above all considering the characteristics of the textual-discursive plan; but they move away from the prototypical representation of the apposition by the syntactic-semantics asymmetry which is observed in the relative structure. The analyzed data also confirm the hypothesis that the explicative relative sentence is similar to the adverbial structures while working as an alternative articulation manifestation of circumstantial contents (by means of inferred relational proposals of cause, consequence and concession); but, in contrast with them, it can be directly used for serving to the purpose of conducting some information to the argumentative-attitudinal arrangement of the identity of the discursive referents. From the obtained results of this research, it was discussed a proposal of a productive and reflexive approach of the relative sentence in the grammar teaching process at schools. It is important to mention that this research will certainly contribute to the descriptive and linguistic analysis of the contemporary Portuguese language, as well as to the teaching process, which is supposed to try to get the extension of the textual-discursive studentsâ competence by turning the linguistic analysis and the reading-comprehension and writing lessons into more consistent and coherent classes in relation to the effective use of the language.

Du, Juanjuan. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 275-280). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.