Coherence in written discourse has been a problematic concept for many English Language Teachers when teaching to write in English. It is considered as a crucial part of academic written discourse, which students are expected to master to be able to pursue their academic studies. This study aims to examine how much the coherence-related difficulties/problems of Turkish EFL students in writing English essays are related to writing Turkish essays. The subjects for this study were chosen from the upper-intermediate level students at the Preparatory Program of Istanbul Bilgi University. For a detailed understanding of the nature of the coherence-related difficulties/problems of students&rsquo / Turkish and English essays, this study suggests a pragmatic analysis, involving the use of Grice&rsquo / s Cooperative Principle and maxims and sub-maxims of Cooperation. This study was conducted in the middle of 2005-2006 Academic Year with the participation of 20 students who were chosen randomly. Each student was asked to write an essay in English on a given topic from their weekly program. Threeweeks later, the same students were asked to write essays on the same topic in Turkish. Thus, 20 English essays and 20 Turkish essays (i.e., Total 40 essays) were collected as data for this study. The essays were rated for coherence by three different raters. All English essays were analyzed by one monolingual Americanrater and one bilingual (Turkish and English) rater. Similarly, all Turkish essays were analyzed by one monolingual Turkish rater and the same bilingual (Turkish and English) rater. The coherence ratings showed that there is a positive significant correlation between the coherence judgments of monolingual raters and the bilingual rater, which means that both monolingual raters and the bilingual rater agree on the similar coherence judgments. Next, the essays were analyzed in light of the Gricean Maxims to find the violations of each maxim in each essay by the researcher. In the comparison of maxim violations and the coherence judgments of the raters, the maxim of Relation was found to be the most significant maxim that affected the coherence judgments of the raters both for Turkish and English essays. In addition, Manner maxim was significant for Turkish essays and Quantity maxim was significant for English essays. However, in the comparison of the violation of individual maxims in Turkish and English essays, the violation of Relation maxim in English essays was found to correlate with the violation of Relation, Quality and Quantity maxims in Turkish essays. Similarly, violation of Manner maxim in English essays was also found to correlate with the violation of Quantity and Relation maxims. On the other hand, the violation of Manner maxim in Turkish essays was found to correlate with the violation of Quantity maxim in English essays. In conclusion, by looking at these relationships between Turkish essays and English essays, it may be argued that students may have inadequacies in writing skills or may lack some writing skills in Turkish, which may cause inadequacies in English academic writing skills. However, this study suggests the same study be replicated in different contexts and with larger sample sizes, similar research studies be conducted in Turkish writing instruction in the contexts of Turkish Secondary Education, and further studies be conducted on the effect of Relation and Manner maxims on other maxims.

USING GRICE&rsquo / S COOPERATIVE PRINCIPLE AND ITS MAXIMS FOR ANALYZING COHERENCE: A STUDY ON ACADEMIC WRITING &Ouml / zhan, Didem M.A., Program in English Language Teaching Supervisor: Assoc. Prof. Dr. S&uuml / kriye Ruhi September 2004, 95 pages Coherence in written discourse is considered to be a complex and a fuzzy concept but it is, at the same time, a crucial feature of any well-written text. The present study aims to contribute to the field of the teaching of the concept of coherence by proposing an approach to analyzing coherence in students&rsquo / essays in the context of the Department of Modern Languages (DML) at Middle East Technical University (METU) and to the teaching of the concept. The study suggests an approach involving Gricean maxims for analyzing coherence in freshman student argumentative essays at DML at METU. In order to achieve this aim, 50 essays were rated for coherence by two raters and the same essays were analyzed by the researcher for maxim violations. Next, the correlation between the raters&rsquo / judgments and the number of maxim violations in each essay and the correlation between raters&rsquo / judgments and the number of violations for each maxim in each essay was calculated. The findings revealed a significant negative correlation between the variables and a negative correlation between the violation of Quantity maxim most frequently and the raters&rsquo / judgments. The findings suggest that Gricean maxims can be used as a tool for analyzing coherence in student argumentative essays. The implications of this finding for the analysis of the essays, for the teaching, learning and assessment processes are discussed.

Many American companies looking to increase sales and achieve growth targets consider expanding the reach of their product lines to other countries. However, expansion on a global scale often requires much trial and error as English-speaking companies try to market their goods to a foreign audience. In order to ease this process, localization experts are often hired to "localize" or change advertisements in order to make them more culturally relevant to consumers. Because the field of localization is relatively new, there is little research done on the degree and extent to which advertisements are localized. The purpose of this study is to explore the cultural differences in advertising between Russia and the United States of America. Two different samples of print magazine advertisements were taken from beauty magazines published in Russia and America to determine how much, if any, localization is occurring in Russian media. In order to compare the different advertising strategies of Russia and the United States, 235 non-localized Russian advertisements and 128 localized advertisements were coded for several different pragmatic features that Simpson (2001) included in his "reason" and "tickle" advertising framework. The results were then analyzed through content analysis and Chi-square statistics to find what pragmatic features are characteristic of localized and non-localized Russian ads. The study found that non-localized Russian advertising places more emphasis on reason-based persuasion strategies—most notably celebrity endorsement and extensive listing of reasons to buy a particular product. Localized Russian advertising, in contrast, uses more tickle-based persuasion tactics such as metaphor and implicature. 80% of localized Russian advertisements had little to no change in their advertising text from the English version of the advertisements, which means that the rate of localization in Russian advertising is currently low. Low rates of localization and differing persuasive techniques among the two samples signify the need for better cultural awareness in international marketing campaigns.