This master thesis deals with the text analysis of cover letter in German and with identifying characteristic text structures of this text type. The theoretical part covers the main concepts of text linguistics. Based on the scientific literature are defined the basic outline for the text analysis. The practical part concerns the analysis of the corpus of 30 cover letters written by Czech candidates in compliance with the criteria for job application in supposed language German. After that, the communication context, textual theme, function and text structures significant for this text type are determined. Finally, the results are compared with the set hypotheses.

The aim of the study is to perform a linguistic analysis of mathematics textbooks. Mathematical text exercises are built up of linguistic structures which are significant for the pupil’s understanding of text exercises. Two different mathematics textbooks for grade three are analysed: Prima matematikand Tummen upp. The aim is to investigate how text exercises in mathematics textbooks are linguistically structured. The study analyses the style, form and content of the text and its relation to the reader. The result shows that the content of the text exercises is close to the pupil’s everyday reality, which ensures a close and strong relationship between the writer and the reader. Something which can entail difficulties for reading comprehension, however, is that the form consists of meaning-bearing mathematical terms which it can be difficult to relate to. Since the mathematical language and the everyday Swedish language meet in text exercises, it is important that they interact well with each other.

Research into English research articles (RAs) has largely been focused on articles produced by native English writers. This thesis aims to investigate the textual structure of research articles written by non-native English writers, which may contribute to their acceptance for international publication. A comparison is made between RAs written by native English speakers, Indonesian writers writing in English, and Indonesian writers writing in Indonesian, all in the field of Language and Language Teaching. It explores the relation of text's generic structure, context and linguistic realization. The thesis develops a framework for the generic structure analysis based on Swales' CARS model of moves. A complementary analysis using Systemic-Functional Linguistics' (SFL) approach to texture, namely, text's method of development and structure of information, is conducted to further reveal the textual strategies of the different groups. The findings indicate significant differences in both forms and functions of textual strategies between the native and non-native texts. The differences may partly be due to the influence of writing practices in the non-native writers' first language and partly to the writer's attempt to find an appropriate format in the absence of well-established research writing conventions in the first language. Consequently, non-native English texts may show textual features and organising strategies unfamiliar to both the native English and native Indonesian texts. Findings from the research highlight two issues. First, formal and functional differences of generic structure elements and their realizations between the native and non-native English texts may disadvantage the non-native writers, particularly with regards to employment of unfamiliar organizational strategies. Second, besides knowledge of formal generic structure, more importantly, non-native English writers need to acquire the knowledge of the nature of scientific writing in English in order to achieve full control of the writing process and thus produce successful writing. The implications for further research and the teaching of academic writing are discussed.

Made available in DSpace on 2016-04-28T18:24:14Z (GMT). No. of bitstreams: 1 Zelia do Socorro Pinto Trindade.pdf: 1081928 bytes, checksum: c739cbf348395982853c295bd17ee959 (MD5) Previous issue date: 2010-02-03 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This study, which is part of the Project DIRECT (LAEL-PUC/SP), aims to analyze written narratives produced by students in 5th and 8th grades of two public schools in Santana, a town of Amapá State. The corpus consists of 90 narratives written by students from these two schools (one located in the urban area and other in the outskirts). We have chosen to focus on narratives (Martin & Rose, 2008), because we do believe that working with this genre is a powerful tool in order to approach culture and encourage learners to come closer to the world of reading, besides the fact that narrative is the genre which is most present and dealt with at school. The narrative chosen was "The legend of Açaí , typical of the Amazon region. The data were collected during the production activity of text, in which the teacher-researcher told the story to the students and asked them to reproduce it. The research aims to carry out a qualitative/quantitative data, analyzing textual structure, cohesion (conjunctive elements) and evaluative lexical items (appraisal). To do this we used the theoretical framework of Systemic Functional Linguistics (Halliday, 1985, 1994; Halliday and Matthiessen, 2004; Halliday and Hasan, 1976 and their followers) who sees language as a result of socio-cultural context, with its focus is the study of language in use, focusing on the social nature of meaning production and the cultural and situational context of the speakers/writers. The analysis were carried out with the support of methodological tools offered by the Corpus Linguistics (LC) (Berber-Sardinha, 2004), more specifically the computer program WordSmith Tools (Scott, 1999). The results lead us to believe that the difficulties of writing submitted by students in question seem to be related more to the mismatch between age-range than the socioeconomic context, since the students the context of the periphery, in many respects, proved to have fewer problems writing that his colleagues in the urban context / Este trabalho, inserido no Projeto DIRECT (LAEL-PUC/SP), tem como objetivo analisar narrativas escritas produzidas por alunos de 5ª e 8ª séries de duas escolas públicas do município de Santana, Estado do Amapá. O corpus de estudo é composto por 90 narrativas de alunos de duas escolas públicas (urbana e periférica). A opção por narrativas (Martin e Rose, 2008) se deu por acreditarmos que o trabalho com esse gênero constitui-se um rico instrumento de resgate cultural e de aproximação prazerosa da criança com o mundo da leitura e também por ser o gênero mais presente e trabalhado na escola. A narrativa escolhida foi A lenda do açaí , típica da Região Amazônica. Os dados foram coletados durante atividade de produção de texto, na qual a professorapesquisadora contou a história para os alunos e eles a escreveram. A pesquisa se propõe à realização de uma análise qualitativa/quantitativa dos dados, analisando a estrutura textual, a coesão (elementos conjuntivos) e o léxico avaliativo atitudinal (avaliatividade). Para isso, adotamos o arcabouço teórico da Lingüística Sistêmico-Funcional (Halliday, 1985, 1994; Halliday e Matthiessen, 2004; Halliday e Hasan, 1976 e seus seguidores), que vê a língua como fruto do contexto sócio-cultural, tendo seu foco no estudo da linguagem em uso, centrando-se na natureza social de produção de significados e na contextualização cultural e situacional dos falantes/escritores. As análises foram realizadas com o apoio do instrumental metodológico oferecido pela Lingüística de Corpus (LC) (Berber-Sardinha, 2004), mais especificamente pelo Programa Computacional WordSmith Tools (Scott, 1999). Os resultados nos levam a crer que as dificuldades de escrita apresentadas pelos alunos em questão parecem estar relacionadas mais ao desencontro entre idade-série do que ao contexto socioeconômico, uma vez que os alunos do contexto de periferia, em vários aspectos, demonstraram ter menos problemas de escrita que seus colegas do contexto urbano

Uppsatsen syftar till att studera intertextualiteten i Bjarne Moelvs Helgas offer – dagboksroman om ett brott och Hjalmar Söderbergs Doktor Glas. Tyngden i analysen ligger på Moelvs roman, under det att Doktor Glas tjänar som belysande jämförelsematerial. Analysen består av tre delar där den textuella strukturen, perspektivet och berättarstrukturen undersöks. Resultaten visar att romanerna uppvisar flera stilistiska likheter men även tydliga skillnader när det gäller jagberättarens framställning. Moelv distanserar sig från det kvinnliga berättarjaget genom att begränsa henne till en iakttagare. Detta ger uttryck för en framställning som konstrueras ur ett genussystem där manliga normer slår igenom i representationer av kvinnor.