This thesis reports on the effectiveness of using a genre-based approach in teaching academic English writing to studnet teachers who were learning English as a foreign language in a state university.

Thesis (M. Ed.)--University of Hong Kong, 1993. / Includes bibliographical references (leaf [59-62]).

The number of people learning English as a second or foreign language has increased dramatically over the last two decades. Many of these second language learners are university students who must attain very sophisticated academic skills. To a great extent, their academic success hinges on their ability to read a second language. This multiplecase study investigated first language (LI) and second language (L2) reading strategies in academic settings. The study drew on Bernhardt's (2000) socio-cognitive model of second language reading. Five Chinese students in a graduate program in Teaching English as a Foreign Language (TEFL) volunteered to participate in the study. A combination of data collection techniques was employed including think-alouds, interviews, learning logs, classroom observations, course materials, and the participants' reading samples. The results showed that there were similarities and differences between LI and L2 reading strategies. Although evidence was found supporting the view of cognitive universals and socio-cultural constraints, individual differences at the cognitive level and similarities across cultures were also identified. The findings of this study indicate that the comparison between LI and L2 academic reading should take into consideration the similarities and differences at both cognitive and cultural levels. Implications are discussed in relation to the construction of an L2 transfer model as well as the delivery of L2 reading instruction. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

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This thesis uses principles from Burke's Rhetoric of Identification to examine how apocalyptic prophecies foster and maintain an apocalyptic group identity. Jehovah's Witnesses were used as a sample apocalyptic group because they comprise a group with a heavy textual and symbolic focus on the apocalypse.

This thesis examines the revision of eighteenth century gothic fiction by Dean Koontz's twentieth century horror novel, Intensity. In particular, the novel invites Aristotelian rhetorical analysis through the competing appeals staged by its antagonist, Vess, and its protagonist, Chyna.