The series You (2018) challenges the traditional characteristics of a protagonist and introducesthe audience to a psychopathic protagonist with traits which are typically recognised in thetraditional villain. This study investigates the portrayal of the fictional character JoeGoldberg’s psychopathic characteristics by analysing the language used in his external andinternal dialogues. More specifically, drawing on the tools of transitivity analysis (Halliday1985), the study focuses on the process types and corresponding semantic roles assigned tothe pronouns I and you used by the protagonist over the course of three strategically selectedepisodes of the series. The results of the qualitative and quantitative transitivity analysis ofinternal and external dialogues throughout three chosen episodes shows that in the internaldialogues Joe appears analytical and assigns attributes and actions to you which correspond tothe mental representation of the object of his desire, Beck. While Joe’s internal dialoguesascribe some appealing attributes to Beck, the transitivity analysis also shows that he identifiestraits of vulnerability, such as lack of confidence and being indolent in reaching her goals. Incontrast, Joe’s approach in the external dialogues continuously appears to project him as ahumble person who puts the needs of others before his own, expressing deep considerationand understanding of the needs and emotions of others. The audience is introduced to hismanipulative behaviour by this contrast between his external and internal dialogues, which ishighlighted by the transitivity analysis in the present study.

Philosophiae Doctor - PhD / As an official and second language in Ghana, English is used as a medium of instruction in the Ghanaian educational setting, especially at the university level. Therefore, for Ghanaian students to go through their university education successfully, they should be able to demonstrate competence in the usage of English. However, time and again, there have been series of complaints from most English language teachers about the Ghanaian students’ lack of dexterity in writing cohesive and coherent texts. The present study, therefore, has as its aim to explore texture in first-year Ghanaian undergraduate students' essays (GUSEs). This focus is achieved through four main specific objectives. Thus, the study accounts for (1) the types of cohesive devices (2) the cohesive errors (3) the disciplinary variation in the type of cohesive devices and cohesive errors and (4) the thematic progression patterns in the essays of these first-year Ghanaian undergraduate students. To achieve these objectives, I use the Systemic Functional Linguistics perspective to text analysis, specifically the metafunction of texture as projected by Halliday (1967, 1970, 1985, 1994, and 2004), Halliday and Hasan (1976), Martin and Rose (2003) and Martin (2015). / 2023

The purpose of this dissertation is to explore the potential of Systemic Functional Linguistic (SFL) pedagogy to support English language learners (ELLs) in enhancing their meaning making potential as they engage in persuasive writing practices within academic contexts. The dissertation results from a teacher action research project in which the teacher researcher (the author) constructed qualitative case studies focusing on the teaching practice of a veteran ESL teacher (the researcher) and the persuasive writing practices of three middle school beginning level ELLs. Through data analysis methods drawing on SFL and intertextuality, the study illuminates connections between the SFL based teaching practice and the expanding linguistic repertoire of ELLs as they enact the genre of persuasive argument in the context of producing persuasive music reviews. Research methods are qualitative in nature and designed to attend to both the sociocultural context of teaching and learning as well as a linguistic analysis of written texts. Through a qualitative case study approach focusing on the literacy practices of three emergent bilingual middle school students and the reflective teaching practices of their veteran ESL teacher, the teacher researcher highlights how SFL pedagogy created space for urban middle school ELLs to participate in high interest language learning activities designed to increase their control over the semiotic resources needed to construct persuasive texts. The subsequent SFL and genre analysis of students' texts analyzes changes in the schematic structure and register variables of student texts aims to explore the intertextual connections between these changes and the SFL pedagogical practices described in the study. Data derive from multiple sources including student texts, videotaped interactions among classroom community members, field notes, lesson plans and instructional materials. The study offers important new directions in language teaching and learning as it demonstrates how SFL-based pedagogy can draw on the cultural and linguistic resources of ELLs to create a culturally relevant (Ladson-Billings, 1995) and permeable curriculum (Dyson, 2003) that both challenges the conceptualization of ELLs as students with a "deficit" and repositions them as skillful language users and text analysts.

Since the Greek phrase ἐγώ εἰµι has been used as a form of the divine name by God to reveal himself in the Septuagint, biblical scholars generally acknowledge that the appropriate interpretation of this phrase is important for understanding John’s unique presentation of Jesus. However, scholars have not reached a consensus on the interpretation of Johannine “I am” and there are several problems with contemporary interpretive works. First, the extant studies rely heavily on the background of the “I am” phrase and draw their conclusions almost on the basis of diachronic data only. Consequently, the significance of this phrase in the Gospel of John itself has not been fully understood. Second, the linguistic features that are actually essential for the appropriate interpretation of this particular linguistic structure have not been fully assessed in current biblical scholarship. Third, the existing research normally interprets the “I am” phrases individually but fails to explore the relationship between these uses. In the Gospel of John, the Greek phrase ἐγώ εἰµι and its variants occur in Jesus’ utterances in thirty-one verses, namely John 4:26; 6:20, 35, 41, 48, 51; 7:34, 36; 8:12, 18, 23, 24, 28, 58; 10:7, 9, 11, 14; 11:25; 12:26; 13:19; 14:3, 6; 15:1, 5; 17:14, 16, 24; 18:5, 6, 8. This study conducts a discourse analysis based on the theory of Systemic Functional Linguistics (SFL) to interpret these thirty-one occurrences of “I am” in Jesus’ utterances, concentrating on their interpretation and significance within the Johannine context. This new methodological framework can analyze the linguistic features of the New Testament text and may offer new insights into the current research of Johannine “I am” in most regards. Examining the function of this phrase through a functional-semantic analysis and a rhetorical-relational analysis, this study argues that the thirty-one occurrences of “I am” in Jesus’ utterances throughout the Gospel of John reinforce John’s portrayal of Jesus’ divinity. According to John’s construing of Jesus’ divinity, this study demonstrates how Johannine Christology is expressed through the narrative of John’s Gospel with various textual characteristics.

No description available.

No description available.

This thesis examines the scientific language in different subjects by analysing all grade 8 science items from TIMSS 2011, using four characteristic meaning dimensions of scientific language – Packing, Precision and Presentation of information, and the level of Personification in a text. The results, as well as results from established readability measures, are correlated with test performances of different student groups. The TIMSS vocabulary is compared with three Swedish corpora where low frequency words are identified and further analysed. The thesis challenges the notion that there is a single scientific language, as results show that the language use varies between subjects. Physics uses more words, biology shows higher Packing and lower Precision, while physics shows the opposite pattern. Items are generally low in Personification but physics has higher levels, earth science lower. Chemistry often presents information in more complex ways. The use of meaning dimensions manages to connect the language use in science items to student performance, while established measures do not. For each subject, one or more of the meaning dimensions shows significant correlations with small to medium effect sizes. Higher Packing is positively correlated with students’ results in earth science, negatively correlated in physics, and has no significant correlations in biology or chemistry. Students’ performances decrease when placing items in everyday contexts, and skilled readers are aided by higher precision, while less-skilled seem unaffected. Many meaning dimensions that influence low performers’ results do not influence those of high performers, and vice versa. The vocabulary of TIMSS and school textbooks are closely matched, but compared with more general written Swedish and a more limited vocabulary, the coverage drops significantly. Of the low frequency words 78% are nouns, where also most compound–, extra long– and made-up words are found. These categories and nominalisations are more common in biology and, except for made-up words, rare in chemistry. Abstract and generalizing nouns are frequent in biology and earth science, concrete nouns in chemistry and physics.

O Movimento Estudantil, principalmente a partir da década de 1960, passou a ocupar um espaço relevante na esfera política brasileira, tendo em vista o estabelecimento de suas organizações representativas, tais como a União Nacional dos Estudantes e a União Estadual dos Estudantes, e de seus posicionamentos ideológicos que, muitas vezes, confrontavam a ordem política dominante. Assim, diversas ações protagonizadas pelo Movimento Estudantil, ao longo de sua trajetória, se tornaram objeto de destaque na mídia nacional, sobretudo no que concerne à imprensa paulista, na medida em que a maior parte de seus atos mais impactantes e abrangentes se deu na região sudeste. Dentre as inúmeras ações de autoria do Movimento Estudantil, em São Paulo, destacam-se duas manifestações de resistência sócio-política ocorridas durante o regime militar: a Batalha da Maria Antonia (1968) e a Invasão da PUC-SP (1977); de forma paralela, considerando a notabilidade da Universidade de São Paulo no cenário nacional acadêmico na atualidade, destacamos uma manifestação estudantil que obteve grande repercussão midiática já no início desta década: A reintegração de posse da Reitoria dessa instituição (2011), após uma ocupação estudantil. Isso posto, esta pesquisa tem como objetivo analisar a representação dos principais atores sociais envolvidos nos protestos estudantis destacados, nesses períodos históricos distintos. Para tal, esse estudo parte de um corpus composto por reportagens publicadas nos periódicos de macro-circulação Estado de S. Paulo e Folha de S. Paulo, datadas do dia posterior aos acontecimentos selecionados. A metodologia deste estudo se apresenta, inicialmente, por uma análise quantitativa e qualitativa sincrônica comparativa entre os dois periódicos e, posteriormente, procura, por meio da correlação entre padrões linguísticos e fatores histórico-contextuais, traçar aspectos de evolução discursiva no que tange à representação da atuação do Movimento Estudantil segundo o olhar do jornalismo paulista. Com essa finalidade, como arcabouço teórico, foram considerados aportes da História Social para dar conta da contextualização do objeto , da Semiolinguística para compreender o funcionamento do Ato de Linguagem e da discursividade e da Linguística Sistêmico- Funcional (para empreender a análise linguística por meio do sistema de TRANSITIVIDADE. Através desse diálogo, conseguiu-se depreender continuidades e descontinuidades na representação dos atores sociais envolvidos em termo de seus papéis como Ator, Meta, Dizente e Experienciador ao longo do tempo e entre periódicos. / The Student Movement, from the 1960s onwards, started to play a prominent role in Brazil\'s political sphere since its representative organizations, such as the União Nacional dos Estudantes and the União Estadual dos Estudantes, were established and their ideological positions very often confronted the dominant political order. Thus, several actions led by the Student Movement throughout its history were highlighted in the national media, in particular in São Paulo\'s press, as its most influential and widespread acts have predominantly taken place in the southeast region of the country. Among the numerous actions of the Movement in São Paulo, two demonstrations stand out as resistance to the socio-political changes that occurred during the military regime: the Batalha da Maria Antonia (1968) and the PUC-SP Invasion (1997); in parallel, considering the University of São Paulo\'s relevancein the Brazilian academic scenery at the present time, we highlight a Student act that had a big impact in the media in the beginning of this decade: the Reintegração de posse da Reitoria of this institution (2011), after a Student Occupation. That said, this research aims to analyze the representation of the main social factors involved in the aforementioned student protests, in these two distinct historical periods. To this end, this study takes a corpus composed of articles published in thelarge-circulation newspapers Estado de S. Paulo and Folha de S. Paulo, dating from the subsequent day from the selected events. The methodology of this study is presented, initially, by a synchronic quantitative and comparative analysis between the two newspapers and, later on, seeks to trace aspects of discursive trends regarding the representation of the acts of the Student Movement according to the look of journalism through the correlation between linguistic patterns and historical contextual factors. For this purpose, the theoretical framework of Social History was taken into account to give an account of the contextualization of the object , Semiolinguistic to understand the functioning of the language act and discourse and of Systemic-Functional Linguistics (to undertake the linguistic analysis through the system of TRANSITIVITY. Through this discussion, it was possible to establish continuities and discontinuities in the representation of the relevant social actors in terms of their role as Actors, Goal, Sayer and Senser throughout time and between newspapers.

O Movimento Estudantil, principalmente a partir da década de 1960, passou a ocupar um espaço relevante na esfera política brasileira, tendo em vista o estabelecimento de suas organizações representativas, tais como a União Nacional dos Estudantes e a União Estadual dos Estudantes, e de seus posicionamentos ideológicos que, muitas vezes, confrontavam a ordem política dominante. Assim, diversas ações protagonizadas pelo Movimento Estudantil, ao longo de sua trajetória, se tornaram objeto de destaque na mídia nacional, sobretudo no que concerne à imprensa paulista, na medida em que a maior parte de seus atos mais impactantes e abrangentes se deu na região sudeste. Dentre as inúmeras ações de autoria do Movimento Estudantil, em São Paulo, destacam-se duas manifestações de resistência sócio-política ocorridas durante o regime militar: a Batalha da Maria Antonia (1968) e a Invasão da PUC-SP (1977); de forma paralela, considerando a notabilidade da Universidade de São Paulo no cenário nacional acadêmico na atualidade, destacamos uma manifestação estudantil que obteve grande repercussão midiática já no início desta década: A reintegração de posse da Reitoria dessa instituição (2011), após uma ocupação estudantil. Isso posto, esta pesquisa tem como objetivo analisar a representação dos principais atores sociais envolvidos nos protestos estudantis destacados, nesses períodos históricos distintos. Para tal, esse estudo parte de um corpus composto por reportagens publicadas nos periódicos de macro-circulação Estado de S. Paulo e Folha de S. Paulo, datadas do dia posterior aos acontecimentos selecionados. A metodologia deste estudo se apresenta, inicialmente, por uma análise quantitativa e qualitativa sincrônica comparativa entre os dois periódicos e, posteriormente, procura, por meio da correlação entre padrões linguísticos e fatores histórico-contextuais, traçar aspectos de evolução discursiva no que tange à representação da atuação do Movimento Estudantil segundo o olhar do jornalismo paulista. Com essa finalidade, como arcabouço teórico, foram considerados aportes da História Social para dar conta da contextualização do objeto , da Semiolinguística para compreender o funcionamento do Ato de Linguagem e da discursividade e da Linguística Sistêmico- Funcional (para empreender a análise linguística por meio do sistema de TRANSITIVIDADE. Através desse diálogo, conseguiu-se depreender continuidades e descontinuidades na representação dos atores sociais envolvidos em termo de seus papéis como Ator, Meta, Dizente e Experienciador ao longo do tempo e entre periódicos. / The Student Movement, from the 1960s onwards, started to play a prominent role in Brazil\'s political sphere since its representative organizations, such as the União Nacional dos Estudantes and the União Estadual dos Estudantes, were established and their ideological positions very often confronted the dominant political order. Thus, several actions led by the Student Movement throughout its history were highlighted in the national media, in particular in São Paulo\'s press, as its most influential and widespread acts have predominantly taken place in the southeast region of the country. Among the numerous actions of the Movement in São Paulo, two demonstrations stand out as resistance to the socio-political changes that occurred during the military regime: the Batalha da Maria Antonia (1968) and the PUC-SP Invasion (1997); in parallel, considering the University of São Paulo\'s relevancein the Brazilian academic scenery at the present time, we highlight a Student act that had a big impact in the media in the beginning of this decade: the Reintegração de posse da Reitoria of this institution (2011), after a Student Occupation. That said, this research aims to analyze the representation of the main social factors involved in the aforementioned student protests, in these two distinct historical periods. To this end, this study takes a corpus composed of articles published in thelarge-circulation newspapers Estado de S. Paulo and Folha de S. Paulo, dating from the subsequent day from the selected events. The methodology of this study is presented, initially, by a synchronic quantitative and comparative analysis between the two newspapers and, later on, seeks to trace aspects of discursive trends regarding the representation of the acts of the Student Movement according to the look of journalism through the correlation between linguistic patterns and historical contextual factors. For this purpose, the theoretical framework of Social History was taken into account to give an account of the contextualization of the object , Semiolinguistic to understand the functioning of the language act and discourse and of Systemic-Functional Linguistics (to undertake the linguistic analysis through the system of TRANSITIVITY. Through this discussion, it was possible to establish continuities and discontinuities in the representation of the relevant social actors in terms of their role as Actors, Goal, Sayer and Senser throughout time and between newspapers.

Esta dissertação se insere nos estudos de Linguística e é vinculada à Análise Crítica do Discurso (FAIRCLOUGH, 1989, 2003) e à Linguística Sistêmico-Funcional (HALLIDAY, 1970, 1973), investigando o que é a qualidade literária para os internautas que interagem em fóruns de discussão do Orkut, à luz da Teoria da Valoração (MARTIN ; WHITE, 2005). De acordo com as categorias que abrangem o subsistema da Atitude da Teoria da Valoração (MARTIN ; WHITE, 2005), analisa-se como os leitores internautas se posicionam sobre a questão da qualidade literária e a ideologia que perpassa seus discursos. O conceito de ideologia adotado é o proposto por Thompson (2009), para quem o conceito deve ser compreendido a partir da noção de hegemonia e poder, ou seja, a ideologia necessariamente estabelece e sustenta relações de dominação, reproduzindo a ordem social que favorece indivíduos e grupos dominantes.O corpus desta pesquisa é composto de três amostras colhidas entre 15/07/2009 e 05/01/2010 correspondentes a uma discussão iniciada em comunidade relacionada a assuntos literários. A AMOSTRA 1 refere-se ao tópico Leitura difícil é sinal de qualidade?, da comunidade Literatura; a AMOSTRA 2, se refere ao tópico Qualidade do texto literário, da comunidade Discutindo... literatura e, por fim, a AMOSTRA 3 representa o tópico O que é um bom texto literário para você, também da comunidade Literatura. Cada discussão possui congruências e divergências quanto às representações sobre literatura e essas foram também analisadas. Não obstante, o que nos interessa é perceber como as ideologias perpassam seus discursos de acordo com os valores que os internautas atribuem a aspectos do texto literário. Foram escolhidos fóruns de discussão online do Orkut porque as interações em redes sociais constituem elemento novo das práticas sociais e, portanto, relevantes pontos de apoio para a investigação da criação de sentidos sobre o conceito de boa literatura. Investigar como a literatura, objeto de estudo acadêmico, é analisada em tais espaços cibernéticos é instigante, por não ser usual. Os resultados obtidos nessa pesquisa sugerem que o internauta reproduz o discurso acadêmico hegemônico acerca da qualidade literária ao debater a qualidade intrínseca do texto literário com a ressalva de manifestar seu contentamento ou descontentamento acerca de determinados textos literários e escritores, dado novo que revela uma característica deste espaço não institucional de discussão, em que os internautas se sentem à vontade para manifestar sua opinião / This dissertation, in the area of Linguistics, is developed within the theoretical frameworks of Critical Discourses Analysis (FAIRCLOUGH: 1989; 2003) AND Systemic Functional Linguistics (HALLIDAY, 1970;1973) and investigates representations about literally quality expressed by internet users that interact in discussion forums on Orkut. Adopting analytical categories within the subsystem of Attitude, from Appraisal Theory (MARTIN ; WHITE, 2005), we examine how readers express their ideas on, or representations about, the concept of literary quality and investigate the ideology behind such representations. The concept of ideology in this research is from Thompson (2009), who argues that it must be understood in association with the notions of hegemony and power, ie, ideology necessarily establishes and maintains relationships of domination, by reproducing a social order that favors individuals and dominant groups. The corpus of this research is made up of three samples collected between 07.15.2009 and 01.05.2010 corresponding to a discussion started in a community organized around discussions of literature. . SAMPLE 1 introduces the topic Leitura difícil é sinal de qualidade? from the community Literature; SAMPLE 2 takes, as a starting point, the topic Qualidade do texto literário, from the community Discutindo... literatura, and, finally, SAMPLE 3 introduces the topic O que é um 'bom' texto literário para você, from the community Literatura. Each sample has consistencies and differences in the representations expressed by the participants and these were analyzed. Our focus is on how ideologies permeate participants discourses, according to the values they assign to aspects of the literary text. Online discussion forums on Orkut were chosen because the interactions in social networks represent a new element of social practices and therefore are considered relevant sites of investigation. Probing into how literature, the object of academic study, is discussed in cyber space is justified on the grounds that there are hardly any studies of how literature is represented outside institutional spaces. Results obtained in this study suggest that internet users articulate hegemonic academic discourse in their discussions of literature, but they also express specific attitudes towards particular texts and writers (codified as feelings of pleasure or displeasure in discussions of reading practices). These results suggest that in online discussions of literature readers feel free to express their personal reactions to text, given the characteristics of this discussion forum