Reiteration means saying something several times. As a lexical device for achieving cohesion, it is shown in three ways. Reiteration includes not only the repetition of the same lexical item but also the occurrence of a related item, which may be anything from a synonym or near synonym of the original to a general word. Reiteration can be categorized as follow: (a) the same word (b) synonym or near synonym, (c) a superordinate or (d) a general word (Halliday and Hasan, 1976).
In Martin's (1992) discussion reiteration is regarded as the occurrence where lexical cohesion " . . .[does] not depend on identity of reference; patterns of word occurrences which by themselves give a separate, purely lexical dimension of internal cohesion of a text" (Halliday and Hasan 1976, p.282).
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Antonymy includes another type of lexical cohesion in which cohesion is provided by the selection of an item which is opposite in meaning to a preceding lexical item.
Ali received a letter from bank yesterday. He will send answer next day.
Hoey (1991) argues that lexical cohesion is the single most important form of cohesion, accounting for something like forty percent of cohesive ties in texts. He continues that various lexical relationships between the different sentences making up a text provide a measure of the cohesiveness of the text. The centrality and importance to the text of any particular sentence within the text will be determined by the number of lexical connections that sentence has to other sentences in the text.
Cohesion and coherence, two important textual elements (Halliday and Hasan, 1976; Halliday, 2000, have long been recognized as important features of 'good' writing. A text has textual features which collectively constitute its 'texture' and distinguish it from non-text. 'Cohesion' of which lexical devices are sub-type helps bring about a semantic continuity and is very important to deal with in reading
Structure is essential for both literary text and informative text. The informative text provides facts laid out in
When authors use repetition it helps the reader connect to the importance of the novel. In this novel Galloway uses repetition in the beginning of the novel as he repeats the phrase: “It SCREAMED DOWNWARD,
The two types of mental representations of content differ in the functionality and qualities of these representations. Verbatim representations relate to the specificities of information directly. Simply put, verbatim representations in the memory function similarly to when someone is to quote a person, verbatim, that is, to include what was said, exactly as the person said it. In comparison, gist representations in memory correlate to a higher level of processing said mental representations, meaning that the gist of content is extracted from the representation to derive a conceptual meaning void of exacting specificities found in verbatim based processing. These memories are more vague and qualitative and interpretive based on emotion, education, culture, experience, worldview, and numeracy (Reyna talk). Gist representations function beyond linguistics in music, pictures, graphs, numbers, and events (Chick & Reyna, 2012).
Moreover, to emphasize some important instances and clarify the message, Magnus delicately and predominantly also uses repetition. In fact, he also uses a poetic
Anchor standard 3: Analyze how and why individuals, event, and ideas develop and interact over the course of a text.
It is important to bring to light the reasons for such repetition. Lucas states, “Each word it chosen and placed to achieve maximum impact” (Lucas 2). The list of charges against King George is surprisingly nonviolent in that “the tone of the works selected to address certain subjects constitutes a meaningful indication of the elevated moral character of the authors and their audience and, as such, is as much an intended teaching of the written work as are the subjects addressed” (Sorenson 223). Even though the king is unjust and cruel, Mr. Jefferson remains reserved in his choice of words as to not disrupt “elevated and refined moral sensibilities of the authors and the audience” says Sorenson (223). Alliteration in the piece including “British brethren”, “time to time,” “common kindred” etc. is “fortified by the heavy repetition of medial and terminal consonants” and “contributes greatly to harmony, cadence and eloquence of the Declaration” (Lucas7). Repetition plays a large role in making the Declaration easy to read and helps with the flow of verbiage giving the power not to the document itself, but to Mr. Jefferson and the skill of
In Chapter 8, the author Marquis R. Nave illustrates how important sentence structure is by pointing out a few important things when forming sentences adequate to use in your writing. He starts by saying that lucid and efficacious word usage to form sentences in writing becomes vital when you need to write papers in a higher education institution. Once the scholar grabs control of his or her ability to communicate their message to the reader lucidly and efficaciously they gain the power to an improved and ordered thought process. Now a person can start to search for new ways of using dialectal to communicate their message in a way not usual to the norm. A scholar only has the power to govern their writing when they correctly put together
Galbraith, John K. "The Dependence Effect." Language of Composition. Boston; New York: Bedford/St. Marten’s, 2008. 477-479. Print.
The transitional phrases lead the reader into the next paragraph by maintaining their attention with concepts from the previous one.
When an essay is scattered, it exposes the author’s difficulty to construct the paper which will cause the reader trouble to understand the main ideas of the author. Although there are errors in my introduction and conclusion, my body paragraphs display the organizational patterns that should have been used throughout the essay. For example, paragraph four starts with a clear main point, provides relevant information with two separate examples, and then ends by linking it all to the thesis statement. By providing a well-structured paragraph, the reader was able to read with ease and follow the flow of my idea. When the time comes for writing another timed essay, I will remember to create an essay with easy movement by referring to the M.E.A.L structure.
From what I have discussed above, I assert that a phrase is not only composed by two subphrases sometimes. In addition, a group of subphrases form a higher hierarchical phrase should has the functional utilities. The functional utilities could be accorded with either the process of the development of the music, or echo of two portions. Last but not least, the composer through elaboration, rhythmic diminishing, and overlapping to form phrases to a higher hierarchical phrase.
Text linguistics is a “discipline which analyses the linguistic regularities and constitutive features of texts” (Bussmann, 1996: 1190). According to this definition, text linguistics is mainly concerned with studying the features that every piece of writing should have in order to be considered as a text. It is also defined by Noth (1977 in Al-Massri, 2013:33) as “the branch of linguistics in which the methods of linguistic analysis are extended to the level of text.” This means that text linguistics aims at producing rules and methods that can be used to analyze the whole text. This approach has been put forward by the two scholars Robert-Alain de Beaugrande and Wolfgang U. Dressler in their seminal book “Introduction to Text Linguistics”, in 1981. The study of texts in linguistic studies starts in
Reiteration is a form of lexical cohesion which involves the repetition of a lexical item, at one end of the scale; the use of a general word to refer back to a lexical item, at the other end of the scale, and a number of things in between the use of a synonym, near-synonym, or superordinate.
Fromkin, V., Rodman, R., & Hyams, N. (2003). An introduction to language (7th ed.). Boston: Heinle.
At this level, the investigation specifically targets the linguistic dimension of discourse: phonological (stress, pitch, volume, intonation) or graphical structures (headlines, bold characters, layout); syntactic structures (word order, topicalization, clausal relations, split constructions); semantic structures (explicit vs. implicit, implications – insinuations, vagueness, presuppositions, allusions, symbolism, collective symbolism, figurativeness, metaphorism); pragmatics (intention, mood, opinion, perspective, relative distance); formal structures (idioms, sayings, clichés, set phrases, language patterns); logic and composition of the discourse (argumentation – strategy, types, cohesion,