calculated. The level of inter-coder agreement is reported and established, and the results of the move identification are presented (Crookes, 1986).
2.4.3) Interrater Reliability/ Intercoder Agreement
One of the studies of move analysis was conducted to validate a move model for research article introduction sections by use of a group of raters or coders. Crookes (1986) undertook a study to validate Swales’ (1990) move model for empirical research article introductions by establishing the model’s level of interrater reliability/intercoder agreement. He asserted that for a system or a model that claims to be generated and established by the identification and recording of the characteristics of a group of texts of the same genre (moves and
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Crookes (1986) pointed out that it may be due to one or a combination of the following reasons. First, the framework or move model used in the study may not adequately account for all the functions and purposes of all the texts in a corpus. Second, the coders may not be sufficiently trained. Third, some texts in the corpus may not fit or conform to the framework. Fourth, the descriptions of move and step and/or definitions within the framework may not be explicitly inadequate. Fifth, boundaries of moves and steps in the corpus cannot be consistently and unanimously identified and agreed. Sixth, lexicogrammatical signals used in the move and step identification may be misleading and/or unclear.
After identification of the aforementioned explanations for a low level of inter-coder agreement in his study of research article introductions in ESP, Crookes (1986), then, revised the move and step framework he used. Key changes that were made included additions to move definitions, modifications of the degree of generality of move 1, and the omission of the previous model’s restrictions on the co-occurrence and sequence of moves 1, 2, 3 and 4. New raters were trained and new introductions were coded. A new and sufficiently high level of inter-coder agreement was
The first type of genre that will be examined is the news article genre. This is the primary genre that is used to relay news and events about the...
Swales, John. “Create a Research Space” (CARS) Model of Research Introductions. Writing about Writing. Boston: Bedford/St. Martin's, 2011. Print.
The first question to ask when you read an article is the one with the most obvious answer: “Who wrote this?” This is the rhetor, and it has two parts: the author, the one who actually sat down to write the piece and whose name’s at the top of the page; and the others, those that helped the author by adding to their argument through evidence or support (Grant-Davie 269). As high school students preparing to enter the wonderful world of college research papers, it’s important to understand who’s making the points you reference in your own work, and you can do that by analyzing the rhetors. An exam...
Knobe, Joshua. "Intentional Action and Side Effects in Ordinary Language." Oxford Journals 63.3 (2003): 190-94. JStor. Oxford University Press.
In English 1102, I was exposed to a variety of different genres, including, argumentative research paper, an annotated bibliography, an analytical paper, and a workplace specific piece. Entering this class the majority of papers I had written were all analytical, and in this class we went above and beyond the basic 5 paragraph essay. Though each paper had a different genre and style, I learned that each project was similar in composition.
The English language is continuously changing, due to influences from around the world. He notes the tendency of English writing and political speeches to make verbs phrases and to write or speak in the passive tense, which creates wordy sentences. The writers use unnecessary verbs and nouns to increase the amount of words and to make their writing sound impressive.
Rieg, Sue A. & Paquette, Kelli R. (2009). Using drama and movement to enhance english
Over the last decade, the English language has taken a great leap forward. And the main reason for that,is modern technology.
The other part of computational linguistics is called applied computational linguistics which focuses on the practical outcome of modeling human language use. The methods, techniques, tools, and applications in this area are often subsumed under the term language engineering or (human language technology. The current computational linguistic systems are far from achieving human ability of communicating they have numerous applications. The goal for this is to eventually have a computer program that will have the same communication skills as a human being. Once this is achieved it will open doors never thought possible in computing. After all the major problem today with computing is communication with the computer. Today’s computers don’t really understand our language and it is very difficult to learn computer language, plus computer language doesn’t correspond to the structure of human thought.
...echnology should be heralded as the greatest benefactor to linguistics and language. Instead, it seems as if it just may be its downfall if left unmitigated. Technology such as the Internet, cell phones, text messaging and social such have impacted language and English in a variety of ways. E-mail and text messaging have made writing an everyday occurrence. Computers have made writing quicker and much easier. With such easy access to information as Peter Diamandis put it in his book Abundance: The Future is Better Than You Think, “we are living in a world of information and communication abundance,” (10) and with the rise in popularity of technology, we see the English language deteriorating more and more until one day its form in the future will be completely unrecognizable to its predecessor much as Old English seems foreign when compared to the English of today.
constraints on the ordering of segments within and between the words of a language” (Mattys & Jusczyk, 1999). People know what order sounds can come in and use this to help them segment speech. Using phonotactics, an English listener, for instance, would recognize that “the sequence, [br], is generally located at the beginning of a word, whereas the sequence, [nt], is typical...
The use of various techniques such as phonetic spelling, elision and ellipsis originated when mobile phone text services were first devised and money needed to be paid for each letter used in one text. This forced a vast obligation to scrutinize every single letter typed, and opened the opportunity to creativity narrow down language with it still being able to be decipherable to the recipient it is being sent to. As these techniques because embraced for the sender and receiver, they became common practice. Although, times have changed and the standard charge now is a lot more flexible, these language techniques are still ever popular and vastly used.
Jurafsky, D. & Martin, J. H. (2009), Speech and Language Processing: International Version: an Introduction to Natural Language Processing, Computational Linguistics, and Speech Recognition, 2nd ed, Pearson Education Inc, Upper Saddle River, New Jersey.
MCKEE, A. 2001. “A Beginner's Guide to Textual Analysis”. in: S. COOPER (ed.) ATS 1277 Media Studies Reader. Churchill. Monash Print & Design Gippsland. pp.55-64.
Thus, it makes that have various studies that observe students interpretation. For example: a study from Dewi Rahmatika Daud (2015) entitled “Students interpretation on the theme of beauty and the beast”. The study observes interpretation through the theme of “Beauty and the Beast” in Gorontalo State University, Letters and Culture Faculty particularly 5th semester students of English Department. Furthermore, Daud asked the students to write their interpretation of the theme “Beauty and the Beast and she used the scoring rubric to assess it. The rubric contains the evidence of students’ interpretation and students’ grammar. Moreover, the study finds out that English Department student’s particularly 5th semester students’ interpretation is low or it can categorize in fair level. It is because students tend to interpret the theme in general and cannot explain the supporting ideas the theme. However, Daud study is different with this study because Daud uses themes of narrative text to observe students' interpretation although this study uses two texts of informative text. Thus, it makes the result of this study that different with Daud’s