dc.contributor.advisor |
Hubbard, E. H. (Ernest Hilton), 1947-
|
|
dc.contributor.author |
Watkinson, Hawthorne Janice
|
|
dc.date.accessioned |
2015-01-23T04:24:30Z |
|
dc.date.available |
2015-01-23T04:24:30Z |
|
dc.date.issued |
1998-01 |
|
dc.identifier.citation |
Watkinson, Hawthorne Janice (1998) Coherence breaks in first-year essays written by English second language (ESL) university students, University of South Africa, Pretoria, <http://hdl.handle.net/10500/17849> |
en |
dc.identifier.uri |
http://hdl.handle.net/10500/17849 |
|
dc.description.abstract |
Writing coherent essays is evidence of a university student's discourse
competence and is important in terms of academic success. An analytical
taxonomy of coherence breaks {both topic-related and cohesion-related), based
on Wikborg (1985; 1990), was used to determine the frequency of coherence
breaks in essays written by first-year English Second Language (ESL) students.
A subset of these essays was selected for assessment of their holistic coherence
(HCR) by raters. The major finding of the statistical tests is that there is a
significant relationship between the frequency of coherence breaks, particularly
topic-related coherence breaks, and holistic coherence. Furthermore, the
relationship between the coherence of essays and marks awarded them was
established. Tutor intervention was also found to have had a positive impact
when draft and final versions were compared: in general, there was a decrease
in the frequency of coherence breaks, and a greater perception of coherence in
the final versions. |
en |
dc.format.extent |
1 online resource (xi, 240 leaves) |
|
dc.language.iso |
en |
|
dc.subject |
Coherence |
en |
dc.subject |
Cohesion |
en |
dc.subject |
Reader-based |
en |
dc.subject |
Text-based |
en |
dc.subject |
Coherence breaks |
en |
dc.subject |
Topic-related |
en |
dc.subject |
Cohesion-related |
en |
dc.subject |
Topic control |
en |
dc.subject |
Unspecified introduction |
en |
dc.subject |
Topic drift |
en |
dc.subject |
English Second Language(ESL) |
en |
dc.subject |
Process approach |
en |
dc.subject.ddc |
428.24 |
|
dc.subject.lcsh |
English language -- Study and teaching -- Foreign speakers |
en |
dc.subject.lcsh |
English language -- Composition and exercises |
en |
dc.subject.lcsh |
Second language acquisition |
en |
dc.subject.lcsh |
Topic drift |
en |
dc.subject.lcsh |
Topic control |
en |
dc.subject.lcsh |
Cohesion (Linguistics) |
en |
dc.title |
Coherence breaks in first-year essays written by English second language (ESL) university students |
en |
dc.type |
Dissertation |
|
dc.description.department |
Linguistics and Modern Languages |
|
dc.description.degree |
M.A. (Linguistics) |
|