Abstract
Based on a small corpus, this study investigates how “criticality”, a core requirement of academic assignment writing, is constructed by linguistic resources. The method of Rich Feature Analysis was adopted to explore how language resources are mobilized to synthesize and evaluate to achieve criticality, specifically, Theme choice, thematic progression pattern, hyper-Theme and reporting style. The analysis revealed that the stronger essay demonstrates expertise in manipulating different types of Themes, showing a clear logical pattern of Theme progression and a clear overall organization through utilization of hyper-Themes. It also mainly employs non-reporting style to enable evaluation of references. By making the linguistic realization of criticality explicit, this study helps novice writers better understand criticality, and informs writing teachers in academic writing.
Highlights
Academic assignment writing, as one of the most crucial yet demanding surviving skills for graduate students, is always confusing and confounding in terms of its requirements and assessing criteria
The analysis revealed that the stronger essay demonstrates expertise in manipulating different types of Themes, showing a clear logical pattern of Theme progression and a clear overall organization through utilization of hyper-Themes
We have examined the two essays from different perspectives of the four linguistic resources, respectively Theme choice, Thematic progression pattern, hyper-Theme and Reporting style
Summary
Process-based approach to listening instruction focuses on meaning constructionthrough the interaction of both top-down and bottom-up processing (Goh, 2002), as in contrast to product-based approach where instruction is “based entirely upon the achievement of comprehension tasks” (Field, 2003, p. 325) “with no attempt at training the learners how to go about getting at the meaning” (Mendelsohn, 2006, p. 76), and it consists of two general sub-categories, including bottom-up skills instruction and strategy instruction. Process-based approach to listening instruction focuses on meaning constructionthrough the interaction of both top-down and bottom-up processing (Goh, 2002), as in contrast to product-based approach where instruction is “based entirely upon the achievement of comprehension tasks” 325) “with no attempt at training the learners how to go about getting at the meaning” 76), and it consists of two general sub-categories, including bottom-up skills instruction and strategy instruction. This paper will confine the discussion of process-based approach to listening instruction into listening strategy instruction, which broadly means that strategy instruction is “injected” into the existing listening curriculum and has been taken as a root in listening class This paper will confine the discussion of process-based approach to listening instruction into listening strategy instruction, which broadly means that strategy instruction is “injected” into the existing listening curriculum and has been taken as a root in listening class (Mendelsohn, 2006, pp. 81-82)
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