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Year 2019, , 105 - 111, 01.04.2019
https://doi.org/10.24289/ijsser.505365

Abstract

References

  • Abu-Ayyash, E.A.S. & McKenny, J. (2017). The flesh and the bones of cohesive de-vices: Towards a comprehensive model. Journal of World Languages, 4(2), 94-117. Doi: 10.1080/21698252.2017.1417687
  • Alfadly, H.O. & Aldeibani, A. A. (2013). An analysis of some linguistic problems in translation between Arabic and English faced by Yemeni English majors at Ha-dramout university. Journal of Islamic and Human Advanced Research, 3(1), 15-26.
  • Aziz, R.N. (2012). Parallelism as a cohesive device in English and Arabic prayers: Contrastive analysis. الأستاذ, 201(1), 353-371.
  • Baker, M. (2011). In other words (2nd ed). London: Routledge.
  • Crystal, D. (2006). How language works. London: Penguin Books.
  • Cutting, J. (2008). Pragmatics and discourse. New York: Routledge.
  • de Beaugrande, R. and Dressler, W.U. (1981). Introduction to text linguistics. London: Longman. Dikkins, J., S. Hervey & Higgins, I. (2002). Thinking Arabic translation. London: Routledge. Goldberg, A.E. (2003). Constructions: a new theoretical approach to language. Trends in Cognitive Sciences, 7(5), 219-224. Guna, S. & Ngadiman, A. (2015). The cohesive devices used in the cause effect essay written by the English department students of STKIP St. Paulus Ryreng. Magister Scientiae, 38, 93-10.
  • Halliday, M.A.K. & Hasan, R. (1976). Cohesion in English. London: Longman.
  • Halliday, M.A.K. & Matthiessen, M.I.M. (2014). An introduction to functional gram-mar (4th ed). London: Edward Arnold.
  • Hoey, M. (2001). Textual interaction: An introduction to written discourse analysis. London: Routledge.
  • Karadeniz, A. (2017). Cohesion and coherence in written texts in students of faculty of education. Journal of Education and Training Studies, 5(2), 93-99.
  • Lahlali, E. (2009). How to write in Arabic. Edinburgh: Edinburgh University Press.
  • Locke, T. (2004). Critical discourse analysis. London: Continuum International Pub-lishing Group.
  • McCarthy, M. (1991). Discourse analysis for language teachers. Cambridge: Cam-bridge University Press.
  • Moreno, A. (2003). The role of cohesive devices as textual constraints on relevance: A discourse-as-process view. International Journal of English Studies, 3(1), 111-165.
  • Neumann, S. (2014). Contrastive register variation. Berlin: De Gruyter.
  • Paltridge, B. (2012). Discourse analysis. London: Bloomsbury Publishing.
  • Rostami, G., Gholami H. & Piri, S. (2016). A contrastive study of cohesive devices used in pre-university and Headway textbooks. Journal of Applied Linguistics and Language Research, 3(2), 136-147. Sullivan, K. (2013). Frames and constructions in metaphoric language. Amsterdam: John Benjamins.
  • Thomas, A. (1987). The use and interpretation of verbally determinate verb group el-lipsis in English. IRAL, 25(1), 1-14.
  • Wightwick, J. & Gaafar, M. (2005). Easy Arabic grammar. New York: McGraw-Hill.
  • Xi, Y. (2010). Cohesion studies in the past 30 years: Development, application and chaos. Language, Society and Culture, 31, 139-147.

Proposing a comprehensive model of cohesive devices to investigate the quality of students’ academic writing

Year 2019, , 105 - 111, 01.04.2019
https://doi.org/10.24289/ijsser.505365

Abstract

The majority of the studies that
analysed the use of cohesive devices relied on Halliday and Hasan’s (1976)
model, which was acknowledged to be the most comprehensive model of cohesion.
Reviewing the previous studies has revealed that research has fallen short of
analysing the links between the text and the contextual world, including
culture, for example. This paper introduces the concepts of the cohesive
devices based on the 1976 model with reference to examples from English and Arabic.
Then, the paper builds on the 1976 model and expands it based on suggestions
proposed by different authors, and introduces the new tool: construction-based
cohesion.



 

References

  • Abu-Ayyash, E.A.S. & McKenny, J. (2017). The flesh and the bones of cohesive de-vices: Towards a comprehensive model. Journal of World Languages, 4(2), 94-117. Doi: 10.1080/21698252.2017.1417687
  • Alfadly, H.O. & Aldeibani, A. A. (2013). An analysis of some linguistic problems in translation between Arabic and English faced by Yemeni English majors at Ha-dramout university. Journal of Islamic and Human Advanced Research, 3(1), 15-26.
  • Aziz, R.N. (2012). Parallelism as a cohesive device in English and Arabic prayers: Contrastive analysis. الأستاذ, 201(1), 353-371.
  • Baker, M. (2011). In other words (2nd ed). London: Routledge.
  • Crystal, D. (2006). How language works. London: Penguin Books.
  • Cutting, J. (2008). Pragmatics and discourse. New York: Routledge.
  • de Beaugrande, R. and Dressler, W.U. (1981). Introduction to text linguistics. London: Longman. Dikkins, J., S. Hervey & Higgins, I. (2002). Thinking Arabic translation. London: Routledge. Goldberg, A.E. (2003). Constructions: a new theoretical approach to language. Trends in Cognitive Sciences, 7(5), 219-224. Guna, S. & Ngadiman, A. (2015). The cohesive devices used in the cause effect essay written by the English department students of STKIP St. Paulus Ryreng. Magister Scientiae, 38, 93-10.
  • Halliday, M.A.K. & Hasan, R. (1976). Cohesion in English. London: Longman.
  • Halliday, M.A.K. & Matthiessen, M.I.M. (2014). An introduction to functional gram-mar (4th ed). London: Edward Arnold.
  • Hoey, M. (2001). Textual interaction: An introduction to written discourse analysis. London: Routledge.
  • Karadeniz, A. (2017). Cohesion and coherence in written texts in students of faculty of education. Journal of Education and Training Studies, 5(2), 93-99.
  • Lahlali, E. (2009). How to write in Arabic. Edinburgh: Edinburgh University Press.
  • Locke, T. (2004). Critical discourse analysis. London: Continuum International Pub-lishing Group.
  • McCarthy, M. (1991). Discourse analysis for language teachers. Cambridge: Cam-bridge University Press.
  • Moreno, A. (2003). The role of cohesive devices as textual constraints on relevance: A discourse-as-process view. International Journal of English Studies, 3(1), 111-165.
  • Neumann, S. (2014). Contrastive register variation. Berlin: De Gruyter.
  • Paltridge, B. (2012). Discourse analysis. London: Bloomsbury Publishing.
  • Rostami, G., Gholami H. & Piri, S. (2016). A contrastive study of cohesive devices used in pre-university and Headway textbooks. Journal of Applied Linguistics and Language Research, 3(2), 136-147. Sullivan, K. (2013). Frames and constructions in metaphoric language. Amsterdam: John Benjamins.
  • Thomas, A. (1987). The use and interpretation of verbally determinate verb group el-lipsis in English. IRAL, 25(1), 1-14.
  • Wightwick, J. & Gaafar, M. (2005). Easy Arabic grammar. New York: McGraw-Hill.
  • Xi, Y. (2010). Cohesion studies in the past 30 years: Development, application and chaos. Language, Society and Culture, 31, 139-147.
There are 21 citations in total.

Details

Primary Language English
Journal Section Makaleler
Authors

Emad A. S. Abu-ayyash 0000-0002-6860-3233

Publication Date April 1, 2019
Published in Issue Year 2019

Cite

APA Abu-ayyash, E. A. S. (2019). Proposing a comprehensive model of cohesive devices to investigate the quality of students’ academic writing. International Journal of Social Sciences and Education Research, 5(2), 105-111. https://doi.org/10.24289/ijsser.505365
AMA Abu-ayyash EAS. Proposing a comprehensive model of cohesive devices to investigate the quality of students’ academic writing. International Journal of Social Sciences and Education Research. April 2019;5(2):105-111. doi:10.24289/ijsser.505365
Chicago Abu-ayyash, Emad A. S. “Proposing a Comprehensive Model of Cohesive Devices to Investigate the Quality of students’ Academic Writing”. International Journal of Social Sciences and Education Research 5, no. 2 (April 2019): 105-11. https://doi.org/10.24289/ijsser.505365.
EndNote Abu-ayyash EAS (April 1, 2019) Proposing a comprehensive model of cohesive devices to investigate the quality of students’ academic writing. International Journal of Social Sciences and Education Research 5 2 105–111.
IEEE E. A. S. Abu-ayyash, “Proposing a comprehensive model of cohesive devices to investigate the quality of students’ academic writing”, International Journal of Social Sciences and Education Research, vol. 5, no. 2, pp. 105–111, 2019, doi: 10.24289/ijsser.505365.
ISNAD Abu-ayyash, Emad A. S. “Proposing a Comprehensive Model of Cohesive Devices to Investigate the Quality of students’ Academic Writing”. International Journal of Social Sciences and Education Research 5/2 (April 2019), 105-111. https://doi.org/10.24289/ijsser.505365.
JAMA Abu-ayyash EAS. Proposing a comprehensive model of cohesive devices to investigate the quality of students’ academic writing. International Journal of Social Sciences and Education Research. 2019;5:105–111.
MLA Abu-ayyash, Emad A. S. “Proposing a Comprehensive Model of Cohesive Devices to Investigate the Quality of students’ Academic Writing”. International Journal of Social Sciences and Education Research, vol. 5, no. 2, 2019, pp. 105-11, doi:10.24289/ijsser.505365.
Vancouver Abu-ayyash EAS. Proposing a comprehensive model of cohesive devices to investigate the quality of students’ academic writing. International Journal of Social Sciences and Education Research. 2019;5(2):105-11.

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