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Lista de candidatos sometidos a examen:
1) expository (*)
(*) Términos presentes en el nuestro glosario de lingüística
1) Candidate: expository
Is in goldstandard
1
paper corpusSignosTxtLongLines418 - : Scott, C. (2010). Assessing expository texts produced by school age children and adolescents. En M. Nippold & C. Scott (Eds.), Expository discourse in children, adolescents, and adults: Development and disorders (pp . 191-214). Nueva York: Taylor & Francis Group, Psychology Press. [ [77]Links ]
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paper corpusSignosTxtLongLines594 - : All the student participants were informed of the purpose of the study before the commencement of the study, and expressed willingness to participate in the study. Three students who took both the expository and argumentative writing courses under the instructor were selected for an in-depth exploration in this study considering ethical issues and sample representativeness . They were willing to share their thoughts and their relevant written documents. Moreover, they were similar to the other students in the class and in larger EFL contexts as they believed that writing is largely a grammar-based activity. Thus, they were representative of the whole class and of larger EFL contexts, further justifying their selection as participants in the study. In addition, they had never encountered SFL through any reading material prior to the study, and they had never experienced receiving any relevant teacher-written feedback. These three female students were given the pseudonyms Elizabeth, Bella, and
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paper corpusSignosTxtLongLines594 - : First two expository essays Ideational meaning: This included the students’ use of colloquial words (culture-specific unelaborated lexical choices ). For example, when they mentioned Gao Kao, they did not provide an additional explanation to tell the readers that it is a high-stakes university entrance examination in China. The students also inappropriately used genre-specific choices of process (e.g., I think). Logical fallacies also occurred when the students were presenting information. Ideational meaning: Are these lexical choices appropriate to the field in the expository essay? Are the two parts (i.e., claim and support) logically connected to each other?
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paper corpusSignosTxtLongLines594 - : The students’ failure to revise their essays based on the teacher-written feedback they had received beyond language form albeit their willingness to revise their essays accordingly seemed to have been related to their insufficient knowledge of writing. This can be seen in Mary’s reflection when she was taking the expository writing course, as shown below:
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paper corpusSignosTxtLongLines594 - : Over time in the first semester, the students’ alignment with the SFL-based perspective on writing increased through their writing practices, where they experienced the analytic power of deconstructing texts and realized the usefulness of SFL in helping them improve their writing by making them focus on matters beyond what they had been taught to value (i.e., grammar). In other words, the students gained a more in-depth understanding of English discourse in general. For example, Elizabeth had the following realization after she deconstructed a sample essay in the expository writing class:
Evaluando al candidato expository:
4) essays: 3 (*)
5) choices: 3
expository
Lengua: eng
Frec: 77
Docs: 29
Nombre propio: 1 / 77 = 1%
Coocurrencias con glosario: 1
Puntaje: 1.523 = (1 + (1+2.8073549220576) / (1+6.28540221886225)));
Candidato aceptado
Referencias bibliográficas encontradas sobre cada término
(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)| expository |
: BRITTON, H. y BLACK, B. (Ed). (1985) Understanding expository text. Hillsdale: Lawrence Erlbaum. : Berkenkotter, C. (2002). Response to William Grabe`s “Narrative and Expository Macro-Genre”. En A. Jonhs (Ed.), Genre in the classroom. Multiple Perspective (pp. 285-288). Hillsdale: Lawrence Erlbaum Associates. : Berman, R. & Nir, B. (2007). Comparing narrative and expository text construction across adolescence: a developmental paradox. Discourse Processes, 43(2), 79-120. : Bovair, S. & Kieras, D.E. (1985). A guide to propositional analysis for research on technical prose. In Britton, B.K. & Black, J.B. (Eds.), Understanding expository text. A theoretical handbook for analyzing explanatory text (pp. 315-362). Hillsdale, NJ: Erlbaum. : Britton, B. & Black, J. (Eds.) (1985). Understanding expository text: A Theoretical and practical handbook for analyzing explanatory text. Hillsdale, N.J.: Erlbaum. : Freedle, R. (1997). The relevance of multiple choice reading test data in studying expository passage comprehension. Discourse Processes, 23(3), 399-440. : Goutsos, D. (1997). Modeling Discourse Topic: Sequential Relations and Strategies in Expository Text. Advances in Discourse Processes. New Jersey: Ablex Publishing Corporation. : Grabe, W. (2002). Narrative and expository macro-genre. En A. Jonhs (Ed.), Genre in the classroom. Multiple Perspective (pp. 285-288). Hillsdale: Lawrence Erlbaum. : Graesser, A. C., McNamara, D. S. & Louwerse, M. M. (2003). What do readers need to learn in order to process coherence relations in narrative and expository text? En A. P. Sweet & C. E. Snow (Eds.), Rethinking reading comprehension (pp. 82-98). Nueva York: Guilford. : Graesser, A.C. & Bertus, L. (1998). The construction of causal inferences while reading expository texts on science and technology. Scientific Studies of Reading, 2, 247-269. : Hyönä, J., Lorch, R., Kaakinen, J., (2002). Individual differences in reading to summarize expository text: Evidence from eye fixation patterns. Journal of Education Psychology. 94(1), 44-55. : Kletzien, S. (1991). Strategy use good and poor comprehension reading expository text of differing levels. Reading Research Quarterly, 26, 67-84. : Lewin, B. A., Fine, J. & Young, L. (2001). Expository discourse: A genre-based approach to social science research texts. New York: Continuum. : León, I, Olmos, R., Escudero, I., Cañas, J. & Salmerón, L. (2006). Assessing short summaries with human judgments procedure and Latent Semantic Analysis in narrative and expository texts. Behavior Research Methods, Instruments and Computers, 38(4), 616-627. : Meyer, B. (1985). Prose analysis: Procedures and problems. In B. Britton & J. Black (Eds.), Understanding expository text (pp. 11-64). New Jersey: LEA. : Nippold, M. & C. M. Scott, (2010). Expository discourse in children, adolescents, and adults: Development and disorders. Nueva York: Psychology Press/Taylor & Francis. : Noordman, L., Vonk, W. & Kempff, H. (1992). Causal inferences during the reading of expository texts. Journal of Memory and Language, 31, 573-590. : Schelling, G., Aarnoutse, C. & Leeuwe, J. V. (2006). Third-grader's think-aloud protocols: Types of reading activities in reading an expository text. Learning and Instruction, 16(6), 549-568. : Scott, C. & Windsor, J. (2000). General language performance measures in spoken and written narrative and expository discourse of school age children with language learning disabilities. Journal of Speech, Language, and Hearing Research, 43, 324-339. : Singer, M., Harkness, D. & Stewart, S. (1997). Constructing inferences in expository text comprehension. Discourse Processes, 24, 199-228. : Taylor, B. & Samuels, S. (1983). Children´s use of text structure in the recall of expository material. American Educational Research Journal, 20(4), 517-528. : Wiley, J., Ash, I. K., Sánchez, C.A. & Jaeger, A. (2011). Clarifying readers’ goals for learning from expository science texts. En M. McCrudden, J. Magliano & G. Schraw (Eds.), Text relevance and learning from text (pp. 353-374). Greenwich, CT: Information Age Publishing. |