Hostname: page-component-7479d7b7d-fwgfc Total loading time: 0 Render date: 2024-07-12T22:27:11.489Z Has data issue: false hasContentIssue false
  • English
  • Français

An Introduction to the Study of Written Texts: The “Discourse Compact”

Published online by Cambridge University Press:  19 November 2008

Robert B. Kaplan
Get access Rights & Permissions [Opens in a new window]

Extract

About seventeen years ago when my eldest daughter was a student in the third grade of elementary school, she came home one day with a grade of “D” on an English assignment. Because I have been, in part at least, a language teacher most of my adult life, and because my daughter was a particularly verbal child, I was a bit distressed at the grade. I looked over her paper and was unable, in my ignorance, to detect what in it had induced her teacher to give her a grad of “D”.

Type
An Integrative Essay
Information
Annual Review of Applied Linguistics , Volume 3 , March 1982 , pp. 137 - 151
Copyright
Copyright © Cambridge University Press 1982

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

UNANNOTATED BIBLIOGRAPHY

Applebee, A. N. 1977. The elabirative choice. In Nystrand, M., (ed.) Language as a way of knowing. Toronto: Ontario Insitute for Studies in Education. 80–94.Google Scholar
Applebee, A. N. 1982. Writing in the secondary school. Urabana, IL: National Council of Teachers of English.Google Scholar
Bacha, N. S and Hanania, E.. 1980. Difficulty in learning and effectiveness of teaching transitional words: A study of Arabic speaking university students. TESOL quarterly. 14.3.281.Google Scholar
Barnes, D., et al. 1969. Language, the learner, and the school. Harmondsworth, England: Penguin.Google Scholar
Baüml, F. H. 1980 Varieties and consequences of medieval literacy and illiteracy. Speculum 55 237–265CrossRefGoogle Scholar
Berman, R. 1980. Postposing, lexical repetition and the like: A study in contrastive stylistics. Journal of applied linguistics. ‘Israel.’ 2. 3–25.Google Scholar
Bernstein, B. 1962. Social class, linguistic codes, and grammatical elements. Language and speech. 5 221Google Scholar
Bower, G. H., Black, J. B., and Truner, T. J.. 1979. Scripts in memory for text. Congnitve psychology. 11. 177–220.CrossRefGoogle Scholar
Barnsford, J. D, and Franks, J. J.. 1971. The abstraction of linguistic ideas.Cognitive psychology. 2. 331–350.CrossRefGoogle Scholar
Barnsford, J. D., and McCarrell, N. S.. 1974. A sketch of a cognitive approach to comprehension: Some thoughts about understanding what it means to comprehend. In Weimer, W. and Palermo, D. (eds.) Cognition and the symbolic processes. Hillsdale, NJ: Erlbaum. 189–229.Google Scholar
Barnsford, J. D., Barclay, J. R. and Franks, J. J.. 1972. Sentence memory: A constructive versus interpretive approach. Cognitive psychology. 3: 193–209.CrossRefGoogle Scholar
Bright, W. 1981a. Literature: Written and oral. In Tannen, D. (ed.) Analyzing discourse: Text and talk. Washington, DC: Georgetown University Press. 271–283. [Georgetown University Round Table.]Google Scholar
Bright, W. 1981b. Poetic structure in oral narrative. In Tannen, D. (ed.) Spoken and written language: Exploring orality and literacy. Norwood, NJ: Ablex. 171–184.Google Scholar
Britton, J. N. 1969. Talking to learn. In Barnes, D. et al. , Language, the learner, and the school. Harmondsworth, England: Penguin. 79–115.Google Scholar
Britton, J. N. 1970. Language and learning. London: Allen Lane-The Penguin Press.Google Scholar
Britton, J. N. 1971. What's the use: A schematic account of language functions. Educational review. 23. 205–219.CrossRefGoogle Scholar
Brown, G. 1979. Understanding spoken English. TESOL quarterly. 12. 3. 271–283.CrossRefGoogle Scholar
Bruner, J. S. 1978. Review of Cognitive development: Its cultural and social functions, by Luria, A. R.Human nature. 1. 84–92.Google Scholar
Caramazza, A. and M., McCloskey. 1981. Theory and problems in psycholinguistics. In Kaplan, R. B., et al., (eds.) Annual reviews of applied linguistics. Rowley, MA: Newbury House. 71–90.Google Scholar
Chafe, W. L. 1979. Intergration and involvement in spoken and written language. Paper presented at the 2nd Congress of the International Association for Semiotic Studies. Vienna, Austria.Google Scholar
Chafe, W. L. 1981 Integration and involvement in speaking, writing, and oral literature. In Tannen, D., (ed.) Spoken and written language: Exploring orality and literacy. Norwood, NJ: Albex. 35–53.Google Scholar
Chelala, S. 1981. The composing process of Spanish speackers and the coherence of their expository texts when writing in English and Spanish: A case study. New York: New York University. Ph. D. diss.Google Scholar
Clark, H. H. 1978. Inferring what is meant. In Levelt, W. J. MFlores, G. B. d'Arcais (eds.) Studies in the perception of language. Chichester: Wiley. 295–322.Google Scholar
Conner, U. and McCagg, P.. 1982. Cross-cultural differences in written paraphrase of English expository prose. Paper presented at the annual TESOL conference, Honolulu. HI.Google Scholar
Cook-Gumperz, J. and Gumperz, J. J.. 1981. From oral to written: The transition to literacy. In Whiteman, M. F. (ed.) Writing: The nature, development and teaching of written discourse. Vol. 1. Variation in writing. Hillsdale, NJ: Erlbaum. 89–109.Google Scholar
Crothers, E. J. 1978. Inference and coherence. Discourse processes. 1. 51–71.CrossRefGoogle Scholar
Crothers, E. J. 1979. Paragraph structure inference. Norwood, NJ: Ablex.Google Scholar
Davidson, J. O. and Kaplan, R. B.. 1982. A proficiency in examination of composition skills used for student placement in Freshman level ESL courses. Mimeo.Google Scholar
Eggington, W. and Ricento, T.. 1982. Discourse analysis as a pedagogical tool. Paper presented at CATESOL, Sacramento, CA.Google Scholar
Eisenstein, E. 1979. The printing press as an agent of change: Communications and cultural transformations in early-modern Europe. 2 Vols. New York: Cambridge University Press.Google Scholar
Givón, T. (ed.) 1979. Discourse and syntax. New York: Academic Press.Google Scholar
Glenn, C. G. 1978. The role of episodic structure and of story length in children's recall of simple stories. Journal of verbal learning and verbal behavior. 17. 229–247.CrossRefGoogle Scholar
Goody, J. 1977. The domestication of the savage mind. Cambridge: Cambridge University Press.Google Scholar
Goody, J. and Watt, I.. 1963. The consequences of literacy. Language and social context. New York: Penguin. 311–357.Google Scholar
Gumperz, J. J., Kaltmann, H., and O'connor, C.. In press. The transition to literacy. In Tannen, D. (ed.) Coherence in spoken and written discourse. Norwood, NJ: Ablex.Google Scholar
Havelock, E. A. 1963. Preface to Plato. Cambridge, MA: Harvard University Press.CrossRefGoogle Scholar
Havelock, E. A. 1976. Origins of Western literacy. Toronto: The Ontario Institute for Studies in Education.Google Scholar
Haviland, S. E. and Clark, H. H.. 1974. What's new? Acquiring new information as a process in comprehension. Journal of verbal learning and verbal behavior. 13. 512–521.CrossRefGoogle Scholar
Johnson, R. and Scheidt, B.. 1977. Organization encodings in the serial learning of prose. Journal of verbal learning and verbal behavior. 16 575–578CrossRefGoogle Scholar
Just, M. A. and Carpenter, P. A.. (eds.) 1977. Cognitive processes in comprehension. Hillsdale, NJ: Erlbaum.Google Scholar
Kachru, B. B. (ed.) 1982. The other tongue: English across cultures. Urbana: University of Illionois Press.Google Scholar
Kaplan, R. B. 1967. Seeing the world through language-colored glasses. TESOL journal 1. 4. 10–16.CrossRefGoogle Scholar
Kaplan, R. B. 1968. Contrastive rhetoric: Teaching composition to the Chinese student. Journal of English as a second language. 3 1. 1–13.Google Scholar
Kaplan, R. B. 1978. On the notion of contrastive rhetoric. Creativity: New ideas in language teaching. 24 1–2. [Centro do Liguistica Aplicada, São Paulo, Brazil.]Google Scholar
Kaplan, R. B. 1981a. Error in advanced-level discourse. TECFORS. 4. 3. 2–3.Google Scholar
Kaplan, R. B.et al., (eds.) 1981b. Annual review of applied linguistics. Rowley, MA: Newbury House.Google Scholar
Kaplan, R. B. 1982a. Contrastive rhetoric: Some implications for the writing process. English teaching and learning. 6 3–4. 24–38, 16–28.Google Scholar
Kaplan, R. B. and Ostler, S.. 1982b. Contrastive rhetoric revisited. Paper present at the annual TESOL conference, Honolulu, HI.Google Scholar
Kintsch, W. 1977. On comprehending stories. In Just, M. A and Carpenter, P. A. (eds.) Cognitive processes in comprehension. Hilsdale, NJ: Erlbaum. 36–62.Google Scholar
Krintsch, W. and Van Dijk, T. A.. 1978. Toward a model of text comprehension and production. Psychological review. 85 363–394CrossRefGoogle Scholar
Laberge, A. A., Samuels, S. J., and Clark, H. (eds.) 1977. Basic processes in reading: Perception and comprehension. Hillsdale, NJ: Erlbaum.Google Scholar
Lakoff, R. 1981. Persuasive discourse and ordinary conversation, with examples from advertising. In Tannen, D. (ed.) Analyzing discourse: Text and talk. Washington, DC: Georgetown University Press. 25–42. [Georgetown University Round Table.]Google Scholar
Lay, N. D. S. 1982. The role of the native language in the composing process. Unpublished paper. City University of New York.Google Scholar
Levelt, W. J. M. and Flores, G. B. d'Arcais (eds.) 1978. studies in the perception of language. Chichester: Wiley.Google Scholar
Lieber, P. 1979. Cohesion in ESL students' expository writing. New York: New York University. Ph.D. diss.Google Scholar
Maftoon-Semnani, P. 1979. A contrastive rhetoric of the liguistic organization of American-English and Persian expository paragraphs written by published writers in each language. New York: New York University. Ph. D. diss.Google Scholar
Mandler, J. M. and Johnson, N. S.. 1977. Remembrance of things parsed: Story structure and recall. Cognitive psychology. 9. 111–151.CrossRefGoogle Scholar
Martin, J. M. 1980. Proficiency of university level advanced ESL students and native speakers of English in processing hierarchical information in context. Los Angeles: University of Southern California. Ph.D. diss.Google Scholar
McDaniel, B. A. 1980. Contrastive rhetoric: Diagnosing problems in coherence. The English quarterly. 13. 3. 65–75.Google Scholar
McKoon, G. 1977. Organization of information in text memory. Journal of verbal learning and verbal behavior. 16. 247–260.CrossRefGoogle Scholar
Meyer, B. J. F. and McConkie, G. W.. 1973. What is recalled after hearing a passage? Journal of educational psychology. 65. 109–117.CrossRefGoogle ScholarPubMed
Nystrand, M. (ed.) 1977. Language as a way of knowing. Toronto: Ontario Institute for Studies in Education.Google Scholar
Ochs, D. R. 1979. Planned and unplanned discourse. In Givón, T. (ed.) Discourse and syntax. New York: Academic Press. 51–80.CrossRefGoogle Scholar
Olson, D. R. 1980. Social foundations of language and thought. New York: Norton.Google Scholar
Ong, W. J., S. J. 1967. The presence of the word: Some prolegomena for cultural and religious history. New Haven: Yale University Press.Google Scholar
OngW.J., S.J. W.J., S.J. 1977. Interface of the word. Ithaca: Cornell University Press.Google Scholar
Ong, W. J., S.J. 1979. Literacy and orality in our times. Profession 79. New York: Modern Language Association. 1–7.Google Scholar
Ong, W. J., S.J. 1981. Orality and literacy: The technologizing of the word. New York: Methuen.Google Scholar
Polanyi, M. 1958. Personal knowledge. London: Routledge and Kegan Paul.Google Scholar
Rodriguez, R. 1981. Hunger of memory: The education of Richard Rodriquez. Boston: David R. Godine.Google Scholar
Rumelhart, D. E. 1977. Understanding and summarizing brief stories. In Laberge, A. A., Samuels, S. J., and Clark, H. (eds.) Basic processes in reading: Perception and comprehension. Hillsdale, NJ: Erlbaum. 265–303Google Scholar
Santana-Seda, O., Sr. 1974. A contrastive study in rhetoric: An analysis of the organization of the English and Spanish paragraphs written by native speakers of each language. New York: New York University. Ph. D. diss.Google Scholar
Santiago, R. 1968. A contrastive analysis of some rhetorical aspects of writing in Spanish and English of Spanish-speaking college students in Puerto Rico. New York: Columbia University. Ph. D. diss.Google Scholar
Scribner, S. and Cole, M.. 1981a. The psychology of literacy. Cambridge, MA: Harvard University press.CrossRefGoogle Scholar
Scribner, S. and Cole, M.. 1981b. Unpackaging literacy. In Whiteman, M. F. (ed.) Writing: The nature, development and teaching of written discourse. Vol. 1. Variation in writing. Hillsdale, NJ: Erlbaum.Google Scholar
Simmons, C. F. 1979. Cohesion in Russian: The major resources of textual unity. Providence, RI: Brown University. Ph.D. diss.Google Scholar
Steiner, G. 1978. On difficulty and other essays. New York: Oxford University Press.Google Scholar
Strei, G. J. 1973. A contrastive study of the written discourse of English and Spanish. Paper presented at the annual TESOL conference. San Juan, PR.Google Scholar
Strei, G. J. 1976. Semantic aspects of paragraph coherence. Unpublished paper. University of Southern California. Mimeo.Google Scholar
Strei, G. J. and Newsham, G.. 1978. Linguistic aspects of paragraph unity. In Nickel, G. (eds.) Proceedings of the fourth world congress of the international association of applied linguists. Stuttgart: Grasser-Boscolo.Google Scholar
Tannen, D. 1980. Oral and literate strategies in discourse. Linguistic reporter. 22: 9. 1–3.Google Scholar
Tannen, D. (ed.) 1981. Analyzing discourse: Text and talk. Washington, DC: Georgetown University Press. [Georgetown University Round Table.]Google Scholar
Tannen, D. 1982. Oral and literate strategies in spoken and written narratives. Language. 58. 1–21.CrossRefGoogle Scholar
Tannen, D. (ed.) In Press. Coherence in spoken and written discourse. Norwood, NJ: Ablex.Google Scholar
Thorndyke, P. W. 1976. The role of inferences in discourse comprehenstion. Journal of verbal learning and verbal behavior. 15: 437–446.CrossRefGoogle Scholar
Thorndyke, P. W. 1977. Cognitive structures in comprehension and memory of narrative discourse. Cognitive psychology. 9: 77–110.CrossRefGoogle Scholar
Watson, C. 1982. The use and abuse of models in the ESL writing class. TESOL quarterly. 16: 1. 5–14.CrossRefGoogle Scholar
Weimer, W. and Palermo, D. (eds.) 1974. Cognition and the symbolic processes. Hillsdale, NJ: Erlbaum.Google Scholar
Whiteman, M. F. (ed.) 1981. Writing: The nature, development and teaching of written discourse. Vol. 1. Variation in writing. Hillsdale, NJ: Erlbaum.Google Scholar