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Cohesion and coherence in writing1/16/2024 ![]() ![]() The results reveal that, although they share similarities, the texts also showed differences in the cohesive devices employed. ![]() ![]() We first carry out an analysis of cohesion in these three masterpieces of political writing, applying our own model based on the combination and adaptation of those found in Halliday & Hasan’s (1976) and Beaugrande & Dressler’s (1981), in order to cover a wider range of devices and, at the same time, ameliorate some flaws ascribed by critics to Halliday & Hasan’s (1976). The present study attempts to add to the existing body of literature on political rhetoric by analyzing in detail the cohesive devices used in three political texts - The Gettysburg Address, I have a dream and Obama’s Inaugural Address – and their potential persuasive function. The study proposes a review of pedagogic practices with focus on academic writing literacy as well as a further research initiative with a larger sample to conduct a micro-level analysis of cohesion to be collated with both teachers' and students' beliefs. Both agreement and disagreement were observed between what teachers believed about students' ability to use cohesion as a text-forming resource and the textual analysis of cohesion. The results revealed statistically significant correlations between pedagogic perceptions as well as between textual manifestations of cohesion use in the sample texts. Cohesion analysis of the samples of students' academic essays was performed and collated with the teachers' perceptions. Structured questionnaire and open-ended interviews were used to gauge teachers' perceptions about the subject. This study aimed at finding out the relationships between teachers' beliefs and textual evidence in regard to students' use of cohesion in academic writing. Implications of the findings for finance students and educators are finally presented.ĭespite an extensive research base in the domain of analyses for academic writing, a study of how pedagogic perceptions are revealed in students' actual writing performance is relatively an under-researched area. They provide a potential research tool for similar investigations across a broad range of educational settings. Lexical cohesion formed the largest percentage of use, and in particular repetition of the same lexical items, followed by reference.The findings contribute to the description of the meaning-making processes in these multimodal artefacts. The study employs a Systemic Functional Multimodal Discourse Analysis (SF-MDA) for the analysis of cohesive devices in the participants’ multimodal texts. This study is underpinned by Halliday’s (1985) Systemic Functional Linguistics (SFL) approach to language and Halliday and Hasan’s (1976) cohesion analysis scheme. This study is pertinent as most international ESL/EFL students’ enrolments in Australia and elsewhere is in business programs. ![]() Specifically, it aims to provide an account of the salient textual and the logical patterns through the analysis of cohesive devices in a key topic in the Principles of Finance course, namely capital budgeting techniques and management reports. The purpose of this paper is to report on a case study designed to investigate the key multimodal academic literacy and numeracy practices of ten international Master of Commerce Accounting students enrolled at an Australian university. Whereas multimodal communication investigations in tertiary contexts has been conducted across the fields of mathematics, science and computing, and nursing, business courses have not been explored. Systemic Functional Linguistics (SFL) based research in multimodal communication and representation has been confined to school and workplace contexts. Similarly, research on accounting students’ texts has been directed at readability of accounting narratives and lexical choices. Empirical research studies of finance students’ language use have investigated students’ performance in finance courses and the effect of class attendance on students’ performance. ![]()
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