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Discourse markers

  1. An overview of socio-cultural theory in discourse
  2. DEFINITION OF DISCOURSE. The difference between text and discourse
  3. Discourse Interpreting
  4. Interpretation of 'Discourse' from Systemic Functional Linguistic Perspective
  5. Literary Discourse
A particular kind of cohesive device is the discourse marker, words such as however, although, furthermore, namely. These words are signals that tell you the kind of relationship the writer intends between two parts of his text: if you can understand one part, the discourse marker serves as a possible key to the other part. Frequently the marker explicitly signals the functional value of the sentence, which otherwise has to be inferred. We need to be aware exactly how these markers work so that we can use them to help elucidate difficult texts.   All discourse markers fall into three main classes that reflect the three main classes of relationships possible between parts of a text:   I. Those which signal the chronological order of reported events. II. Those which signal the writer's manner of organizing his discourse (serve to inform the reader what the writer is doing at the given points in the text, drawing his attention to the function of this sentence etc. in the overall pattern of the discourse).   III. Those which indicate the writer's view of the facts and ideas about which he writes (show the relationships perceived by the writer between the facts and ideas about which he is writing; the relative importance he attaches to each and other things about his attitude to them). This group can further be subdivided into: A. additive - used to introduce further facts or ideas that are seen by the writer as adding to and sometimes reinforcing those already dealt with; B. adversative - introduce information that the writer sees as contrary to what is expected or hoped or to what has been said; C. causal- indicate relationships of cause, effect, result, intention; and of condition. These relationships may be (a) between external facts or (b) between parts of the writer's argument. e.g. (a) She felt extremely tired. For this reason, she did not leave her room. (b) This matter is extremely complex. For this reason, we shall not go into it further at this point. D. attitudinal- indicate the writer's attitude towards the facts and ideas about which he writes   The four main groups mentioned above are very dissimilar in function, even though the markers in each operate in similar ways; and some of the words serve as markers in more than one group, according to the way they are to be interpreted.   The following chart contains a list of discourse markers widely used in academic English that are classified in accordance with the functional value they indicate and the type of syntactic units they connect.
functional value discourse markers
sentence level clause level
coordinators subordinators
  I. Those which signal the chronological order of reported events  
  at first initially in the beginning first, second, etc. now, then, next meanwhile after that, afterwards since then last, finally, eventually then after as as soon as before once ... then since until when while
II. Those which signal the writer's manner of organizing his discourse  
Sequencing to begin with first, second, etc. first of all now, at this point meanwhile then, next eventually lastly, finally in conclusion
Restating i.e. (Latin id est) in other words or rather put otherwise that is (to say) to put it another way
Specifying namely to be more precise to wit viz. (Latin videlicet)
Referring as far as ... is concerned as mentioned before concerning this ignoring this in that connection in this respect talking / speaking of/about
Resuming to resume to return to the previous point getting back to ...
Exemplifying e.g. (Latin exempli gratia) for example for instance to illustrate this
Generalizing as a rule broadly speaking by and large for the most part generally (speaking) in most/many cases in general on the whole to a great extent
Summarizing all in all in brief in short to summarize to sum up
Concluding in conclusion to conclude
  Those which indicate the writer's view of the facts and ideas about which he writes  
  1. additive
 
Adding also apart from this besides (that) further furthermore in addition moreover on top of that too what is more and apart from this as well as both ... and nor ('and not') not only ... but also      
Support actually as a matter of fact indeed in fact    
Comparing a further point with a previous one also in a similar way in/by comparison in the same manner in the same way likewise similarly too and both ... and nether ... nor as just as
B. adversative  
Contradiction but conversely in/by contrast despite the fact that in spite of the fact that on the contrary but  
Balancing contrasting points at the same time on the one hand ... on the other hand   whereas while although even though though
Admitting the unexpected actually as a matter of fact in fact yet    
Denying the expected however instead rather   although even though though
Introducing an alternative otherwise alternatively or either ... or neither ... nor  
Dismissing anyhow anyway at any rate either way in any case at least at least  
Concession all the same even so nevertheless nonetheless notwithstanding still but  
  c. causal  
Introducing reason for this reason on account of this because of this for because since as
Introducing effect or result accordingly as a result as a consequence consequently for this/that reason hence, thus then thereby therefore so thereby    
Introducing purpose with this in mind to this end     in order to so as to so that
Signaling condition in that/this case that being so in these circumstances otherwise then       as long as if ... (then) in case on condition (that) once otherwise provided (that) providing unless
  D. attitudinal
Emphasizing above all chiefly especially in particular first and foremost more/most importantly/ significantly notably particularly primarily
Expressing degrees of certainty after all certainly clearly naturally obviously of course surely undoubtedly perhaps probably
Expressing attitude admittedly amazingly fortunately luckily strangely enough unfortunately
                 

 

Task 6. [individually]

Read the text. Select the most appropriate discourse marker from the two alternatives given. State its function.

B                 Developmental Psychology Many people are attracted to psychology because they want to help individuals with psychological problems. Developmental psychologists,on the other hand / otherwise, are interested in the factors that influence growth and development. Therefore / Because developmental psychologists study changes in behavior, their interests can involve many subfields of psychology, such as social, personality, cognitive, and physiological psychology. At one time / At first, developmental psychologists focused primarily on the behavior of infants and young children. This focus has now broadened to an life-span approach in which development is studied from conception to death. However / Above all, many developmental psychologists continue to concentrate on infant and child behavior. For example / In fact, developmental psychologists have recently devised intelligence, or IQ, tests for infants as young as six months (Kolata, 1989). The tests make it possible to identify babies who are at risk of doing poorly in school, as well as those who are likely to be above average in intelligence. Early identification allows intervention with low-IQ individuals so that their future academic performance can be enhanced.  

Task 7. [in pairs]

Read the following passage and fill in the blanks with the appropriate discourse markers, choosing from the box below.

Thus While For example Conversely Although
C                         Psychology Applied to Medical Settings The expression "Don't worry, be happy" may be more than a catchy song lyric. We now know that psychological factors such as worry and stress are related to disease and illness. (1) ... the medical profession used to concentrate primarily on physical causes of illness, they now study as well how psychological factors can make you sick. This rapidly growing area is called health psychology. Health psychologists investigate the role that psychological variables, such as stress and anxiety, play in health and disease. They also do research on how people learn and maintain bad health habits. (2) ..., (3) ... doctors often assume that patients follow their advice, health psychologists have found that 93 percent of patients do not strictly adhere to their medical treatment regimens (Taylor, 1990). As a student, you probably worry about your grades or feel stress when a major paper or project is due. Health psychologists Stephanie Booth-Kewley and Howard Friedman found that personality traits associated with being "neurotic" (anxiety, pessimism, sadness, and hostility) can make a person susceptible to a number of illnesses (Goleman, 1988). If your personality can be a cause of disease, can changes in your life-style lessen illness? Some recent research suggests that drastic changes in life-style and diet can reverse clogged arteries, a condition associated with coronary heart disease. One study found that the combination of one hour of yoga and meditation, exercise, and a strict vegetarian diet reduced the levels of arterial blockage in individuals who had had heart attacks. Researchers found that eighteen of the twenty-two people in this radical treatment program had reduced the level of blockage in their coronary arteries. (4) ..., ten out of nineteen in the group that received standard medical treatment (reduced dietary fats, moderate exercise, and no smoking) experienced increased blockage. Only six out of nineteen in the standard treatment group showed a reduction of coronary artery blockage. (5) ..., it appears that the psychological variable may have made a difference (Goleman, 1989).  

 



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Unit 3. careers in psychology | MAKING YOU THINK | Word-Attack Strategies: Dealing with unfamiliar words III | Prefixes related to numbers | Exploring the Text: In-depth reading | ACADEMIC VOCABULARY | Word Families | Word Choice: Synonyms | Оценивать | Sit (for), show, administer, perform, run, set, confirm, take, undergo, carry out, conduct, reveal |

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