Literaturnachweis - Detailanzeige
| Autor/in | Horner, Winifred B. |
|---|---|
| Titel | Speech-Act and Text-Act Theory: "Theme-ing" in Freshman Composition. |
| Quelle | (1978), (12 Seiten) |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Tagungsbericht; College Freshmen; Communication (Thought Transfer); English Instruction; Higher Education; Language Usage; Models; Theories; Writing (Composition); Writing Processes; Writing Skills; Written Language |
| Abstract | In contrast to a speech-act theory that is limited by a simple speaker/hearer relationship, a text-act theory of written language allows for the historical or personal context of a writer and reader, both in the written work itself and in the act of reading. This theory can be applied to theme writing, essay examinations, and revision in the college composition class through the theme writing process of the student (the context writer) and the theme grading of the professor (the context reader). If this text-act model is to provide perspective on such writing problems as meaning and intention and offer possible solutions, it is necessary for the professor and the student to identify all of the participants in the theme writing act and to define their roles and intentions. The text-act model can also help students recognize the illocutionary force behind examination questions and offers assistance in the revision process where the writer and the text-act person are the same. (MAI) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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