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A corpus approach to ecological disc...

Poole, Robert.

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A corpus approach to ecological discourse analysis and L2 writing pedagogy.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A corpus approach to ecological discourse analysis and L2 writing pedagogy./
Author:	Poole, Robert.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
Description:	169 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Contained By:	Dissertation Abstracts International76-09A(E).
Subject:	Linguistics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3703700
ISBN:	9781321756449

A corpus approach to ecological discourse analysis and L2 writing pedagogy.
Poole, Robert.

A corpus approach to ecological discourse analysis and L2 writing pedagogy. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 169 p.

Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.

Thesis (Ph.D.)--The University of Arizona, 2015.

This item is not available from ProQuest Dissertations & Theses.

This three-article dissertation emerges from interests in corpus linguistics (CL), corpus-based discourse analysis, and corpus-informed pedagogy for second language (L2) writing classrooms. A brief summary of each article follows:

ISBN: 9781321756449Subjects--Topical Terms:

524476
Linguistics.

A corpus approach to ecological discourse analysis and L2 writing pedagogy.
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100 1 $a Poole, Robert. $3 845994
245 1 2 $a A corpus approach to ecological discourse analysis and L2 writing pedagogy.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2015
300 $a 169 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
500 $a Adviser: Jonathon Reinhardt.
502 $a Thesis (Ph.D.)--The University of Arizona, 2015.
506 $a This item is not available from ProQuest Dissertations & Theses.
520 $a This three-article dissertation emerges from interests in corpus linguistics (CL), corpus-based discourse analysis, and corpus-informed pedagogy for second language (L2) writing classrooms. A brief summary of each article follows:
520 $a Article #1: Using the localized, place-based discourse of the Rosemont Copper Mine debate of southern Arizona, the first article produces a corpus-based discourse analysis of texts from the primary interest groups involved in the mine proposal. The ecolinguistic analysis details linguistic patterns within the interest groups' texts and discusses how these grammatical and semantic features form rhetorical constellations, i.e. patterns of linguistic features performing a shared rhetorical purpose, within the debate. Findings show that the industry group produces rhetoric of authority, certainty, and dominion through deployment of particular constellations of lexicogrammatical features while the linguistic elements in the environmental advocacy texts construe uncertainty, doubt, aesthetic value, and environmental stewardship.
520 $a Article #2: The second article details an integration of geographical information system (GIS) and CL techniques with an ecolinguistics-informed analytical framework for the analysis of the same contentious environmental debate from southern Arizona. The application of GIS and CL procedures enabled the mapping of place name mentions present within two interest group corpora as well as the frequency of particular semantic tags and semantic tag sets that co-occur with specific places prominent in the debate. The findings and the GIS visualizations exhibit how different interest groups refer to and represent geographical places within their discourse and how these references to places index ideological positions towards the environment.
520 $a Article #3: The final article details a study in which twenty-one international students in the second course of an undergraduate writing program sequence at a U.S. university studied the local debate regarding the Rosemont Copper Mine. The participants analyzed texts from two primary interest groups, a local, environmental group and an international mining company, and participated in a series of corpus-aided activities using corpus data derived from texts from the opposing groups. The contrastive analyses made possible through the study of texts and corpus data from the two sharply distinct groups enabled students to notice, analyze, and discuss the meaningful and purposeful variation in word choice and rhetorical strategies present in the texts, the data, and the debate. The article provides a model for how corpus data can be integrated into writing classrooms for advancing students' abilities to analyze language and increase rhetorical awareness.
520 $a The introductory chapter provides an overview of the Rosemont Copper Mine debate, ecolinguistics, and corpus linguistics. This opening chapter is followed by three articles (corresponding to Chapters 2, 3, and 4), and the dissertation concludes with a discussion of implications of the findings and potential for future research.
590 $a School code: 0009.
650 4 $a Linguistics. $3 524476
650 4 $a Pedagogy. $3 2122828
650 4 $a Rhetoric. $3 516647
690 $a 0290
690 $a 0456
690 $a 0681
710 2 $a The University of Arizona. $b Second Language Acquisition and Teaching. $3 1286669
773 0 $t Dissertation Abstracts International $g 76-09A(E).
790 $a 0009
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3703700