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Copyright of Elia: Studies in Applied English Linguistics / Estudios de Lingüística Inglesa Aplicada is the property of Elia: Estudios de Linguistica Inglesa Aplicada and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The study of discourse presentation in children's narratives has been limited to the analysis of direct and indirect speech (reported speech). Thus, other useful structures for narrating and presenting speech, thought, and writing have not been yet considered. This paper aims to account for the diversity in children's narratives, as well as demonstrate the applicability of a stylistic-literary analysis model of fictional narrative prose to the study of elicited narratives. We use an elicited corpus composed of twenty narratives in Spanish produced by young schoolchildren during a guided retelling task. The results show the stylistic diversity of this corpus and support the use of this model in the stylistic analysis of elicited narratives. This approach introduces a broader way of studying language development though the observation of style in narratives. [ABSTRACT FROM AUTHOR]

Recent decades have seen a proliferation of research on didactic techniques for graduate writing. One such technique is the thesis writing circle, based on peer reviews. The current study aimed to discover the impact of self-perceived research writing skills among eight thesis candidates participating as authors and reviewers in a thesis writing circle. Their experience was analyzed in a quantitative and qualitative manner through their responses to two questionnaires on the dimensions of academic writing. The dimensions of greatest impact were revision, search for assistance and group support, and writing as a process. These dimensions are mentioned most by those who have reported benefits from thesis writing circles. [ABSTRACT FROM AUTHOR]

Copyright of Enunciación is the property of Revista Enunciacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Predicative adjectives resemble adverbs of manner as states and action evaluators in narrative discourse. In romance languages, it prefers adjectives as depictive secondary predicates and adverbs with the form -ment(e) in formal and written register, but it prefers adverbial adjectives in oral and informal register (Hummel, 2000). This study shows how Mexican young students have assumed this model of use of these predicate modifiers through comparing predicative adjectives and adverbs of manner in three corpus: 82 narrative texts from scholar reading books; 76 oral and written stories created by 38 students in the last level of Mexican Basic Education; 38 oral personal stories. It is demonstrated that these students have assumed those used differences, basically contrast between formal and informal production. [ABSTRACT FROM AUTHOR]

Copyright of Enunciación is the property of Revista Enunciacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study analyzes reported speech and thought in Mexican school-age children's and adolescents? narratives when they express wishes and wills of characters in a story retelling. It compares diversity and frequency of direct and indirect style in 80 oral narrative retellings of 1st grade children (6-7 age), 3rd grade children (8-9 age), 6th grade children (11-12 age), and 9th grade teenagers (14-15 age), expecting a significant increase of indirect style use, linguistically and narratively more complex. The results show a decrease of direct speech use while indirect reported speech and thought significantly increases, together with increasing willfulness expressions in the narratives from the different school level students. These tendencies contrast with a predominant use of direct speech in the original story. These findings give evidence of a progressive narrative complexity in the reconstruction of characters? dialogue. [ABSTRACT FROM AUTHOR]

Due to the evident educational gap in the teaching and acquisition of argumentation in Mexico, in the recent Educational Reforms for Middle Education has been proposed that the Pragmadialectics theory underlies the teaching of this discourse in the curricula and course contents; however, this argumentation theory is not the base for the activities or the didactic materials used in the classrooms. These are ruled by the New Rhetoric theory of argumentation. This shows a lack of coherence between the pedagogical-theoretical approach and classroom practices. This is why the definition of the theoretical basis to sustain this discourse model in the curricula is a challenge that needs to be addressed. In this research we analyze and evaluate the curriculum, the syllabus and the Spanish textbooks for Middle school; we also analyze the curriculum, the Spanish teaching guides, and the Spanish text books for the High school that depends on the University of Querétaro. The final proposal is framed in the theoretical consideration of the need to elaborate a new model for teaching argumentation that is based on the interdisciplinary work of the fields of Linguistics, Pedagogy and Philosophy. [ABSTRACT FROM AUTHOR]

This research project is aimed at describing the uses of verb "traer" in imperfective events in Mexican Spanish, based on the Gramática de Construcciones de Goldberg (1995) and a previous study by Rábago and Alarcón (2012) regarding the stative "traer". A series of syntactic, semantic and pragmatic aspects is explored, regarding the relationships among participants: Subject, Object and their Complements. Examples from two oral register corpora are analyzed: the Sociolinguistic Corpus of Ciudad de México, and the Speech Corpus of Monterrey. The following tendency is shown: alienable objects are used with predicative complements, while inalienable objects combine the preferred structure with adverbial complements or secondary predicates which enable and sometimes strengthen the discursive setting. [ABSTRACT FROM AUTHOR]

Copyright of Forma y Funcion is the property of Universidad Nacional de Colombia, Facultad de Ciencias Humanas, Departamento de Linguistica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)