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A contrastive study of the organizat...

Dunkelblau, Helene S.

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A contrastive study of the organizational structure and stylistic elements of Chinese and English expository writing by Chinese high school students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A contrastive study of the organizational structure and stylistic elements of Chinese and English expository writing by Chinese high school students./
作者:	Dunkelblau, Helene S.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1990,
面頁冊數:	274 p.
附註:	Source: Dissertation Abstracts International, Volume: 51-04, Section: A, page: 1143.
Contained By:	Dissertation Abstracts International51-04A.
標題:	Language arts. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9025167

A contrastive study of the organizational structure and stylistic elements of Chinese and English expository writing by Chinese high school students.
Dunkelblau, Helene S.

A contrastive study of the organizational structure and stylistic elements of Chinese and English expository writing by Chinese high school students. - Ann Arbor : ProQuest Dissertations & Theses, 1990 - 274 p.

Source: Dissertation Abstracts International, Volume: 51-04, Section: A, page: 1143.

Thesis (Ph.D.)--New York University, 1990.

The impetus for this study came from Kaplan's contrastive rhetoric hypothesis (1966) and its implications concerning the expository writing of Chinese speakers in Chinese and in English. The purpose of the study was to describe the similarities and differences in the expository writing of Chinese speaking high school students who emigrated from the People's Republic of China.Subjects--Topical Terms:

532624
Language arts.

A contrastive study of the organizational structure and stylistic elements of Chinese and English expository writing by Chinese high school students.
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100 1 $a Dunkelblau, Helene S. $3 3341783
245 1 2 $a A contrastive study of the organizational structure and stylistic elements of Chinese and English expository writing by Chinese high school students.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1990
300 $a 274 p.
500 $a Source: Dissertation Abstracts International, Volume: 51-04, Section: A, page: 1143.
500 $a Chairperson: M. Trika Smith-Burke.
502 $a Thesis (Ph.D.)--New York University, 1990.
520 $a The impetus for this study came from Kaplan's contrastive rhetoric hypothesis (1966) and its implications concerning the expository writing of Chinese speakers in Chinese and in English. The purpose of the study was to describe the similarities and differences in the expository writing of Chinese speaking high school students who emigrated from the People's Republic of China.
520 $a The subjects consisted of thirty nine students divided by English level into two groups, 23 from Level IV and 16 from Level VII. Each subject wrote one essay in Chinese and one essay in English on topics that were similar, but not identical. All 78 essays were analyzed for thirteen aspects of organizational structure by means of Coe's discourse matrix (1988), and for eleven rhetorical devices commonly found in Chinese expository prose.
520 $a Results of the study give tentative support to the contrastive rhetoric notion of preferred rhetorical styles, but not to that of transfer from the native language to English. The main findings were (1) both the Chinese and English essays contained a general overall pattern of sub-topic modified by subordinate support; (2) the macro- and micro-structures of the Chinese and English essays were similar except for the following statistically significant differences: the Chinese essays were longer than the English essays, there were more levels of generality in the English essays than in the Chinese essays, the elaborations under the sub-topics were longer in the Chinese essays than in the English essays of the Level IV group, and the coordinate strings of sub-topics were longer in the Chinese essays than in the English essays of the Level VII group; (3) the Chinese essays contained many more rhetorical devices than the English essays; (4) reference to authority, reference to the past and literary references were used seldom or not at all in both the Chinese and English essays; (5) set phrases, ornate language and analogy were used frequently in Chinese essays but not in the English essays; (6) parallel sentence construction was used frequently in both the Chinese and English essays.
520 $a Suggestions for further research and implications for teaching were discussed.
590 $a School code: 0146.
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710 2 $a New York University. $3 515735
773 0 $t Dissertation Abstracts International $g 51-04A.
790 $a 0146
791 $a Ph.D.
792 $a 1990
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9025167