written discourse

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Its influence could be seen, as it were, descending upon him, and possessing him, and continually lifting him out of the written discourse that lay before him, and filling him with ideas that must have been as marvellous to himself as to his audience, His subject, it appeared, had been the relation between the Deity and the communities of mankind, with a special reference to the New England which they were here planting in the wilderness.
I must say,” observed Hiram, with due deliberation, “that it was a tongney thing; and I rather guess that it gave considerable satisfaction, There was one part, though, which might have been left out, or something else put in; but then I s’pose that, as it was a written discourse, it is not so easily altered as where a minister preaches without notes.
One reason could be the absence of articles in the participants' L1 as a result of which they find it difficult to use articles both in spoken and written discourse.
As spoken discourse is different from written discourse in terms of manner, medium and strategies, it cannot be analyzed in the same way as written discourse.
The findings from this area of the study may support researchers and educators generally in understanding the linguistic adaptations many children have to make as they enter the classroom and grapple with the mode of teacher talk and written discourse.
Cameron and Panovic present students, academics, and researchers with a comprehensive examination of the theory and practice of written discourse analysis.
During the last decades many studies have been reported in the area of formulaic language (Wood, 2002) due to the importance of understanding the role of formulaic sequences in oral and written discourse in everyday communication.
While Rama, in La ciudad letrada, points out the historical entanglement of various Latin American letrados across political, cultural and societal spheres, emphasizing the power of written discourse in the formation of Latin American societies, Gramsci argues that the role of the intellectual is to interpret and articulate the voice and experience of the people.
In his recent preface to Professing Literature: An Institutional History, Gerald Graff comments on how we tended, at least for many years, to keep professional critical writing out of the classroom, thus depriving our students of models of the kinds of written discourse we were asking them to produce (xviii).
Hypothesis 2: Non-native written discourse is more prone to contain powerless markers than spoken discourse.
cannot be questioned or contested as oral speech can be because written discourse has been detached from its author" (1982/2012, p.