| Section nos |
|
| Introduction |
An excellent
beginning. Your bottom-up vs. top-down perspective is a very pertinent
one and provides a relevant framework around which to structure your
answer. |
| 1.2 |
You successfully
adapt and apply Cook's (1989) version of discourse relationships to
your own model based on the student's text. Indeed, your combination
of some of the categories (Social relationship and shared knowledge,
for instance) into one new category works very well and makes clear
sense. |
| 1.3 |
A very good idea
to define some of the key terms and particularly useful to then apply
the definition to the context of your essay and the points you will
cover. |
| 1.3.3 |
Clear and perceptive
analysis is abundantly evidenced here. |
| 1.4.2 |
Good link here
between clause relationships (which you could have discussed, much
less interestingly, from a purely 'linguistic' perspective) and the
reader-writer relationship. |
| 1.4.4 |
A good application
of your knowledge of discourse to the current text! |
| 1.5.2 |
Clear, succinct
discussion of important points which you later apply to your data.
You draw on some relevant literature/sources to inform the discussion
appropriately. In this way, you set out some relevant theoretical
perspectives for your subsequent analysis. |
| 1.5.3 |
As with 1.5.2 |
| 1.5.4 |
As with 1.5.2 |
| 1.5.5 |
Here you succeed
in applying the theoretical perspectives discussed in the previous
sections to your data. |
| 2.2 |
In this section,
you set the discussion of pedagogical implications in a much wider
context. This approach works well and again provides a framework for
your discussion of practical implications. |
| 2.3 |
Good application
with useful suggestions for pedagogic content which are applicable
beyond any single teaching context. Tribble's (1996) idea to use corpus
based data is a fascinating one. Have you considered the practicalities
of it? (access to relevant technologies? access to the corpus itself?
how actually to get learners 'to do their own research' in such a
way? Nevertheless, leaving aside the practicalities, (there is increasing
classroom-based evidence for a corpus-based approach), the ideas you
discuss here in this section are wide-ranging in their usefulness
and application. |
| 2.4 |
Good variety
of activities are discussed within a theoretical perspective |
| Conclusion |
Clear, concise
and coherent. It builds on the initial points made in your introduction
and successfully pulls together many of the important issues in your
discussion. |
