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Cognitive Linguistic Explorations of Writing in the Classroom

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Rod E. Case, Gwendolyn M. Williams and Peter Cobin

Research into the analysis of classroom-based writing is replete with techniques and methods meant to bring clarity to the question of how to best conduct instruction and assessment. Findings and suggestions for practice are rooted in a philosophy that asks teachers and linguists to judge students’ writing against a pre-determined standard. Too often, the results do little more than inform teachers and researchers as to which students met the standard and which did not.

This book offers research into the analysis of classroom writing that does not use a set standard or rubric to assess student writing but instead relies on insights from cognitive linguistics to explore the connections between cognition and language in student writing. The result is a creative and linguistically driven analysis of classroom writing that allows the linguist or teacher to view student writing on its own terms.

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Index

Extract



agent 75, 100, 116

argument 1, 14, 23, 35–36, 38, 41–43, 46, 49, 51–52, 115–116, 121, 126–127, 132–133

attention 13, 16–19, 23, 41–42, 52, 59, 63, 65, 90, 122, 124, 155

beginning (also start) 9, 17, 21, 39, 42, 51, 54, 56, 58–59, 64–65, 69–70, 72–75, 78–81, 86, 88, 96, 99, 110, 114, 116–117, 120, 124, 128, 132

blending 121

cause 72–73, 135

character 10, 64, 75, 82, 84, 87–88, 92–93, 99, 100–103, 105, 134

cognitive complexity 77, 100

cognitive linguistics xiii, 1, 3–5, 9–12, 33, 38, 110, 131, 135, 137

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