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The instrumental use of verbless sentences in writing and rewriting: a longitudinal and genre-contrasted point of view
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In: Writing(s) at the crossroads: the process/product interface ; https://hal-univ-paris3.archives-ouvertes.fr/hal-01465650 ; Georgeta Cislaru. Writing(s) at the crossroads: the process/product interface, John Benjamins, pp.57-80, 2015 (2015)
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Abstract:
International audience ; We sought to determine the role of verbless sentences across the writing process. We compared two corpora: a longitudinal corpus of social reports and a transversal corpus of diary entries and letters. An examination of successive draft reports revealed that verbless sentences were present in incipient versions, but subsequently grew into full sentences or even paragraphs. They served as reminders - condensed syntactic and semantic content intended to be expanded into full text. Similarly, verbless sentences contained in the diary entries were swiftly worked up into full sentences in letters relating the same events as the diary. We hypothesize the existence of a pragmatic constraint differentiating between self-addressed texts (incipient versions, personal diaries) and other-addressed texts (final reports, letters)
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Keyword:
[SHS.LANGUE]Humanities and Social Sciences/Linguistics; diary; letters; rewriting; social reports; verbless sentences
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URL: https://hal-univ-paris3.archives-ouvertes.fr/hal-01465650
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We Had the Experience but Missed the Meaning: Capacity Building Using Student Diary Pro to Enhance the Mobility Experience
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In: Stream 1: Enterprise and Engagement (2015)
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An ethnographic approach to studying the student experience : The student perspective through free form video diaries
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Capturing experiences as they happen : diary data collection for social marketing
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Using video self-modelling to improve the reading attitudes of students with dyslexia
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Capturing experiences as they happen : diary data collection for social marketing
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| 9 |
Un blog com a pretext per escriure ; A blog as a pretext for writing ; Un blog como pretexto para escribir
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In: Llengua i ús: revista tècnica de política lingüística; Núm. 55 (2014); p. 51-59 (2015)
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Teacher Self-Evaluation Models As Authentic Portfolio To Monitor Language Teachers' Performance
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In: TEFLIN Journal, Vol 15, Iss 1, Pp 91-116 (2015) (2015)
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