| 1. |
|
|
| 2. |
|
|
| 3. |
|
|
| 4. |
|
|
| 5. |
- Herriman, Jennifer, 1947
(författare)
-
Don't get me wrong! Negation in argumentative writing by Swedish and British students and professional writers
- 2009
-
Ingår i: Nordic Journal of English Studies. - 1654-6970. ; 8:3, s. 117-140
-
Tidskriftsartikel (refereegranskat)abstract
- Negation is a means by which writers take their readers into account, anticipate their expectations and what inferences they may make, and dismiss those which are in conflict with their own. This is a pilot study comparing negation in argumentative writing in English by Swedish advanced learners, British students and professional writers in the British broadsheet press. The findings suggest that Swedish advanced learners use negation to negate interpersonal meanings (i.e. interactional and attitudinal meanings) more frequently than British students, a tendency which can be attributed to a high degree of subjective involvement generally found in Swedish advanced learners’ essays. In comparison to the professional writers, both categories of student writers use negation less frequently to negate meanings on the content level of their texts. This can be attributed to the difference in the tenor relations which professional and student writers have to their readers.
|
|
| 6. |
- Herriman, Jennifer, 1947
(författare)
-
Existential Constructions in English and Swedish
- 2012
-
Ingår i: Languages in Contrast. - : John Benjamins Publishing Company. - 1387-6759 .- 1569-9897. ; 12:2, s. 165-186
-
Tidskriftsartikel (refereegranskat)abstract
- Existential constructions introduce newsworthy information into the discourse by placing it in a position of prominence late in the message, in the Rheme. This study compares existential constructions in a sample of English and Swedish source texts and their translations in the English Swedish Parallel Corpus. The Swedish sample contains a slightly higher number of existential constructions. About two thirds are translated into or from existential constructions in the other language. The remaining correspondences differ somewhat in terms of where they place the newsworthy content presented by the notional subject in the existential construction. In English, this is often placed in the Theme. In Swedish, in contrast, this is usually avoided, either by fronting another clause element or by realizing the content as a complement or verb, which is placed in the Rheme. These findings provide further empirical evidence for the claim that Swedish follows the information principle more closely than English.
|
|
| 7. |
|
|
| 8. |
- Herriman, Jennifer, 1947
(författare)
-
Identifying Relations: the Semantic Functions of Wh-clefts in English.
- 2004
-
Ingår i: Text. ; 24:4
-
Tidskriftsartikel (refereegranskat)abstract
- This study compares the semantic relations represented by the wh-clauses of basic and reversed wh-clefts in the FLOB Freiburg corpus of written British English. In both types of wh-clefts, there is a skewing of certain types of processes (mental, verbal and relational) and circumstances (location, matter, and extent circumstances). This is related to the fact that the semantic function of the wh-clauses of wh-clefts is to represent a variable in a value-variable relation. There are also some differences in the distribution of these relations in basic and reversed wh-clefts. These differences can be explained by the different communicative functions of basic and reversed wh-clefts. Basic wh-clefts, where the wh-clauses are thematic, are often used to present newsworthy information from e.g. an evaluative perspective. Reversed wh-clefts, on the other hand, where the wh-clauses are rhematic, are often used to negotiate the validity of information already conveyed in the text or to highlight e.g. modal meanings
|
|
| 9. |
- Herriman, Jennifer, 1947
(författare)
-
“I’m stating my case” Overt authorial presence in English argumentative texts by students and professional writers
- 2007
-
Ingår i: Nordic Journal of English Studies. - 1654-6970. ; 6:1
-
Tidskriftsartikel (refereegranskat)abstract
- By first person reference, writers construct an overt authorial presence in their texts. On the content level they construct their “Autobiographical Self”. On the writer-reader level they construct their “Self as Author” identity by making metalinguistic and evaluative comments. This study compares first person reference in English argumentative texts by Swedish and native speaker students writing in an educational setting and professional writers writing in the public sphere. It finds that the student writers (both Swedish and native speakers), in contrast to the professional writers, tend to construct a strong “Self as Author” presence by predominantly referring to themselves as opinionholders and writers of their texts.
|
|
| 10. |
|
|
